Giáo án Tiếng Anh lớp 4, học kì II

sh, orange juice, milk, beef, pork. 2. Sentence pattern: What’s your favourite .? It’s . 3. Skill: speaking and listening skills III. Resources and teaching aids: teacher’s and students’ book, board, teaching project, pen IV. Techniques: ask and answer, role play, rub out and remember V. Procedure Warm up: Look pictures and guess food and drink. A. Basic activities a. New words - Teacher presents students some new words: favourite, chicken, fish, orange juice, milk, beef, pork. - Teacher plays the tape and students repeat these words. - Teacher reads again and then calls some students to read aloud. The others listen and give comments about their friend’s pronunciation. - Teacher correct students’ mistakes - Ask students to take note - Give students to play the game “rub out and remember” to check their vocabulary b. Sentence pattern - Teacher presents (explains) the new structure and gives a example What’s your favourite .? It’s - Students listen and take note B. Practical activities 1. Look, listen and repeat - Ask students to look at the picture in the book and ask: Who are they in the picture? What is he/ she talking about? - Ask students listen and repeat after the tape - Repeat again and then role play the dialogue - Call some students to practice in front of the class. Teacher corrects 2. Point and say - Ask students to look at the pictures in the book and work in pairs - Call some pairs to act out - Correct their pronoun. Make a short dialogue - Students work in pair or groups to do it - Call some students to act out in the class C. Application activities - Learn the new words and structure with your sister/ brother. - Prepare the next period: Lesson 1. Section 3, 4, 5 ********************************** Date of teaching: 06, 07, 08, 09/2/2017 (4A, D, B, C) UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 1: Section 1, 2 Period 2 I. Aim: By the end of the lesson, Ss will be able to asking and answering questions about favourite food and drink II. Language content 1. Vocabulary: review 2. Sentence pattern: review 3. Skill: writing and listening skills III. Resources and teaching aids: teacher’s and students’ book, board, teaching project, pen IV. Techniques: ask and answer, guessing. V. Procedure Warm up: Ask and answer the question: Would you like.? It’s A. Basic activities 3. Listen and tick * Pre- listening: Ask students to look at the pictures and then identify the content of pictures in their book. Call some students to guess before they listen * While- listening: - Play the tape twice - Students listen and tick into a correct picture - Call some students read their answer. T corrects * Post- listening: Teacher plays the tape again and asks each student to repeat. Key: 1.b 2. C 3.a 4. Look and write * Pre- writing: Ask students to look at the picture and say what they see * While- writing: - Ask students to look at the pictures and write the correct words - Calls students to write the answers on the board. Teacher corrects * Post- writing: students read aloud the phrases they have done Keys: 1.It’s chicken 2.it’s orange juice 3. It’s fish and water B. Practical activities 5. Let’s sing Sing the song My favourite food and drink + 1st: students listen + 2nd: stop each sentence in the song and asks sing along + 3rd: students sing in chorus - Divide class into three groups and song. Which group song are good, that group is the winner. C. Application activities Do exercise in workbook. *************************************** Date of teaching: 08, 09, 10/2/2017 (4D, A, B, C) UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 2: Section 1, 2, 3 Period 3 I. Aim: By the end of the lesson, Ss will be able to asking and answering questions about favourite foods and drinks; offer someone food or drink and accept/ decline someone’s offer. II. Language content 1. Vocabulary: noodles, lemonade, vegetables, bread, rice. 2. Sentence pattern: Would you like some? Yes, please/ No, thanks. III. Resources and teaching aids: teacher’s and students’ book, board, teaching project, pen IV. Techniques: ask and answer, role play. V. Procedure Warm up: Sing a song My favourite food and drink. A. Basic activities a. New words - Teacher presents students some new words: noodles, lemonade, vegetables, bread, rice. - Teacher plays the tape and students repeat these words. - Teacher reads again and then calls some students to read aloud. The others listen and give comments about their friend’s pronunciation. - Teacher correct students’ mistakes - Ask students to take note - Give students to play the game “rub out and remember” to check their vocabulary b. Sentence pattern - Teacher presents the new structure - Students listen and take note Would you like some? Yes, please/ No, thanks. *Sentence pattern: B. Practical activities 1. Look, listen