Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 2 - Năm học 2023-2024 - Nguyễn Thị Hồng Thắm

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 2 - Năm học 2023-2024 - Nguyễn Thị Hồng Thắm

1. WEEK 2 CLASS 4A, 4B Time: From Monday, September 11th - 12th 2023 STARTER Period 2 - Classroom activities A. OBJECTIVES By the end of the lesson, students will be able to: 1. Knowledge – say the chant with the correct rhythm and pronunciation. – listen to and understand four sentences describing what the characters are doing in the classroom at break time and number the correct pictures. listen to and understand a chant with seven sentences describing what the characters usually do in the classroom, and act out the chant. 2. Skills - Listening and speaking. 3. Attitude/ Quality Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills 4. Forming competence - Communication - Self-control & independent learning: perform listening tasks B. INSTRUCTIONAL RESOURCES - Student’s book: Page 8 - Audio tracks 3 - 5 - Teacher’s guide: Pages 12 - 14 - Website hoclieu.vn - Flash cards/ pictures and posters (Starter) - Computer, projector, C. LEARNING PLAN Warm up: - Have pupils say the song (Activity 1, Page 7). - Ask pupils to look at the pictures and guess the activities in the classroom. (PowerPoint) Stand up. Sit down. Read. Write. Listen. Do a puzzle. Open your book. Be quiet. Activity 1. Let’s chant
2. Step 1: Have pupils read the chant and elicit its meaning. Explain that these commands are usually used in the classroom. Check comprehension. Step 2: Play the recording for pupils to listen to and repeat the chant, line by line. Draw their attention to the rhythm and pronunciation. Encourage them to clap while chanting. Step 3: Play the recording all the way through for pupils to chant and clap. Go around the classroom and correct pronunciation if necessary. Step 4: Invite a few groups of pupils to listen to and repeat the chant in front of the class. Praise them to encourage their performance. Activity 2. Listen and number - Draw pupils’ attention to the pictures and ask questions such as Who are they? and What are they doing? Remind pupils to look at the activities the characters are doing in the classroom. - Play the recording all the way through for pupils to listen and familiarise themselves with the speaker’s voice. Then play the recording again for pupils to listen and number the pictures. - Get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers where necessary. - If time allows, play the recording, sentence by sentence, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary. * Key: 1. a 2. c 3. d 4. b Activity 3. Listen and act out - Draw pupils’ attention to the picture and ask questions such as Who are they? and What are they doing? Remind pupils to look at the activities the characters are doing in the classroom. - Play the recording all the way through for pupils to listen and familiarise themselves with the speaker’s voice. Then play the recording again for pupils to listen and point at the pictures. - Have pupils listen to the recording, line by line, and act out. Then invite a group to listen and act out in front of the class. Extension: If time allows, play the recording, line by line, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary. Activity 4. Wrap up Game: Simon says - The pupils must obey all commands that begin with Simon says .... - If teacher says, Simon says stand up then all pupils must stand up. However, if teacher just says Stand up without saying Simon says first the pupils shouldn’t stand up. If they stand up, they are out until the next game. STARTER Period 3 – Outdoor activities A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge – practise the names of outdoor activities by playing Miming game.
3. – match the pupils with the pictures and say about their hobbies. read the chant aloud and act out with the help of the lyrics and picture cues. 2. Skills - Listening and speaking 3. Attitude/ Quality - show pride in what they can do and their hobbies by using appropriate gestures and intonation when talking about hobbies. 4. Forming competence - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks. B. INSTRUCTIONAL RESOURCES - Student’s book: Page 9 - Teacher’s guide: Pages 14, 15, 16 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, C. LEARNING PLAN Warm up: - Greet the class. - Then spend a few minutes revising the previous lesson by inviting a group of pupils to the front of the class to say the chant on page 8. Then class claps along. - Ask pupils to open their books at page 9 and look at Starter, C. Outdoor activities. - Review vocabulary: Action verbs Game: Guessing game: Pupils take turns to answer the questions. They look at the hidden pictures and guess what activity is this. Activity 1: Let’s play - Elicit the language that pupils need to talk about break time activities, e.g. What are they doing? – They’re ., swimming, running, singing, skating, skipping. Check comprehension. - Explain how the game is played: Two pupils mime the action of an activity. One pupil asks What are they doing? and the other pupils guess the action and answer. - Divide the class into groups of five. Select two pupils to do the actions and one pupil to ask the questions, while the rest guess the actions and give the answers. The team that guesses the correct answer first gets one point or star. The team with the most points or stars is the winner. Activity 2. Follow the lines and say - Tell pupils the goal of the activity and explain that they should follow the lines to match the pupils with the pictures, point to the pupils and say what their hobbies are. Check comprehension. - Do the first picture as an example. First, have pupils look at the pupil (Minh) and follow the line to Picture b (a swimsuit). Then have them say: Look at Minh. His bobby is swimming. Remind pupils that they have learnt the structure in Grade 3.
