Kế hoạch bài dạy Môn Tiếng Anh Lớp 4 - Tuần 22+23 năm học 2021-2022 (Vi Thị Hoa)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 4 - Tuần 22+23 năm học 2021-2022 (Vi Thị Hoa)

1. Week:23 Teaching date: 11/03/2022 Period:99+105 UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 3: Part 1, 2, 3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation dialogue between Linda and Mai (setting, participants, topics). 2. Ask and answer questions about what people do at a festival, using: What do you do at Tet? – I _____. 3. Show respect and like taking part in festivals by using appropriate gestures and intonation when asking and answering questions about what people do at a festival. B. LANGUAGE FOCUS Key terms/ Vocabulary : make banh chung, decorate the house, watch firework displays, visit grandparents. Key grammatical structure What do you do at Tet? I _____. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 32, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 15, posters for Unit 15 - Computer, projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation Students’ answers situation for the conversation Questions &
2. between Linda and Mai such as answers setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. 3. Offer someone food or drinks and Observation Student’s talks, and accept/ decline someone’s offer. Questions & interaction using the sentence patterns. answers 4. Use positive attitudes and Observation appropriate gestures to ask and Student’s interaction Questions & answer about what people do at a and performance answers festival. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing - Greet Ps. Then get Ps to sing the song “Happy new year”. - Lead into the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Tell pupils that they are going to ask and answer about what people do at Tet holiday . - Ask them to look at the four pictures to identify the context in which the language is used. Ask questions such as Who are they? Where are they? And What are they talking about? Help them to identify that Linda and Mai are in Mai’s house. - Play the recording more than once, if necessary, for pupils to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Have ss role play the dialogue in pairs or groups. - Call some pairs to role play in front of the class. - T gives feedback. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say)
3. Tell pupils that they are going to ask and answer about what they do at Tet, using What do you do at Tet? – I ______. - Have them look at the bubbles and the pictures to understand how the language is used. Ask them to look at the pictures to identify some activities at Tet. - Point to the first picture and model the task with one pupil, using the question and the answer in the bubbles and the word under the picture. Teacher: What do you do at tet? Ps: I make banh chung. Ask pupils to say question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases under the pictures. Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. - Ps ask your friends about what they do at Tet, using: What do you do at Tet? I___. Ps answer according to their preferences. Task 2: Guided practice (Activity 3. Let’s talk) - T asks ss to ask and answer questions: + When is ______? – It’s on _____. +What do you do at/on _____? – I ______. - T makes model with a pupil. - Ask Ps to ask and answer about some festivals. - T goes around and help Ps if necessary. - Call on some pairs to ask and answer in front of the class. - T corrects and gives feedback. Activity 3: Wrap –up & Assignments - T asks Ss about what they have learnt in their lesson today. 1. What have you learnt from the lesson today? (Ask and answer about what people do at a festival) 2. What’s the core values of the lesson? (Show respect and like taking part in festivals by using appropriate gestures and intonation when asking and answering questions about what people do at a festival.).
