Kế hoạch bài dạy Môn Tiếng Anh Lớp 4 - Tuần 17: Unit 12: What does your father do? - Năm học 2021-2022 (Vi Thị Hoa)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 4 - Tuần 17: Unit 12: What does your father do? - Năm học 2021-2022 (Vi Thị Hoa)

1. Week:17 Date of teaching: 07/01/2022 Period: 79 UNIT 12: WHAT DOES YOUR FATHER DO? LESSON 2: 1+2+3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the situation for the conversation between Nam and Mai (setting, participants, topics); 2. Ask and answer questions about workplaces, using Sentence Patterns: Where does a ____ work? − A _____ works _____. 3. Live responsibly, love family and respect other people’ jobs. B. LANGUAGE FOCUS 1. Key terms/Vocabulary doctor, in a hospital / farmer, in a field / worker, in a factory / clerk, in an office 2. Key grammatical structure The sentence patterns: Where does a ____ work? − A _____ works _____. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 14. - Audio (Unit 12-page 14). - 4 pictures of someone’s job and working place (Activity 2 – page 14). - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the situation for the conversation between Observation Nam and Mai such as setting, Students’ answers Questions & answers participant, topics. Key
2. 2. Practice a role-play conversation with Student’s talks, and Observation classmates, using the picture prompts. interaction 3. Ask and answer about workplaces, Student’s talks, and Observation using the sentence patterns. interaction Questions & answers 4. Use positive attitudes and appropriate Student’s interaction and Observation gestures to talk and ask about performance workplaces. Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and song - Greet the students. - Ask students to sing the song My family and do the actions. - Give comments. - Lead into the new lesson. - Tell students that they are going to read a dialogue in which students ask and answer questions about workplaces. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 14) and answer questions to identify the situation for the conversation. 1. Who are they? (Nam and Mai) 2. Where are they? (in the classroom) 3. What are they doing?( talking about working places) - Ask students to look at picture d (Activity 1) (page 14) and answer the following questions: 4. What does Nam ask? (where does she work?) 5. What does Mai answer? (In a field) - Elicit the sentence patterns: “Where does a ____ work? − A _____ works _____”. - Tell students that they are going to practise asking and answering questions about workplaces. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue.
3. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Full controlled & less controlled Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: doctor, in a hospital / farmer, in a field / worker, in a factory / clerk, in an office. - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: Where does a doctor work? Student: A doctor works in a hospital - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Less controlled. Ask and answer about the jobs and working places of the family members. - Tell students that they are going to ask and answer questions about the jobs and workplaces of their family members, using “what does your ____ do? He’s/She’s_____”. “Where does he/she work? He/She works ____”. - Ask them to interview 3 or 4 friends: One student asks the question and the other answers with the facts about the jobs and workplaces of their family members and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer about workplaces and use the sentence pattern “where does a ___work? A ___works ___.”) 2. What’re the core values of the lesson? (Live responsibly, love family and respect other people’ jobs.)
4. - Remind students to do exercises in the workbook, learn by heart the new words and the structure and prepare for the next lesson. Self-study: Lesson 2 (4-6) on page 15. D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... Week:17 Date of teaching: 07/01/2022 Period: 81 UNIT 12: WHAT DOES YOUR FATHER DO? LESSON 3: 1+2+3 (page 16) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the letter clusters ie in field and piece, and ea in teacher and reading. 2. Using language to talk about jobs and workplaces. 3. Studious and obedient students; love their family and respect other people’s job. B. LANGUAGE FOCUS 1. Key terms/ Vocabulary Revision 2. Key grammatical structure The sentence patterns: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 16
5. - Track (Unit 12-page 16), - Letter “ie” in the words: field, piece and letter “ea” in the words: teacher, reading. (Activity 1 – page 16) - Situational pictures and character cards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Pronounce the letter clusters ie in field and piece, and ea in teacher and Students’ answers Observation reading. 2. Practice with classmates, using the Student’s talks and word prompts. interaction. Observation 3. Listen and circle. Then say the Student’s listening, and sentences with the circled words in Observation interaction Activity 2. Listen 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to chant performance Listen and chant STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Then call two students to the front of the class to ask and answer questions about the jobs and the workplaces. - Lead into new lesson. - Tell students that they are going to practice saying the sounds of the letters ie in the words: field, piece, and ea in the words: teacher, reading respectively. Activity 1: Language input (Activity 1: Listen and repeat.) - Have students open their books page 16. - Tell students that they are going to practice saying the sounds of the letters ie in the words: field, piece, and ea in the words: teacher, reading respectively. - Put the phonics letters ie and ea on the board and say them a few times . - Play the recording more than once, if necessary, ask students to listen and repeat the sentences. - Do choral and individual repetition.
6. - Play the recording again for students to listen and repeat. - Call on some students to say the words and sentences. Activity 2: Full controlled & less controlled Task 1: Listen and circle. Then say the sentences with the circled words. - Tell Ps that they are going to listen to the recording and circle the words. - Give the class a few second to read the words in silence and guess the words to circle - Play the recording all the way through for Ss to listen. - Play the second time and ask Ss to do the task. - Have Ss check their answers in pairs, then ask some Ss to report their answer to the class. - Gives the best answers. Key: 1. b, 2. b - Ask Ss say sentences with the circled words: - Call some Ss to say aloud in front of the class. - Check and correct mistakes. Task 2: Let’s chant - Tell students that they are going to sing the chant “Jobs and workplaces.” - Give a few seconds for Ss to sing the chant. Check comprehension. - Divide class into two groups: one group chants the questions and the other chants the answers. - Call two groups to the front of the class to chant and do the actions. The rest of the class claps along to the rhythm. - Get Ss to work in pairs to sing the new chant by replacing some phrases: grandfather, grandmother, driver, cook, ........... Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today?
7. (Pronounce the letter clusters ie in field and piece, and ea in teacher and reading respectively). 2. What’re the core values of the lesson? (Studious and obedient students; love their family and respect other people’s job) - Remind students to do exercises in the workbook and prepare for the next lesson (Unit 13 - Lesson 1: 1-2 on page 18). - Self-study: lesson 3 (4-6) on page 17. D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ******************************************************************