Kế hoạch bài dạy Môn Tiếng Anh Lớp 4 - Tuần 20: Unit 14: What does he look like? - Năm học 2021-2022 (Vi Thị Hoa)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 4 - Tuần 20: Unit 14: What does he look like? - Năm học 2021-2022 (Vi Thị Hoa)

1. Week:20 Teaching date: 24/01/2022 Period:91 UNIT 14: WHAT DOES HE LOOK LIKE? 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 Peter and Nam (setting, participants, topics); 2. Ask and answer questions to make comparisons in physical appearance, using Sentence Patterns: Who’s ______? ̶ ______ is ______. 3. Love themselves, family, friends and respect the appearance of others. B. LANGUAGE FOCUS 1. Key terms/Vocabulary tall – taller; short – shorter; big – bigger; small – smaller; old – older; young – younger 2. Key grammatical structure The sentence patterns: Who’s ______? ̶ ______ is ______. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 26. - Audio (Unit 14-page 26). - Four pictures of someone’s physical appearance (Activity 2 – page 26). - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the situation Observation for the conversation between Peter and Nam Students’ answers Questions & answers such as setting, participant, topics. Key 2. Practice a role-play conversation with Observation Student’s talks, and interaction classmates, using the picture prompts. 3. Ask and answer questions to make Observation comparisons in physical appearance, using Student’s talks, and interaction Questions & answers the sentence patterns. 4. Use positive attitudes and appropriate Student’s interaction and Observation
2. gestures to make comparisons in physical performance Questions& answers appearance. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Greet the students. - Ask Ss to play slap the board game. - Give comments. - Lead into the new lesson. - Tell students that they are going to read a dialogue in which students ask and answer questions to make comparisons in physical appearance. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 26) and answer questions to identify the situation for the conversation. 1. Who are they? (Peter and Nam) 2. What are they doing?( talking about comparisons in physical appearance) - Ask students to look at picture c (Activity 1) (page 26) and answer the following questions: 4. What does Peter ask? (who’s taller?) 5. What does Nam answer? (My brother’s taller than my father) - Elicit the sentence patterns: “Who’s ______? ̶ ______ is ______.” - Tell students that they are going to practise asking and answering questions to make comparisons in physical appearance. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue. - 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: tall – taller; short – shorter; big – bigger; small – smaller; old – older; young – younger. - 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: Who’s taller/shorter? Student: She’s taller/He’s shorter.
3. - 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. Talk about your classmates. - Tell students that they are going to ask and answer questions about the appearance of their family members, using “What does __ look like? Who’s taller/shorter/older ? - Ask them to interview 3 or 4 friends: One student asks the question and the other answers with the appearance of their classmates and make comparisons, 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 question to make comparisons in physical appearance and use the sentence pattern “Who’s ______? ̶ ______ is ______.”) 2. What’re the core values of the lesson? (Love themselves, family, friends and respect the appearance of others.) - 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 1 (page 27). D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ......................................................................................................................................
4. Week:20 Teaching date: 24/01/2022 Period:93 UNIT 14: WHAT DOES HE LOOK LIKE? LESSON 3: 1+2+3 (page 28) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the letter cluster the in this, that, thin and thick. 2. Listen and tick the letters showing the correct words filling the gapped sentences. Then write and say aloud. 3. Say the chant “This is my family”. 3. Show pride of their family. To be studious and obedient students and love their family. 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 28. - Track (Unit 14-page 28), - Letter “th” in the words: this, that, thin, thick. (Activity 1 - page 28) - Situational pictures and character cards. - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Pronounce the letter cluster the in Students’ answers Observation this, that, thin, thick. 2. Practice with classmates, using the Student’s talks and Observation word prompts. interaction. 3. Listen and tick. Then write and say Student’s listening, and Observation aloud in Activity 2. interaction Listen 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to chant. performance Listen and chant
5. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing - Greet the students. Then get Ss to sing the song “What do they look like”. - Lead into new lesson. - Tell students that they are going to practice saying the sounds of the letter th in the words: this, that, thin, thick respectively. Activity 1: Language input (Activity 1: Listen and repeat.) - Have students open their books page 28. - Tell students that they are going to practice saying the sound of the letter th in the words: this, that, thin, thick respectively. - Put the phonics letter th 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. - 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 tick. Then write and say aloud. - Tell Ss that they are going to listen to the four sentences and tick the correct words. - Ask them to look at the sentences and guess the words to fill the gaps in groups. - Play the recording so they can listen and tick the words. Remind Ss to focus on the words with the letter th while listening. - Get Ss to swap and check their answers. - Ask Ss to read aloud the sentences. - Key : 1- a 2- b 3- a 4- b - Play the recording to check if necessary. Task 2: Let’s chant - Tell Ss that they are going to say the chant “This is my family” follow the procedure in teaching the Unit components in introduction. - Have them read the chant and check comprehension. - Play the recording line by line for Ss listen and repeat.
6. - Play the recording all the way through for Ss listen and repeat. - Show Ss how to chant and do the action - Divide the class into four groups to chant. - Call two groups chant and do the action in front of the class. The rest of the class claps along the rhythm - Play the recording again. - Underline the words contain sound th. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Pronounce the letter cluster th in this, that, thin, thick respectively). 2. What’re the core values of the lesson? (Show pride of their family. To be studious and obedient students and love their family). - Remind students to do exercises in the workbook and prepare for the next lesson. - Self-study: lesson 3 (4-6) on page 29. D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ......................................................................................................................................