Giáo án Tiếng Anh Lớp 4 - Week 8 - Năm học 2023-2024

Nội dung tài liệu: Giáo án Tiếng Anh Lớp 4 - Week 8 - Năm học 2023-2024

1. WEEK 8 Tuesday, October 24, 2023 UNIT 4: MY BIRTHDAY PARTY Lesson 1 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which knowledge & pupils ask and answer questions about their birthdays and number the skills correct pictures. - complete four target gapped exchanges with the help of picture cues. - sing the song When's your birthday? with the correct pronunciation, rhythm and melody. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in the date of birth of themselves and others’ and respect to their parents for their presence II. RESOURCES AND MATERIALS - Student’s book: Page 29 - Audio tracks 39, 40 - Teacher’s guide: Pages 57, 58, 59, 60 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete and PROCEDUR read – Let’s sing – Fun corner and wrap-up E Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes Greet the class. Whole Option 1: class/ - Spend a few minutes revising the previous lesson. Individual Get a few pupils to ask and answer questions about work
2. birthdays in front of the class. Have the class give Group comments. work Option 2: Game: Yes or No - Play YES/ NO physical game (PPT slides) to review months that pupils have learnt in the previous lesson. PRACTICE Activity 4. Listen and number. 5 minutes a. Goal To listen to and understand four communicative contexts in which pupils ask and answer questions about their birthdays and number the correct pictures. b. Input Picture cues: a. a calendar showing February b. a calendar showing April c. a calendar showing January d. a calendar showing March Audio script: 1. A: When’s your birthday? B: It’s in April. 2. A: When’s your birthday? B: It’s in February. 3. A: When’s your birthday? B: It’s in March. A: Thank you. 4. A: When’s your birthday? B: It’s in January. A: My birthday’s in January too. c. Outcome Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about their birthdays and number the correct pictures. d. Step 1: Draw pupils’ attention to the pictures. Elicit the Whole Procedure name of the month in each picture. class/ Step 2: Play the recording all the way through so that Individual pupils can become familiar with the characters’ voices. work Then play the recording for them to listen and number the pictures. Step 3: Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 4: Check answers as a class. Play the recording again for pupils to double-check their answers and correct their answers in pairs.
3. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. If they repeat well, praise them. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete four target gapped exchanges with the help of picture cues. b. Input Four picture cues and four exchanges with the target sentences to complete c. Outcome Pupils can complete four target gapped exchanges with the help of picture cues. Key: 1. March 2. May 3. birthday; February 4. When’s; in April d. Step 1: Have pupils look at the pictures. Have them Whole Procedure identify the birthdays (months) in the pictures. class/ Step 2: Have pupils look at the four incomplete Individual dialogues. Draw their attention to the missing words work in the sentences. Step 3: Model Picture 1. Have pupils look at the Individual dialogue. Then have them look at the picture and work identify the month. Ask them what is missing in the answer (March). Ask them to complete the gap (When’s your birthday? – It’s in March.). Repeat the Whole same procedure with Pictures 2, 3 and 4. class/ Step 4: Have pupils complete the dialogues Individual individually and nominate a few pairs to read them work aloud. Correct their pronunciation where necessary, Pair work praise the readers, and get the class to clap or cheer if their pronunciation is good. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Let’s sing. 8 minutes a. Goal To sing the song When's your birthday? with the correct pronunciation, rhythm and melody.
4. b. Input The lyrics and the recording of the song When's your birthday? c. Outcome Pupils can sing the song When's your birthday? with the correct pronunciation, rhythm and melody. d. Step 1: Draw pupils’ attention to the title and lyrics of Whole Procedure the song. Encourage them to point at the pictures to class/ reinforce the understanding. Individual Step 2: Play the recording all the way through. work Encourage them to listen carefully to the pronunciation and melody. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through and Group have pupils sing along. work Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the class to perform, while the rest of the class sings and / or claps along. Encourage the class to praise or cheer the performers. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: SnowWhite Group - Divide the class into 3 teams. work - Pupils from each team take turns to answer questions to help Snow White avoid the poisonous apples. Option 2: Ask students about what they have learnt from the Individual lesson work/ - listen and number the correct pictures about Whole months of birth class - complete four target gapped exchanges - sing the song When's your birthday?
