Giáo án Tiếng Anh 4

Date of preparing: 1/ 03/ 2018 Week 24 Period 91 UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 2: 1-2-3 I Objectives: Knowledge: By the end of this lesson, Ps will be able to make comparisions, using Who is + ( comparative ) ? is + ( comparative) Sentence patterns: Who’s ? - ……….is Vocabulary: taller, shorter, smaller, older, younger Skills: Listening-reading-speaking-writing Attitude: Educate Sts to love their lesson Work hard III TEACHING AIDS: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks II TEACHING METHODS: - Work in pairs , individual, in groups … IV PROCEDURE: Class organization: - Greeting: Good morning/ Good afternoon How are you? - Checking for the students’ attendence: Class Date of teaching Absent Students 4C 6/3/2018 Warm up :6’ Spend a few minutes revising the previous lesson : Call some pupils to the front of the class to ask and answer questions about the physical appearance of their classmates, using What does he/ she look like ? He’s/ She’s New lesson Teacher’s and students’ activities Content * Activity 1: (8’) Look, listen and repeat: - T tell ps that they are going to listen two boys asking and answering questions about their family members - Ask Ps to open their book on page 26 and look at the pictures - Have them look at the pictures to understand the context in which the language is used Ask them questions such as: Who are they? ? What are they doing?( in picture a , Nam is showing a picture of his family to Peter and Peter says He’s tall In picture b, Nam is showing a picture of his brother to Peter and Peter says He’s tall, too In picture c, Nam is making a comparision between his father and his brother, saying My brother’s taller than my father Check understanding - Play the recording more than once, if necessary, for ss to listen and repeat Do choral and individually repetition, pointing to the characters speaking - Play the recording again for Ps 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, not double the consonant ( e.g louder, quieter) * Activity 2: (9’) Point and say: a Vocabulary: a Vocabulary: - Teach the form and meaning of the pairs of adjectives under the pictures: tall- taller , shortshorter , big- bigger, small- smaller, old- older, young- younger + Checking: Slap the board - T guides Ss how to play b Model sentences: A: Who’s taller? B: The girl is taller - Concept check: intonation, using c Practice: - Tell Ps that they are going to practise asking and answering questions to compare people’s appearance - Let them look at the bubbles and the three pictures to identify how the language is used - Point to the first picture and 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 say the question and answer chorally and individually - Teach the form and meaning of the pairs of adjectives under the pictures: tall- taller , short- shorter , big- bigger, small- smaller, old- older, young- younger b Model sentences: A: Who’s taller? B: The girl is taller Repeat the procedure with the other rows in the table - Ask Ps to practise in pairs, one asking the question and the other giving the answer, using the prompt in the bubbles and pictures - Select some pairs to demonstrate the task in front of the class Monitor the activity and other help, if necessary d Production: - Role play * Activity (8’) Let’s talk - Tell Ps that they are going to revise what they have learnt in L1 and Get them to work in pairs and ask and answer the three questions Remind them to answer with facts about themselves - Call a few pairs to act out their conversation - Encourage ps to observe and give comments in English What does he/ she look like ? Who’s ? Consolidation: (3’) What’s the content of the lesson? Or What have you learnt today? Homelink: (3’) Do exercises in the workbook Learn by heart the new words Comments: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Period 92 UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 2: 4-5-6 I Objectives: Knowledge: By the end of this lesson, Ps will be able to listen and write specific information about someone’s physical appeareance - Sentence patterns: revision - Vocabulary: revision, Skills: - Develop Ss Listening-reading-speaking-writing 3 Attitude: Educate Sts to love their lesson Work hard III TEACHING AIDS: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks II TEACHING METHODS: - Work in pairs , individual, in groups … IV PROCEDURE: Class organization: - Greeting: Good morning/ Good afternoon How are you? - Checking for the students’ attendence: Class Date of teaching Absent Students 4C 6/3/2018 Warm up :6’ Spend a few minutes revising the previous lesson by getting the class to play Slap the board, using the comparative adjectives New lesson Teacher’s and students’ activities * Activity 1: (11’) a Pre-listening: - T looks at the books and sets the table: How many sentences are there? - Ask Ps to look at the pictures on page 27 - Tel Ps that