Kế hoạch bài dạy Môn Tiếng Anh Lớp 4 - Tuần 25 năm học 2021-2022 (Vi Thị Hoa)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 4 - Tuần 25 năm học 2021-2022 (Vi Thị Hoa)

1. Week :25 Teaching date: 18 /03 / 2022 UNIT 17: HOW MUCH IS THE T-SHIRT? LESSON 3: 1-3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce two-syllable words with the stress on the first syllable 'sandals, 'trousers, 'jumper, and 'jacket. 2. Look at the sentences and the stress marks ('). Then listen and say the sentences aloud. 3. Say the chant “How much is/are ?”. 4. Ss look after, solve problems and study themselves. 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 50. - Track (Unit 17-page 50). - The words with the stress on the first syllable 'sandals, 'trousers, 'jumper, and 'jacket (Activity 1 - page 50). - Situational pictures and character cards. - A board, a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Pronounce two-syllable words with the stress on the first syllable 'sandals, Students’ answers Observation 'trousers, 'jumper, and 'jacket. 2. Practice with classmates, using the Student’s talks and Observation word prompts. interaction. 3. Look at the sentences and the stress Student’s listening, and Observation marks ('). Then listen and say the interaction Listen
2. sentences aloud in Activity 2. 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 singing - Greet the students. Then get Ss to sing the song “Buying clothes”. - Lead into new lesson. - Tell students that they are going to practice pronouncing two-syllable words with the stress on the first syllable 'sandals, 'trousers, 'jumper, and 'jacket. Activity 1: Language input (Activity 1: Listen and repeat.) - Have students open their books page 34. - Tell students that they are going to practice pronouncing two-syllable words with the stress on the first syllable 'sandals, 'trousers, 'jumper, and 'jacket. - First, explain to pupils what word stress is , in Vietnamese, if necessary. - Write ‘sandals, ‘trousers,’jumper and ‘jacket. - Play the recording and ask pupils to repeat them,paying attention to the target words and stress. - 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. - Correct the pronunciation, if necessary. Activity 2: Full controlled & less controlled Task 1: Look at the sentences and the stress marks ('). Then listen and say the sentences aloud. - Tell pupils that they are going to listen to the sentences, listen to the recoding and repeat the sentences. - Give them a few seconds to read each of the sentences in silence. - Invite a few pupils to read aloud the sentences, while the rest of the class clap at the stressed syllable. Correct the pronunciation, if necessary. - Play the recording again for Ss to check if necessary. Task 2: Let’s chant - Tell Ss that they are going to say the chant “How much is/are ?” follow the procedure in teaching the Unit components in introduction. - Have them read the chant and check comprehension.
3. - 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? (Pronounce two-syllable words with the stress on the first syllable 'sandals, 'trousers, 'jumper, and 'jacket). 2. What’re the core values of the lesson? (Ss look after, solve problems and study themselves. 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 51. D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ......................................................................................................................................
4. Week :25 Teaching date: 18/03/2022 UNIT 18: WHAT’S YOUR PHONE NUMBER? LESSON 1: 1-2 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 Linda and Nam (setting, participants, topics); 2. Ask and answer questions about someone’s phone number, using Sentence Patterns: What’s _____ ’s phone number? ̶ It’s ___. 3. Be polite and confident in learning, practice situations and communication. B. LANGUAGE FOCUS 1. Key terms/Vocabulary Lily, John, Sally, Sam, phone numbers 2. Key grammatical structure The sentence patterns: What’s _____ ’s phone number? ̶ It’s ___. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 52. - Audio (Unit 18-page 52). - Four pictures of phone numbers (Activity 2 – page 52). - 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 between Linda 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 about someone’s phone Observation Student’s talks, and interaction number, using the sentence patterns. Questions & answers 4. Use positive attitudes and appropriate Student’s interaction and Observation gestures to ask and answer someone’s phone performance Questions& answers number.
5. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and revising - Greet the students. - Prepare ps for this unit by revising numbers from zero to nine. Write the numbers randomly on the board. Point at each of them and have students say the number. Point at a quicker pace to make it more challenging. - Give comments. - Lead into the new lesson. - Tell students that they are going to read a dialogue in which students ask and answer about someone’s phone number. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 52) and answer questions to identify the situation for the conversation. 1. Who are they? (Nam and Linda). 2. Where are they? (at school). 3. What are they doing?( asking and answering about someone’s phone number). - Ask students to look at picture d (Activity 1) (page 52) and answer the following questions: 4. What does Nam ask Linda? (What’s your phone number?) 5. What does Linda answer? (It’s 0912 158 657) - Elicit the sentence patterns: “What’s _____ ’s phone number? ̶ It’s ___.” - Tell students that they are going to practise asking and answering about someone’s phone number, using the sentence patterns. - 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: Lily, John, Sally, Sam, phone numbers. - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture.
6. Teacher: What’s Lily’s phone number? Student: It’s 0982 074 511. - 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. Work in pairs. Ask your partners’ phone numbers - Tell students that they are going to practice more about asking and answering someone’s phone number, using: “What’s _____ ’s phone number? ̶ It’s ___.” - 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 about someone’s phone number, using the sentence pattern “What’s _____ ’s phone number? ̶ It’s ___.”) 2. What’re the core values of the lesson? (Be polite and confident in learning, practice situations and communication). - 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 53). D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ......................................................................................................................................