5. Wednesday October 25th 2023 UNIT 4: MY BIRTHDAY PARTY Lesson 2 – Period 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - understand and correctly repeat the sentences in two communicative knowledge & contexts focusing on what someone wants to eat / drink. skills - correctly say the phrases and use What do you want to eat / drink? – I want _____. to ask and answer questions about what someone wants to eat / drink. - enhance the correct use of What do you want to eat / drink? – _____. to ask and answer questions about what someone wants to eat / drink in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in the date of birth of themselves and others’ and respect to their parents for their presence II. RESOURCES AND MATERIALS - Student’s book: Page 30 - Audio tracks 40, 41 - Teacher’s guide: Pages 59, 60, 61 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and PROCEDURE say – Let’s talk – Fun corner and wrap-up Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes Greet the class. Option 1:
6. - Spend a few minutes revising Lesson 1 by calling a Whole few pairs of pupils to act out the dialogue in Activity class/ 1. If time allows, have pupils play Bingo or Matching Individual game using the vocabulary learnt. work Option 2: - Sing the song When’s your birthday? on page 29. - Ask pupils to open their books at page 30 and look at Unit 4, Lesson 2, Activity 1. - Explain that in this lesson they will learn to ask and answer questions about what someone wants to eat / drink. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts focusing on what someone wants to eat / drink. b. Input – Context a: Nam: Happy birthday, Lucy. Lucy: Thank you. – Context b: Lucy: What do you want to eat, Nam? Nam: I want some jam. Lucy: What do you want to drink? Nam: I want some juice. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts about what someone wants to eat / drink. d. Step 1: Have pupils look at Pictures a and b and Whole Procedure identify the characters in the pictures (see Input). class/ Step 2: Ask pupils to look at Picture a. Play the Individual recording for them to listen. Play the recording again, work sentence by sentence, for pupils to listen and repeat. Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence. Step 4: Invite a few pairs to the front of the classroom Pair work to listen to and repeat the sentences in the recording. Step 5: Draw their attention to the question What do Whole you want to eat / drink? and the answers I want some
7. jam. and I want some juice. Tell pupils that they are class/ used to ask and answer questions about what someone Individual wants to eat / drink. work e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes a. Goal To correctly say the phrases and use What do you want to eat / drink? – I want _____. to ask and answer questions about what someone wants to eat / drink. b. Input – Picture cues: a. some chips b. some grapes c. a glass of lemonade d. a bottle of water – Speech bubbles: What do you want to eat / drink? – I want _____. Audio script: a. some chips b. some grapes c. some lemonade d. some water a. A: What do you want to eat? B: I want some chips. b. A: What do you want to eat? B: I want some grapes. c. A: What do you want to drink? B: I want some lemonade. d. A: What do you want to drink? B: I want some water. c. Outcome Pupils can correctly say the phrases and use What do you want to eat / drink? – I want_____. to ask and answer questions about what someone wants to eat / drink. d. Step 1: Present the new words to pupils by showing Whole Procedure them pictures, saying the words and have pupils class/ repeat. Have them play the What’s missing game to Individual enhance their understanding and memorisation. work Step 2: Have pupils open the book, point at Picture a, listen to the recording and repeat the phrase (some chips). Repeat the same procedure with the other three pictures. Individual work Step 3: Point at the bubbles and have pupils listen to and repeat after the recording (What do you want to
8. eat? – I want some chips.). Point at Picture a and have pupils listen to and repeat the sentences until they feel confident. Repeat the same procedure with Picture b, Pair work c, and d. Step 4: Have pupils work in pairs and practise asking and answering the question What do you want to eat / drink? – I want ______. using the speech bubbles and Pair work Pictures a, b, c and d. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What do you want to eat / drink? – I want _____. to ask and answer questions about what someone wants to eat / drink in a freer context. b. Input – Picture cue: Minh and Mary asking and answering questions about food and drink items on a table at a birthday party: jam, lemonade, water, chips, and grapes. – Speech bubbles: What do you want to eat / drink? – _____. c. Outcome Pupils can enhance the correct use of What do you want to eat / drink? – I want _____. to ask and answer questions about what someone wants to eat / drink in a freer context. d. Step 1: Draw pupils’ attention to the picture. Have Whole Procedure them say the names of the food and drinks in the class/ picture. Ask questions to help them identify the context Individual (see Input). work Step 2: Have pupils look at the bubbles to understand how the sentence pattern is used. Have pupils role-play to practise asking the questions and giving their answers in pairs, using the picture cue. Make sure pupils understand the structure and say them with the right pronunciation and intonation. Go around to observe and provide help. Step 3: Invite some pupils to practise asking and answering questions in front of the class. Praise them if
9. they perform well. Extension: For a more able class, have pupils ask and answer questions about what they want to eat / drink at a birthday party, using the structure learnt. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Game: Bomb Star Group - Divide the class into 3 teams. work - Pupils from each team choose a star, then answer the question. - Pupils answer correctly to get some points or a bomb corresponding to the number of hamburgers.