they are going to listen to Nam’s description of his family and circle the correct answers - Focus their attention on the incomplete sentences so that they can understand how the language is used Help them to identify who the characters Check understanding b While-listening: - Play the recording for ss to circle the correct answers - Play the recording again for them to check their answers - Get Ps to swap their answers before you check as a class Key: 1a 2a 3b 4b c Post listening: - Play the game: Lucky numbers a Pre- writing: - Ask ss to look at the pictures on page 27 - Tell Ps that they are going to complete the sentences, using the given cues - Give them a few seconds to look at the pictures, Content Listen and circle Key: 1a 3b 4b 2a Look and write Key: The brother is slimmer than the father The mother is shorter sentences and read the text Identify the difference in than the father appearance between the family members in each The sister is older than picture Explain the meaning of the new word strong the brother Remind the pupils that we use than when making The brother is stronger comparisons Then ask them to read the questions and than the father write the answers If necessary, get pupils to work in pairs b While- writing: - Set a time limit for the task and offer help, if necessary - Check the answers as a class and call one or two ps to read aloud the completed text Key: The brother is slimmer than the father The mother is shorter than the father The sister is older than the brother The brother is stronger than the father c Post reading: - Ask Ps to play a game: Whisper * Activity 3: 5’ Let’s sing - Tell Ps that they are going sing the song What they like ? teach the song, following the procedure in Teaching the unit components in Introduction - Ask them to read the line of the lyrics aloud.Check understanding - Play the recording all the way through Ask ss to choral and individual repetition of the song line by line until they get familiarized with the pronunciation, the stress, the rhythm and the tune of the song - Play the recording again and get Ps to sing along with the recording - Divide the class into two groups, one sings the questions and the other sing the answers Consolidation: (3’) What’s the content of the lesson? Or What have you learnt today? Homelink: (3’) Do exercises in the workbook Comments: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Period 93 UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 3: 1-2-3 I Objectives: Knowledge: By the end of this lesson, Ps will be able to pronounce the sounds of the letters th in the words this, that, thin and thick respectively Sentence patterns: revision Vocabulary: revision Skills: - Develop Ss reading, writing and listening skills Attitude: Educate Sts to love their lesson Work hard III TEACHING AIDS: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks II TEACHING METHODS: - Work in pairs , individual, in groups … IV PROCEDURE: Class organization: - Greeting: Good morning/ Good afternoon How are you? - Checking for the students’ attendence: Class Date of teaching Absent Students 4C 7/3/2018 Warm up :6’ Spending a few minutes revising the previous lesson by calling some pupils to the infront of the class to sing the song What they look like ? Have the class listen and clap their hands New lesson Teacher’s and students’ activities * Activity 1: (11’) - Tell Ps that they are going to practise saying the sounds of the lettes th in the words this, that, thin and thick respectively - First, put the letters th in the words this, that, thin and thick on the board Play the recording and ask Ps to repeat a few time Then put the words on the board, play the recording and ask Ps to repeat a few more times After that, write the sentences This is my mother, That is my father, The book is thin.The dictation is thick Content Listen and repeat - Play the recording a few more times and let Ps say the sentences , paying attention to the target sounds - Do choral and individual repetition of the sounds, words and sentences until Ps feel confident - Get some Ps to perform in front of the class Check as a class and correct the pronunciation, if necessary language note: Most pronouns with the initial letters th are pronounced with a voice th sound( e.g.they, them) * Activity 2: (10’) a Pre-listening: How many sentences? - Tell Ps that they are going to listen to the recording, circle the correct options and then write the words in the blanks - Give them a few seconds to read the sentences in silience and guess the words to fill in the gaps b While- listening - Have P listen to the recording and circle the appropriate options Allow them time to the task independently If necessary, have Ps listen to the recording more than once - Give them time to write the words in the gaps independently - Get Ps to swap their answers before you check as a class Monitor the activity and offer help if necessary - Ask