4. - Set a time limit for pupils to do the activity independently. Go around the classroom and offer help if necessary. - Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers where necessary. Extension: Invite some pupils to look at the task they have done and say about the pupils' hobbies in front of the clas. • Key: 1. b 2. d 3. e 4. a 5. c Activity 3. Read and act out - Have pupils look at the first picture to explain the meaning of the first two lines. - Get pupils to read aloud the first line and jump up. Then have them read the second line and jump up high. Give pupils a time limit to read the first verse and act out in pairs or groups. Go around the classroom and give support to pupils who find it difficult to do the task. - Repeat Steps 1 to 3 with the other verse of the chant. Draw their attention to the meaning of the verses with the help of the picture cues. - When pupils are familiar with the verses and actions, ask them to read the whole chant aloud and act out. Then invite a few groups to the front of the class to say the chant and act out. The class may chant along and do actions or clap hands to reinforce the activity. Activity 4. Wrap up Fun Game: - Divide the class into 2 teams: Boys and Girls. - Pupils take turns to answer the questions. - They look at the pictures and choose the correct answers. - If they have the correct answers they get the points for their teams. If the answer is not correct, the other team answers. UNIT 1: MY FRIENDS LESSON 1 (1 - 3) Time: Friday, September 15th 2023 A. OBJECTIVES By the end of the lesson, students will be able to: 1. Knowledge - understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from; - correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from; - enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context. 2. Skills - Listening and speaking. 3. Attitude/ Quality
5. - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. 4. Forming competence - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks B. INSTRUCTIONAL RESOURCES - Student’s book: Page 10 - Audio tracks 6, 7 - Teacher’s guide: Pages 17, 18, 19 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, C. LEARNING PLAN Warm up: Class organization - Spend a few minutes revising the previous lesson by having pupils sing the song on page 7 and clap hands or do actions. Activity 1. Look, listen and repeat - Ask pupils to look at Picture a and identify the characters. Ask: Who is he / she?, Where is he / she? - Draw pupils’ attention to the question Where are you from? and the answer I’m from America. Explain that they are used to ask and answer questions about where someone is from. - Play the recording and encourage pupils to point at the characters while listening. - Play the recording again, sentence by sentence, for pupils to listen, point to the sentences and repeat. Correct their pronunciation where necessary. - Repeat Steps 1 to 4 for Picture b. Extension: Invite a few pairs of pupils to act out the conversations in front of the class. Activity 2. Listen, point and say - Ask pupils to look at Pictures a, b, c, and d and identify the characters, the flags and the names of the countries. - Play the recording for pupils to listen to and repeat the words under the pictures in chorus and individually until they feel confident. - Draw pupils’ attention to the speech bubbles and elicit the missing words by pointing at Picture a. Play the recording for pupils to repeat the sentences in both bubbles a few times. - Repeat Step 3 with Pictures b, c, and d. Then have pupils practise asking and answering questions in pairs. Go around the classroom to offer help if necessary. - Invite a few pairs to point at the pictures and ask and answer questions about where someone is from. Activity 3. Let’s talk
6. - Draw pupils’ attention to the picture. Ask questions to help them identify the context Picture cue: four pupils at a campsite, holding their national flags Speech bubbles: Where are you from? – _____. - Elicit the answer in the speech bubble and write it on the board. Get pupils to say the completed sentences. - Put pupils into pairs to practise the exchanges. Go around the classroom to offer support where necessary. - Invite a few pairs to point at the pictures and ask and answer questions about where the pupils are from. Activity 4. Wrap up Lucky number game (ppt) - Divide the class into 3 teams. - Pupils from each team choose a number (or throw sticky balls on the grid to choose the number), then have 2 pupils from each team ask and answer with the picture behind that number. - Pupils or teacher click the flag to reveal the icons indicating the points for that team. - After 9 numbers, the team with the most points is the winner. UNIT 1: MY FRIENDS LESSON 1 (4 - 6) Time: Tuesday, September 12th 2023 A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - listen to and understand four communicative contexts in which pupils ask and answer questions about where someone is from and number the correct pictures; - complete two gapped sentences and two gapped exchanges with the help of picture cues; - sing the song Where are you from? with the correct pronunciation, rhythm and melody. 2. Skills - Listening and speaking. 3. Attitude/ Quality - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. 4. Forming competence - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks B. INSTRUCTIONAL RESOURCES