4. - Remind students to learn by heart vocabulary, sentence patterns and do part 4, 5, 6. - Prepare Unit 15: Lesson 3 * FEEDBACK . . . . . Week:23 Teaching date: 11/03/2022 Period 105 Unit 16: LET’S GO TO THE BOOKSHOP! Lesson 1(1,2) STAGE 1: DESIRED OBJECTIVES A. Objectives: By the end of the lesson, Students will be able to: 1. identify situation for conversation. 2. Suggest some place to go with a reason, and accept or decline the suggestion. - Sentence Patterns: Let’s go to the ___.I want to . . Great idea!/Sorry. I’m busy. 3. Know how to choose suitable places to go and enjoy - Express polite attitudewhen decline suggestion B. LANGUAGE FOCUS 1. Vocab: bakery - buy some bread; pharmacy - buy some medicine; supermarket buy some food; sweet shop - buy some chocolate 2. Key grammartical structure: “Let’s go to the ___. I want to . . Great idea!/Sorry. I’m busy.” C. RECOURCE
5. Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector . Students’ aids: Student books, notebooks, workbooks. STAGE 2: ASSESSMENT EVIDENCE (Assessment tasks) (Assessement (Assessment tools) products) 1. Look and recognize the Ss’ answers Questions and situation for a conversation answers. 2. Suggest some place to go with Ss’ interactions Observation a reason, and accept or decline the suggestion. 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and intonation in conversation. Know how to choose suitable places to answer go and enjoy - Express polite attitude when decline suggestion STAGE 3: LEARNING EXPERIENCES Warmer: - Sing the song. If you want to go .. - Ask Ss to listen, sing along and then sing in groups of 4. - Introduce the new topic Task 1. Look, listen and repeat. - Tell pupils that they are going to find out about how to making and responding to suggestions to go somewhere. - Ask them to look at four pictures to identify the context in which the language is used. - Open the whole tape for Ss to listen. - Open one by one sentence for Ss to listen and repeat. - Ask SS to work in pairs, practice speaking the conversation.
6. - Invite some pairs to demonstrate the dialogue. - Listen and correct the mistakes (if any). - Divide the class into 4 groups. - Ask all groups to do a role play by using the puppets and the dialogue. - T teaches the sentence pattern: Let’s go to the bookshop. I want to buy some books. => Great idea. - Ask Ss to listen, identify the meaning of words and repeat the sounds. - Teach the vocabularies: - Invite some SS to read aloud the words. Task 2. Point and say. - Ask Ss to open their book on page 40, work in pairs, point the pictures, practice making and responding to suggestions to go somewhere. - Point to the first picture and model the task with one pupil, using the question and the answer in the bubbles and the phrase under the picture. Ex: a) T: Let’s go to the bakery. I want to buy some bread. P: Great idea. - Ask pupils to say the question and the answer chorally and individually. - Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases under the pictures. - Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. - Check as a class. - Get pupils to work in pairs to talk someone want to go somewhere and why - Asking Ps to focus on the structure once again. * Activity 4: Wrap- up and assignment
7. - Ask Ss to answer the following questions: 1. What have you learnt from the lesson today? Suggest some place to go with a reason, and accept or decline the suggestion. - Sentence Patterns: Let’s go to the ___.I want to . . Great idea!/Sorry. I’m busy. 2. What’re the core values of the lesson? . Know how to choose suitable places to go and enjoy - Express polite attitudewhen decline suggestion * Homelink Learn by heart the vocabularies about public places by using the sentence pattern: Let’s go to the . I want to buy some .. => Great idea. . ADJUSTMENT ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ...... Week:23 Teaching date: 11/03/2022 Period:107+109 UNIT 16: LET’S GO TO THE BOOKSHOP 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 among Tony, Linda and Mai (setting, participants, topics); 2. Ask for the reasons for going somewhere, and respond to the questions, using Sentence Patterns: Why do you want to go to the ... ? ̶ Because I want to ___. 3. Live responsibly, know how to keep safe. Confident in learning and practice situations.
8. B. LANGUAGE FOCUS 1. Key terms/Vocabulary zoo, see the animals / cinema, see a film / bakery, buy some bread / swimming pool / swim 2. Key grammatical structure The sentence patterns: Why do you want to go to the ... ? ̶ Because I want to ___. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 42. - Audio (Unit 16-page 42). - Four pictures of some places (Activity 2 – page 42). - A board, 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 among Tony, Linda and Students’ answers Questions & answers Mai 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 for the reasons for going somewhere, Observation and respond to the questions, using the Student’s talks, and interaction Questions & answers sentence patterns. 4. Use positive attitudes and appropriate Student’s interaction and Observation gestures to ask for the reasons for going performance Questions& answers somewhere, and respond to the questions. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing - Greet the students. - Ask Ss to sing the song “Let’s go ” (Exercise 5, page 41). - Give comments. - Lead into the new lesson. - Tell students that they are going to read a dialogue in which students ask for the reasons for going somewhere, and respond to the questions. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 42) and answer questions to identify the situation for the conversation. 1. Who are they? (Tony, Linda and Mai).