Ps to say the sentences aloud Key: 1.a 2.b 3.a 4.b Audio: My brother is thin My sister is three Their books are on the table Their books are thick c Post-listenning - Get Ps to play the game: Slap the board Activity 3: 6’ - Tell Ps that they are going to say the chant Follow the procedure in Teaching the unit components in Introduction - Have them read the chant and check comprehension - Play the recording more than once, if necessary, for Ps to choral and individual repetition until they get familiarized with the pronunciation, the stress, the Listen and circle Then write and say aloud Key: 1.a 4.b Let’s chant 2.b 3.a rhythm and the intonation of the chant Show Ps how to chant and actions - Divide the class into groups of four and call two groups to give a demonstration: one group chants the questions, the other chants the anwers - Get groups to sit opposite of each other and practise chanting and doing acting Go around offering help, if necessary - Call three groups to front of the class to chant and actions The rest of the class claps along to the rhythm Consolidation: (3’) What’s the content of the lesson? Or What have you learnt today? Homelink: (3’) Do exercises in the workbook Learn by heart the new words Comments: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Period 94 UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 3: 4-5-6 I Objectives: Knowledge: By the end of this lesson, Ps will be able to read and write specific information about someone’s physical appeareance - Sentence patterns: revision - Vocabulary: revision Skills: - Develop Ss Listening-reading-speaking-writing Attitude: Educate Sts to love their lesson Work hard III TEACHING AIDS: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks II TEACHING METHODS: - Work in pairs , individual, in groups … IV PROCEDURE: Class organization: - Greeting: Good morning/ Good afternoon How are you? - Checking for the students’ attendence: Class Date of teaching Absent Students 4C 7/3/2018 Warm up :6’ Spending a few minutes revising the previous lesson: Get two groups of five pupils to go to the front of the class to say the chant This is my family Ask the rest of the class to listen and clap their hands New lesson Teacher’s and students’ activities * Activity 1: (11’) a Pre- reading - Ask Ps to look at the text and pictures , ask some questions What’s this? What does this paragraph talk about? Who write the email? Who get the email? - Tell Ps that they are going to read an email about a girl’s family and write the answers to the questions - Aks Ps to read questions first Then read the email and focus on the information needed to answer the questions b While-reading - Ask Ps to read the text and find appropriate information to complete the sentences Ask Ps to work in pairs or small groups - Give them time to the task independently - Get Ps to swap their answers before checking as a class If there is enough time, let some pairs ask and answer the questions Key: He is a teacher He is tall and slim She is beautiful Her brother is younger Marie is shorter c Post- reading - Play the game: Whisper * Activity 2: (14’) a Pre- writing - Ask Ps to answer T’s questions Is this a letter? What are you going to this task? - Tell Ps that they are going to write an email to their friends to describe their family, using the given words in the frame - Ask Ps to work in pairs or groups to discuss what are they going to write - Focus ps on their given clues Check comprehension Content Read and write Key: He is a teacher He is tall and slim She is beautiful Her brother is younger Marie is shorter Write b While-writing - Give ps time to the task independently - Get Ps to swap their answers before checking as a class - If there is time, Ask one Ps to write on the board c Post writing - Call some Ps to read aloud / display their writing * Activity 3: (5’) Project - Tell Ps that they are going to bring a photo of their family and describe their family before class about it - Get one pupil to a demonstration in front of the class before starting the activity - Stick the large-size sheet of paper with the chant on page 29 on the board - Tell Ss that they are going to a project - Ask them to write the information about themselves Encourage them to complete their tasks Get them to swap their task in pairs They should look at their parters tasks and describe each other - Call some pupils to the front of the class and tell the class about their tasks To make this activity more challenging, you may ask them not to look at the answers Example: This is my father His name’s Long He’s 34 years old He’s tall He’s a doctor He works in a hospital He likes swimming and playing football Consolidation: (3’) What’s the content of the lesson? Or What have you learnt today? Homelink: (3’) Do exercises in the workbook Comments: …………………………………………………………………………………………… …………………………………………………………………………………………… ……………………………………………………………………………………………