and repeat - Ask students to look at the picture in the book and ask: Who are they in the picture? Can you guess what they are talking about?. Students answer - Ask students listen and repeat after the tape - Repeat again and then role play the dialogue - Call some students to practice in front of the class. Teacher corrects 2. Point and say - Ask students to look at the pictures in the book and work in pairs - Call some pairs to act out - Correct their pronoun 3. Let’s talk - Students work in pair to ask and answer the question: Would you like some? Yes, please./ No, thanks. - Call some students to act out in the class C. Application activities Let’s practice ask and answer with your friends about the question: Would you like some? Yes, please./ No, thanks. Date of teaching: 08, 09, 10/2/2017 (4D, A, B, C) UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 2: Section 4, 5, 6 Period 4 I. Aim: By the end of the lesson, Ss will be able to asking and answering questions about favourite food and drink; offer someone food or drink and accept/ decline someone’s offer. II. Language content 1. Vocabulary: review 2. Sentence pattern: review 3. Skill: speaking and listening skills III. Resources and teaching aids: teacher’s and students’ book, board, teaching project, pen IV. Techniques: ask and answer, guessing V. Procedure Warm up: Ask and answer using “Would you like some?” A. Basic activities 4. Listen and number - Look at the pictures in the book - Guild students how to listen - Listen to the tape 3 times and number the pictures. Keys: a. 3 b.1 c.2 d.4 5. Look and write - T asks students to look at the pictures and then fill in the blank with suitable words in pairs - Students do it - T calls some students go to the board and write down their answers - Others observe and comment. T corrects - Teacher calls some students role play to check students’ pronunciation. B. Practical activities 6. Let’s play: Food or drink? - Tell Ps that they are going to play game Food or drink? - T introduces the game and ask Ss play game in group 4 C. Application activities Ask Ss to do work book. WEEK 23 Date of teaching: 13, 14, 15, 16/2 (4A, 4D, 4B, 4C) UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 3: Section 1, 2, 3 Period 1 I. Aim: By the end of the lesson, Ss will be able to asking and answering questions about favourite food and drink; offer someone food or drink and accept/ decline someone’s offer. - Pronoun the sounds of the letters f in the words beef, leaf and sh in the words fish, dish respectively. II. Language content 1. Vocabulary: none 2. Sentence pattern: none 3. Skill: speaking, writing and listening skills. III. Resources and teaching aids: teacher’s and students’ book, cassette, tape, board IV. Techniques: slap the board V. Procedure Warm up: Sing a song A. Basic activities 1. Listen and repeat - Teacher introduces the three letters - Teacher s the tape, students listen - Ask students repeat the words - Calls some sts to read. Correct their mistakes 2. Listen and tick. Then say aloud - Teacher explains how to do the task and the difficult words - Teacher has students to guess before listening - Play the tape twice and students listen carefully - Call some students to read aloud their answers - Correct B. Practical activities 3. Let’s chant - Teacher introduces the chant - Play the tape. Ask students to read each sentence in the chant - Play the chant again and asks students to read - Ask students to read the chant, combine with slap their hands. - Divide class into groups to compete together. C. Application activities Do the exercise; prepare the next period ****************************************** Date of teaching: 13, 14, 15, 16/2 (4A, 4D, 4B, 4C) UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 3: Section 4, 5, 6 Period 2 I. Aim: By the end of the lesson, Ss will be able to asking and answering questions about favourite food and drink; offer someone food or drink and accept/ decline someone’s offer. - Pronoun the sounds of the letters f in the words beef, leaf and sh in the words fish, dish respectively. II. Language content 1. Vocabulary: none 2. Sentence pattern: none 3. Skill: reading and writing skills III. Resources and teaching aids: teacher’s and students’ book, cassette, tape, board IV. Techniques: V. Procedure Warm up: Sing the chant Basic activities 4. Read and complete - Ask Ss to identify the characters in the sentences - Ask Ss to read the sentences and answer the questions. - Monitor the activity and offer help when necessary - Have Ss trade the answers - Call on some Ss to report their answers. Others listen and comment. 