10. Thursday October 26th 2023 UNIT 4: MY BIRTHDAY PARTY Lesson 2 – Period 4 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand two communicative contexts in which knowledge & pupils ask and answer questions about what they want to eat / drink skills and tick the correct pictures. - complete two gapped dialogues with the help of picture cues. - revise the target vocabulary items through playing the game Board race. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show kindness in inviting someone to a birthday party and offering them food and drink they want. II. RESOURCES AND MATERIALS - Student’s book: Page 31 - Audio tracks 42 - Teacher’s guide: Pages 62, 63 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. Warm-up and review – Listen and tick – Look, complete and read – PROCEDUR Let’s play – Fun corner and wrap-up E Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes Greet the class. Option 1: Whole - Have pupils play the Guessing word game to review class/ the words they have learnt in the previous lesson. Individual Option 2: work - Spend a few minutes revising the previous lesson. Get a few pupils to ask and answer questions about
11. what someone wants to eat or drink in front of the class. Have the class make comments. – Ask pupils to open their books at page 31 and look at Unit 4, Lesson 2, Activity 4. PRACTICE Activity 4. Listen and tick. 5 minutes a. Goal To listen to and understand two communicative contexts in which pupils ask and answer questions about what they want to eat / drink and tick the correct pictures. b. Input Picture cues: 1a. grapes 1b. chips 2a. jam and lemonade 2b. jam and water Audio script: 1. A: Would you like some chips? B: No, thanks. A: What do you want to eat? B: I want some grapes. 2. A: What do you want to eat? B: I want some jam. A: What do you want to drink? B: I want some lemonade. c. Outcome Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about what someone wants to eat / drink and tick the correct pictures. Key: 1. a 2. a d. Step 1: Draw pupils’ attention to the food and drinks in Whole Procedure the pictures. Elicit the names of the food and drink class/ items. Individual Step 2: Play the recording for Question 1 for pupils to work listen. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Repeat Step 2 for Pictures 2a and 2b. Pair work Step 4: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on
12. the board. Whole Step 5: Tell pupils to return the books to their partners. class/ Play the recording for pupils to check their answers Individual again. work Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete two gapped dialogues with the help of picture cues. b. Input Two picture cues and two incomplete dialogues c. Outcome Pupils can complete two gapped dialogues with the help of picture cues. Key: 1. What; grapes 2. drink; chips d. Step 1: Have pupils look at the pictures. Have them Whole Procedure identify the food and drink items in the pictures. class/ Step 2: Have pupils look at the two incomplete Individual dialogues. Draw their attention to the missing words work in the sentences. Step 3: Model Dialogue 1. Have pupils look at the dialogue. Ask them what is missing in the question (What) and the answer (the food). Then have them look at the picture and identify the food. Ask them to complete the gap (What do you want to eat, Mary? – I want some grapes.). Repeat the same procedure with Dialogue 2. Pair work Step 4: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. Correct their pronunciation where necessary, praise the readers, and get the class to clap or cheer if their pronunciation is good e. - Performance products: Student's talks and interaction Assessment
13. - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To revise the target vocabulary items through playing the game Board race. b. Input On the board, two pupils writing the names of food and drink items in two columns titled Drinks and Food. c. Outcome Pupils can revise the target vocabulary items through playing the game Board race. d. Step 1: Tell pupils the goal of the game and how to Whole Procedure play it. Set a time limit for pupils to play the game. class Step 2: Divide pupils into two teams. They take turns Group going to the board and each pupil tries to write one work word in the columns Drinks and Food as fast as possible. Step 3: The team that writes the most words in the set time wins. Step 4: Point to the words and have pupils read the words out loud. Extension: If time allows, have pupils play the game using other word sets, e.g. months, countries, days of the week. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Food or Drinks Group - Divide the class into 2 teams. work - Have students look at the words and choose whether they are food or drinks. - Pupils with correct answers will get some points. Option 2: Game: Pine Tree - Divide the class into 3 teams. - Pupils from each team choose a number, then answer
14. the question - Pupils with correct answers will get some points.