9. 2. Where are they? (at the supermarket). 2. What are they doing?( talking about asking for the reasons for going to the supermarket, and responding to the questions). - Ask students to look at picture c (Activity 1) (page 42) and answer the following questions: 4. What does Tony say? (Why do you want to go to the supermarket?) 5. What does Mai say? (Because I want to buy something to eat) - Elicit the sentence patterns: “Why do you want to go to the ... ? ̶ Because I want to ___.” - Tell students that they are going to practise asking for the reasons for going somewhere, and responding to the questions . - 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: zoo, see the animals / cinema, see a film / bakery, buy some bread / swimming pool / swim. - 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: Why do you want to go to the zoo? Student: Because I want to see the animals. - 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. - Tell students that they are going to suggest some places to go and say why, using “Let’s go to the ___. I want to ___. ̶ Great idea! / Sorry. I’m busy.” “Why do you want to go to the ___? ̶ Because I want to ___.” - 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.
10. - 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? (asking for the reasons for going somewhere, and responding to the questions, using the sentence pattern ““Why do you want to go to the ___? ̶ Because I want to ___.”) 2. What’re the core values of the lesson? (Live responsibly, know how to keep safe. Confident in learning and practice situations.) - 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 (page 43). D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... Week:23 Teaching date: 11/03/2022 Period:109 UNIT 16: LET’S GO TO THE BOOKSHOP LESSON 3: 1+2+3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Say the words that have one syllable, and more than one syllable. 2. Listen and circle the letters showing the correct word completing the sentences. Then write the word and say the completed sentences aloud. 3. Say the chant “Why do you want to ?”. 4. Ss look after, solve problems and study themselves. B. LANGUAGE FOCUS 1. Key terms/ Vocabulary
11. Revision 2. Key grammatical structure The sentence patterns: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 44. - Track (Unit 16-page 44), - The words: book, bookshop, bakery and supermarket. (Activity 1 - page 44) - Situational pictures and character cards. - A board, a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Say the words (book, bookshop, bakery and supermarket) that have one Students’ answers Observation syllable, and more than one syllable. 2. Practice with classmates, using the Student’s talks and Observation word prompts. interaction. 3. Listen, circle and write. Then 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 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing - Greet the students. Then get Ss to play the game “Where and why”. - Lead into new lesson. - Tell the class that they are going to practice saying words with one, two, three, and four syllables( book, bookshop, bakery and supermarket). Activity 1: Language input (Activity 1: Listen and repeat.) - Play the recording and ask pupils to repeat the words a few times. To reinforce learning, ask them to clap at each syllable as they say the words( e.g. book/shop: clap- clap). Then write the four sentences on the board. Play the recording and ask them to repeat the sentences, paying attention to the target words and syllables. Activity 2: Full controlled & less controlled Task 1: Listen, circle and write. Then say aloud. - Tell Ss that they are going to listen to the four sentences and write the correct words.
12. - Ask them to look at the sentences and guess the words to fill the gaps - Play the recording so they can listen and tick the words. Remind Ss to focus on the sound of the letters cl and fl while listening. - Get Ss to swap and check their answers. - Ask Ss to read aloud the sentences - Play the recording again for Ss to check if necessary. Key : 1a; 2b; 3a; 4b. Task 2: Let’s chant - Tell Ss that they are going to say the chant “Why do you want to ?” 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. - 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. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Say the words (book, bookshop, bakery and supermarket) that have one syllable, and more than one syllable). 2. What’re the core values of the lesson? (Ss look after, solve problems and study themselves). - Remind students to do exercises in the workbook and prepare for the next lesson. - Self-study: lesson 3 (4-6) on page 45. D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ......................................................................................................................................