5. Write about your favourite food and drink - Tell Ps that they are going to write a short paragraph about the jobs of your family members and where they work . - Have them work individual. - Give Ps time to do the task. - Get them to swap their answer before checking as a class. B. Practical activities 6. Project - Tell Ps interview their classmates about their their favourite food and drink. - Ss do the task. C. Application activities Do the exercise; prepare the next period Date of teaching: 15, 16, 17/2 (4D, 4A, 4B, 4C) UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 1: Section 1, 2 Period 3. I. Aim: By the end of the lesson, Ss will be able to asking and answering questions about someone’s physical appearance. II. Language content 1. Vocabulary: old, young, slim, thin, thick, short, strong. 2. Sentence pattern: What does he/ she look like? He’s / She’s . 3. Skill: speaking and listening skills III. Resources and teaching aids: teacher’s and students’ book, board, teaching project, pen IV. Techniques: ask and answer, role play, rub out and remember V. Procedure Warm up: Look pictures and guess someone’s physical appearance. A. Basic activities a. New words - Teacher presents students some new words: old, young, slim, thin, thick, short, strong. - Teacher plays the tape and students repeat these words. - Teacher reads again and then calls some students to read aloud. The others listen and give comments about their friend’s pronunciation. - Teacher correct students’ mistakes - Ask students to take note - Give students to play the game “rub out and remember” to check their vocabulary b. Sentence pattern - Teacher presents () the new structure and gives an example - Students listen and take note What does he/ she look like? He’s / She’s B. Practical activities 1. Look, listen and repeat - Ask students to look at the picture in the book and ask: Who are they in the picture? What is he/ she talking about? - Ask students listen and repeat after the tape - Repeat again and then role play the dialogue - Call some students to practice in front of the class. Teacher corrects 2. Point and say - Ask students to look at the pictures in the book and work in pairs - Call some pairs to act out - Correct their pronoun. Make a short dialogue - Students work in pair or groups to do it - Call some students to act out in the class C. Application activities - Learn the new words and structure with your sister/ brother. - Prepare the next period: Lesson 1. Section 3,4,5 ********************************** Date of teaching: 15, 16, 17/2 (4D, 4A 4B, 4C) UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 1: Section 3, 4, 5 I. Aim: By the end of the lesson, Ss will be able to asking and answering questions about someone’s physical appearance. II. Language content 1. Vocabulary: review 2. Sentence pattern: review 3. Skill: writing and listening skills III. Resources and teaching aids: teacher’s and students’ book, board, teaching project, pen IV. Techniques: ask and answer, guessing. V. Procedure Warm up: Ask and answer the question: What does he/ she look like? He’s / She’s A. Basic activities 3. Listen and tick * Pre- listening: Ask students to look at the pictures and then identify the content of pictures in their book. Call some students to guess before they listen * While- listening: - Play the tape twice - Students listen and tick into a correct picture - Call some students read their answer. T corrects * Post- listening: Teacher plays the tape again and asks each student to repeat. Key: 1.c 2. C 3.a 4. Look and write * Pre- writing: Ask students to look at the picture and say what they see * While- writing: - Ask students to look at the pictures and write the correct words - Calls students to write the answers on the board. Teacher corrects * Post- writing: students read aloud the phrases they have done Keys: B. Practical activities 5. Let’s play Play the game Find someone who... (Ex: Find someone who tall. Tu is tall.) C. Application activities Do exercise in workbook. Week24. Date of teaching: 20, 21, 22, 23/2 (4A, 4D, 4B, 4C) Unit 14: What does he look like? Lesson 2: Section 1 - 6 Period1, 2 I. Aim: By the end of the lesson, Ss will be able to - ask and answer questions about someone’s physical appearance, using What does he/she look like? He’s/She’s ... - make comparisons, using Who is + (comparative)? ... is + (comparative). II. Language content 1. Vocabulary: tall-taller, short-shorter, slim-slimmer, big-bigger, small-smaller 2. Sentence pattern: Who’s taller/ ..? He/she is taller/.than him/her. III. Resources and teaching aids: teacher’s and students’ book, board, teaching project, pen IV. Techniques: ask and answer, role play. V. Procedure Warm up: A. Basic activities a. New words - Teacher presents students some new words: taller, shorter,. - Teacher plays the tape and students repeat these words. - Teacher reads again and then calls some students to read aloud. The others listen and give comments about their friend’s pronunciation. - Teacher correct students’ mistakes - Ask students to take note b. Sentence pattern - Teacher presents the new structure - Students listen and take note Who’s taller/ .? S1 + is taller/ . Than S2 *Sentence pattern: B. Practical activities 1. Look, listen and repeat - Tell the class that they are going to listen to two boys asking and answering questions about their family members. - Ask pupils to look at the pictures to identify the context in which the language is used. Ask them questions such as Who are the boys? What are they doing? - Play the recording more than once, if necessary, for pupils to listen and repeat. -Play the recording again for pupils to listen and repeat. Language note: Most adjectives form comparatives by adding -er to the end of the words (e.g. older, taller). Adjectives ending in -e add -r to the end (e.g. nicer). Adjectives with one vowel and one consonant after that vowel double the consonant before adding -er (e.g. bigger, thinner). Those with two or more vowels followed by one consonant, however, do not double the consonant (e.g. louder, quieter) 2. Point and say - Tell pupils that they are going to practice asking and answering questions to compare people’s appearance. - Have them look at the bubbles and the three pictures to identify how the language is used. - Point to the first picture and model the task with one pupil, using the sentences in the bubbles and the first pair of adjectives under Picture a. (Teacher: Who’s taller? Pupil: The girl is taller.) - Ask pupils to practice in pairs: one asks the question and the other gives the answer, using the prompts in the bubbles and words under the pictures. - Select some pairs to demonstrate the task in front of the class. 3. Let’s talk - Tell pupils that they are going to practice asking and answering questions about their classmates’ appearance and making comparisons, using What does he/she look like? Who’s + (comparative)? -Do the task with one pupil as a model (e.g. Teacher: What does Hang look like? Pupil: She’s thin.) Put the sentences on the board and do choral and individual repetition. - Ask pupils to work in pairs, one pupil asking the questions and the other giving the answers. 4. Listen and number -Tell the class that they are going to listen to Nam’s description of his family and circle the correct answers. - Ask pupils to look at the four incomplete sentences and guess the possible answers for each sentence. Check understanding. - Play the recording for them to listen and circle the answers. - Play the recording again so that they can check their answers. - Get pupils to swap their answers before you check as a class. Key: 1 a 2 a 3 b 4 b 5. Look and write -Tell pupils that they are going to write the answers to the questions to make comparisons of people’s appearance, using the picture cues. -Ask them to look at the four pictures to identify the difference in appearance between the family members in each picture. - Give pupils time to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, invite some pairs to act out the completed dialogues. Key: 1 The brother is slimmer than the father. 2 The mother is shorter than the father. 3 The sister is older than the brother. 4 The brother is stronger than the father. B. Practical activities 6. Let’s sing. - Tell the class that they are going to sing the song What do they look like? Teach the song following the procedure in Teaching the unit components in Introduction. - Have pupils read each line of the lyrics aloud. Check comprehension. - Play the recording all the way through. - Divide the class into two groups: one sings the questions and the other sings the answers C. Application activities Ask Ss to do work book. Date of teaching: 21, 22, 23, 24/2 (4A, 4D, 4B, 4C) Unit 14: What does he look like? Lesson 3: Section 1-6 Period3, 4. I. Aim: By the end of the lesson, Ss will be able to: - pronounce the sounds of the letters th in the words this, that, thin and thick respectively. - Practice listening, reading and writing skills. II. Language content 1. Vocabulary: none 2. Sentence pattern: none 3. Skill: speaking, writing and listening skills. III. Resources and teaching aids: teacher’s and students’ book, cassette, tape, board IV. Techniques: slap the board V. Procedure Warm up: Sing a song A. Basic activities 1. Listen and repeat - Teacher introduces the three letters - Teacher opens the tape, students listen - Ask students repeat the words - Calls some sts to read. Correct their mistakes 2. Listen and tick. Then say aloud - Tell pupils that they are going to listen to the recording and tick the correct words. - Ask them to look at the sentences and guess the words to fi ll the gaps. - Play the recording for pupils to listen and tick the words. - Play the recording again so they can check their answers. - Get pupils to swap their answers before you check as a class. Then ask them to read the sentences aloud. Monitor the activity and off er help, if necessary. Key: 1 a 2 b 3 a 4 b 3. Let’s chant - Teacher introduces the chant - Play the tape. Ask students to read each sentence in the chant - Play the chant again and asks students to read - Ask students to read the chant, combine with slap their hands. - Divide class into groups to compete together. 