15. Friday October 27, 2023 UNIT 4: MY BIRTHDAY PARTY Lesson 3 – Period 5 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - correctly repeat the sounds of the letters j and w in isolation, in the knowledge & words jam and water, and in the sentences I like jam. and I want some skills water. - listen to and demonstrate understanding of simple communicative to identify the target words jam and water while listening. - say the chant with the correct pronunciation and rhythm. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show self-respect to what they want and what others want II. RESOURCES AND MATERIALS - Student’s book: Page 32 - Audio tracks 43, 44, 45 - Teacher’s guide: Pages 64, 65 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. Warm-up and review – Listen and repeat – Listen and circle – Let’s PROCEDUR chant – Fun corner and wrap-up E Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes
16. Greet the class. Option 1: Group - Sing and dance to the Freeze and Fire song. work Option 2: - Spend a few minutes revising the previous lesson by asking pupils to play the Board race game using the Whole language learnt. class/ - Ask pupils to open their books at page 32 and look at Individual Unit 4, Lesson 3, Activity 1. work KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the sounds of the letters j and w in isolation, in the words jam and water, and in the sentences I like jam. and I want some water. b. Input – The letter j, the word jam and the sentence I like jam. – The letter w, the word water and the sentence I want some water. c. Outcome Pupils can correctly repeat the sounds of the letters j and w in isolation, in the words jam and water, and in the sentences I like jam. and I want some water. d. Step 1: Draw pupils’ attention to the letter j, the word Whole Procedure jam, and the sentence I like jam. Play the recording and class/ encourage them to point at the letter / word / sentence Individual while listening. work Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary and praise them when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letter w. Step 4: Have pupils work in pairs or groups to Pair work/ pronounce the sounds of the letters j and w, say the Group words jam and water, and read the sentences I like jam. work and I want some water. Invite a few pupils to listen to the recording and say the language in front of the class. If they perform well, praise them. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers
17. PRACTICE Activity 2. Listen and circle. 10 minutes a. Goal To identify the target words jam and water while listening. b. Input Two gapped sentences, each with three answer options Audio script: 1. I want some water. 2. There is some jam on the table. c. Outcome Pupils can identify the words jam and water while listening. d. *Optional: Have pupils watch the pronunciation video Whole Procedure to learn the sounds of the letter w and j. class/ Step 1: Draw pupils’ attention to the incomplete Individual sentences and three answer options (see Input). Explain work what pupils have to do. Check comprehension. Individual Step 2: Play the recording for pupils to listen. Play the work recording again for pupils to listen and circle the Pair work correct options. Step 3: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct Individual answers on the board. work Step 4: Tell pupils to return the books to their partners. Play the recording so that pupils can check their answers again. Extension: Invite one or two pupils to stand up, listen to and repeat the sentences. If there is time, teacher may have pupils play the Board Race game: Teacher says words, pupils race to slap the corresponding letters/sounds. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s chant. 8 minutes a. Goal To say the chant with the correct pronunciation and rhythm. b. Input The lyrics and the recording of the chant c. Outcome Pupils can say the chant with the correct rhythm and pronunciation. d. Step 1: Draw pupils’ attention to the lyrics of the Whole Procedure chant. Check comprehension. class/ Step 2: Play the recording all the way through. Individual Encourage pupils to listen carefully to the rhythm and work pronunciation. Draw pupils’ attention to the sounds of
18. the letters j and w, the words jam and water, and the sentences There's jam on the table. I want some jam. and There’s water on the table. I want some water. in the chant. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for Group pupils to chant along. Encourage them to clap hands work while chanting. Extension: Divide the class into two or more groups to take turns listening to and repeating the chant, while the rest of the class claps along. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Minions Game Group - Divide the class into 3 teams. work - Pupils from each team choose a letter, then answer the question - Pupils answer correctly and get some points corresponding to the number of bananas.