7. - Student’s book: Page 11 - Audio tracks 8, 9 - Teacher’s guide: Pages 20, 21 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, C. LEARNING PLAN Warm up: - Invite a few pairs of pupils to come to the front of the class to ask and answer questions about where they are from, using Where are you from? – I’m from _____. - Ask pupils to open their books at page 11 and look at Unit 1, Lesson 1, Activity 4. Activity 1. Listen and number - Draw pupils’ attention to the pictures and ask questions such as Who is he / she? and Where’s he / she from? Remind them to look at the flags while listening. - Play the recording all the way through. Then play the recording again for pupils to listen and number the pictures. - Get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers, if necessary. Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary. * Key: 1. b 2. d 3. c 4. a Activity 2. Look, complete and read - Model gapped Sentence 1 as an example. Have pupils read the sentence and guess the missing word. Then draw pupils’ attention to the picture (the flag) and elicit the name of the country that can be used to fill in the gap (Viet Nam). - Give pupils time to do the task independently. Go around the classroom to offer help where necessary. - Get pupils to swap books with a partner and check their answers before checking as a class. Nominate a pupil to write the answers on the board. Give further support to those pupils who find it difficult to do the task. - Invite one pupil to read aloud Sentences 1 and 2 and a pair of pupils to act out Exchanges 3 and 4 in front of the class. Correct their pronunciation where necessary. * Key: 1. Viet Nam 2. from America 3. Where; Britain 4. from; from Australia Activity 3. Let’s sing - Draw pupils’ attention to the title and lyrics of the song. Encourage them to point at the picture to reinforce their understanding. - Have pupils read the first verse of the lyrics. Explain that Minh is from Viet Nam. Have pupils listen to the first verse, drawing their attention to the pronunciation, rhythm and melody. Then let them listen to and practise singing it, line by line while clapping their hands. - Repeat Steps 1 and 2 for the other verses. Explain that Minh asks Lucy, Mary and Ben where they are from and each of them answers. Check comprehension and give feedback.
8. - Ask pupils to listen to and sing the whole song while clapping their hands. Go around the classroom and offer help where necessary. - Invite a few groups to the front of the class to sing the song. The class may sing along and clap to reinforce the activity. .Activity 4. Wrap up Board Game - Put pupils into pairs. - Give pupils the handouts (attached below). - Pupils take turns to roll the dice and move their piece according to the number of dots on the dice. Pupils say the sentence I’m (name). I’m from (country) according to the information inside the grid. - The pupil who reaches the Finish box first is the winner. UNIT 1: MY FRIENDS LESSON 2 (1 - 3) Time: Friday, September 15th 2023 A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from; - correctly say the words and use Where’s he / she from? – He’s / She’s from _____. to ask and answer questions about where someone is from; - enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context. 2. Skills - Listening and speaking 3. Attitude/ Quality - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. 4. Forming competence - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks B. INSTRUCTIONAL RESOURCES - Student’s book: Page 12 - Audio tracks 10, 11 - Teacher’s guide: Pages 22, 23, 24 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, C. LEARNING PLAN Warm up: - Invite four groups of pupils to the front of the class to take turns singing the song Where are you from? Each group sings one verse of the song. The class
9. sings along and claps hands. - Ask pupils to open their books at page 12 and look at Unit 1, Lesson 2. Tell pupils what they will learn in this lesson. Activity 1. Look, listen and repeat - Ask pupils to look at Pictures a and b and identify the characters. Check comprehension. - Ask pupils to look at Picture a. Play the recording for them to listen and familiarise themselves with the characters’ voice. Play the recording again, sentence by sentence, for pupils to listen and repeat. Correct their pronunciation where necessary. - Repeat the same procedure with Picture b. - Invite a few pairs to the front of the class to listen to and act out the exchanges. Draw pupils’ attention to the questions Where’s she from? and Where’s he from?, and the answers She’s from Japan. and He’s from Singapore. Explain that they are used to ask and answer questions about where someone is from. Extension: Nominate pairs of pupils to act out the exchanges. Activity 2. Listen, point and say - Ask pupils to look at Picture a and identify the boy, the flag and the name of the country. Play the recording for pupils to listen to and repeat the word under the picture in chorus and individually until they feel confident. - Draw pupils’ attention to the speech bubbles and elicit the missing words. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant pictures when they are repeating. - Repeat Steps 1 and 2 for Pictures b, c and d. Go around the classroom and offer help where necessary. - Invite a few pairs to act out the exchanges in front of the class Activity 3. Let’s talk - Ask pupils to look at the picture and identify the characters. Ask Who can you see? Where are they from? Remind pupils that Where’s he / she from? – _____. are used to ask and answer questions about where someone is from. Check comprehension. - Give pupils time to work in pairs and take turns saying the role of each character in the picture. Remind them to look at the flags on the tents to identify where the pupils come from. - Invite a few pairs to come to the front of the classroom and act out the roles. Activity 5. Wrap up Slap the board game - Divide the class into two or three teams. - Teacher sticks a set of pictures or words on a board. - A pupil from each team comes up to the board with fly swatters. - They listen as the teacher calls out a word or a sentence and they race to slap the correct picture. - Whoever is the fastest with the correct slap gets a point for their team. - The team with the most points is the winner. UNIT 1: MY FRIENDS
10. LESSON 2 (4 - 6) A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - listen to and understand two communicative contexts in which pupils ask and answer questions about where someone comes from and tick the correct pictures; - complete two gapped sentences and two gapped exchanges with the help of picture cues; - revise the target vocabulary items through the game Find someone who is from 2. Skills - Listening, writing and speaking 3. Attitude/ Quality - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. 4. Forming competence - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks B. INSTRUCTIONAL RESOURCES - Student’s book: Page 13 - Audio track 12 - Teacher’s guide: Pages 24, 25, 26 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, C. LEARNING PLAN Warm up - Have pupils look at some symbols of some countries they have learnt. Pupils look at the pictures then guess the country and answer the question. - Repeat with 7 more countries. Activity 1. Listen and tick - Ask pupils to look at Pictures 1a and 1b and identify the characters. Ask Who’s he? and Where’s he from? Draw their attention to the flags to answer the questions. Check comprehension. - Play the recording of the first dialogue for pupils to listen and tick the correct box. Play the recording again for pupils to check their answers. - Repeat Steps 1 and 2 with Pictures 2a and 2b. - Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers if necessary. Extension: If time allows, play the recording, sentence by sentence, for the class to listen to and repeat the dialogues. Correct pronunciation if necessary. * Key: 1.a 2. a Activity 2. Look, complete and read
11. - Model the first gapped exchange as an example. Have pupils read the exchange and guess the missing word. Then draw pupils’ attention to the picture and elicit the name of the country that can be used to fill in the gap (Japan). - Give pupils a time limit to read the gapped exchanges 2, 3 and 4, look at the pictures and fill in the gaps independently. Go around the classroom and give further support to pupils who find it difficult to do the task. - Get pupils to swap books with a partner and check their answers before checking as a class. Invite one pupil to write the answers on the board. Extension: Invite four pairs of pupils to act out the completed exchanges in front of the class. * Key: 1. Japan 2. from Singapore 3. Where’s; from Thailand 4. he from; He’s from Activity 3. Let’s play - Tell pupils that they are going to revise the target vocabulary items they have learnt in Lessons 1 and 2. Explain how the game is played. Check comprehension. - Divide pupils into groups of six and give each group a set of five flashcards. One player in each group points to the other players and asks Where are you from? The other players take turns looking at the flash cards and answering (e.g. I’m from Britain.). If the player has the correct answer, he / she gets a point / star. If the answer does not match the flash card, he / she will be out. - The game ends when all the flashcards are gone. Activity 4. Wrap up Option 1: Game “Among us” - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose a Among us and answer the question. - The team that has more points is the winner. Option 2: Role-play - Put pupils in groups. - Pupils take on the identity of someone from another country to practise introducing and sharing about traditional costumes, countries and national languages ‘Konichiwa! I’m from Japan. I’m wearing a Kimono ’ - Pupils vote for the best introduction in groups.