4. Read and complete - Tell the class that they are going to read an email about a girl’s family and write the answers to the questions. -Tell pupils to read the questions first. Then ask them to read the email and focus on the information needed to answer the questions .- Give them time to do the task independently. Go around and offer help, if necessary. - Get pupils to swap their answers before checking as a class. Provide explanations to the answers, if necessary. Key: 1 He is a teacher. 2 He is tall and slim. 3 She is beautiful. 4 Her brother is younger. 5 Marie is shorter. 5. Write -Tell pupils that they are going to write an email to their friends to describe their family, using the given words in the frame. - Have them look at the given words and decide what they are going to write. Ask them to write about their father’s and mother’s appearance. -Get pupils to swap their answers 6. Project - Tell Ps interview their classmates about the members in their family - Ss do the task. C. Application activities Do the exercise; prepare the next period Week Date of teaching: 27/2 (4A), 28/2 (4D), 01/3 (4B), 02/3 (4C) Unit 15: When’s Children’s Day? Lesson 1: Section 1 – 5 Period 1, 2 I.Aim: By the end of the lesson, Ss will be able to - use the words and phrases related to the topic Festivals. - ask and answer questions about popular festivals, using When is + (festival)? It’s on . II. Language content 1. Vocabulary: children’s day, New Year, Christmas, Teacher’s day 2. Sentence pattern: When’s New Year/ .? 3. Skill: speaking and listening skills III. Resources and teaching aids: teacher’s and students’ book, board, teaching project, pen IV. Techniques: ask and answer, role play V. Procedure Warm up: Spend a few minutes revising the previous unit. Get some pupils to go to the front of the class to talk about their family members A. Basic activities a. New words - Teacher presents students some festivals in Vietnam. - Teacher plays the tape and students repeat these words. - Teacher reads again and then calls some students to read aloud. The others listen and give comments about their friend’s pronunciation. - Teacher correct students’ mistakes - Ask students to take note b. Sentence pattern - Teacher presents () the new structure and gives an example - Students listen and take note When’s + festival name? It’s on the + date + of + month. B. Practical activities 1. Look, listen and repeat - Tell the class that they are going to fi nd out about how to ask and answer questions about popular festivals. - Ask pupils to look at the four pictures to discuss the context in which the language is used. Ask questions such as Who are they? Where are they? and What are they talking about? - Play the recording more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for pupil to listen and repeat. 2. Point and say -Tell pupils that they are going to practice asking and answering questions about popular festivals. - Have them look at the bubbles to understand how the question and answer are used. Then ask them to look at the four pictures to identify the festivals. Teach the words and phrases under the pictures. - Point to the first picture and do the task with one pupil as a model, using the question and answer in the bubbles and the words under the picture. - Ask pupils to practice in pairs, using the prompts in the bubbles and the words/phrases under the pictures. - Select some pairs to demonstrate the task in front of the class. Check as a class 3. Listen and tick Tell the class that they are going to listen to three dialogues about some popular festivals and tick the correct pictures. - Have pupils look at the pictures to identify the festivals. - Play the recording more than once, if necessary. Ask pupils to listen to the recording and tick the correct pictures. Tell them that they should focus on the names of festivals. - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. Key: 1 b 2 a 3 c 4. Look and write -Tell pupils that they are going to complete the answers to the questions about popular festivals, using the picture cues. - Give them a few seconds to look at the answers and to guess the missing words they need to fill the gaps. Then focus their attention on the pictures. Check comprehension. - Give pupils time to do the task independently. Go around and off er help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, call some pairs of pupils to act out the dialogues. Key: 1 the tw