Kế hoạch bài dạy Tiếng Anh 4 - Tuần 13 - Năm học 2024-2025 - Bùi Thị Sao Băng

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 13 - Năm học 2024-2025 - Bùi Thị Sao Băng

1. Preparing: Sund/01/12/2024 Teaching:Tuesd/03/12/2024 Period:49 UNIT 4 – ACTIVITIES Lesson 2.1 (page 51) 1. Objectives By the end of this lesson, students will be able to learn vocabulary and structure to ask about what people are doing. 1.1. Language knowledge and skills Vocabulary: listen to music, watch television, play table tennis, do martial arts, skate, play chess Sentence pattern: Is he playing chess? Yes, he is. Are they doing martial arts? No, they aren't. They're skating. Skills: Listening, Reading, Writing, and Speaking. 1.2. Competences Self-control and independent learning: identify some free time activities and ask about what people are doing. Communication and collaboration: work in pairs or groups to ask about what people are doing. Critical thinking and creativity: learn how to ask about what people are doing. 1.3. Attributes Kindness: support their friends to complete the learning tasks or play the games. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence, and honesty. 2. Teaching aids and materials - Teacher’s aids: Tiếng Anh 4 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs, Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Tiếng Anh 4 i-Learn Smart Start Student’s Book, Workbook, Notebook. 3. Procedures A. Warm-up (5 minutes) a. Objectives: To help the students review the vocabulary items about activities. b. Content: Play the game: “Slap the board” or “Snake”. c. Expected outcomes and assessment - Task completed with excellence: Students can slap flashcards and say the words correctly. - Task completed: Students can slap correct flashcards and say the words. Page 1 of 22
2. - Task uncompleted: Students cannot slap correct flashcards or say the words incorrectly. d. Organization Teacher’s activities Students’ activities Option 1: Slap the board game - Divide the class into two teams and have them - Make two lines to play this form two lines. game. - Place the flashcards (play a board game, do a puzzle, - Look at the flashcards on the read a comic book, eat snacks, take photos, board. play video games) on the board, showing the - Carefully listen and run to the images. board to slap the correct card - Call out a word and have the first student from and read aloud the word on it. each group race and slap the correct image on the board and say it correctly. The first student to slap the correct flashcard wins a point for their team. Option 2: Snake game - Have the class stand up and play the game. - Follow their teacher’s - Give the ball to the first student and ask them instructions before playing the to begin by saying an activity. game. - Then the first student passes the ball to any of their friends. The second friend will name - Play the game with the whole another activity. class. - The students who are unable to say the activities will sit down. The last student who - Be ready for the new lesson. stands up at the end of the game is the winner. - Lead in the new lesson. B. Main lesson 1. Presentation (10 minutes) a. Objective: To help the students recognize and know some free time activities. b. Contents: Listening, pointing, and repeating. c. Expected outcomes and assessment - Task completed with excellence: Students can identify and read out loud the vocabulary of the free time activities correctly. - Task completed: Students can identify and read out loud the activities. - Task uncompleted: Students are unable to point and read the correct activities. d. Organization Teacher’s activities Students’ activities A. 1. Listen and point. Repeat. (CD2 Track 07) Page 2 of 22
3. Arrange the flashcards (listen to music, watch - Listen and follow their television, play table tennis, do martial arts, teacher’s instructions. skate, play chess) on the board. - Ask the students to listen and pay attention. - Point to the pictures in their - Use DCR on Eduhome to play the audio and Student’s Books. point to each flashcard. - Listen and repeat. - Then play the audio again and have them point to the pictures in their Student’s Books. - Work with their partner to - Play the audio and require them to listen and complete the task. repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the phrases. Then have them swap roles and continue this activity. - Walk around the class and support them if needed. 2. Flashcard peek game - Have one student come to the front of the - Come to the front of the class. class. - Hold one flashcard facing your body so no one can see it. - Look and guess the new word - Very quickly show the flashcard to the student on the flashcard. and hide it again. - Have the students guess the new word on the flash card. - Repeat with other students and flashcards. 2. Practice (10 minutes) a. Objectives: To practice asking about what people are doing and tick or cross. b. Contents: Listening, Reading, and Speaking. c. Expected outcomes and assessment - Task completed with excellence: Students can ask about what people are doing and tick or cross correctly. - Task completed: Students can ask about what people are doing and tick or cross. - Task uncompleted: Students fail to about what people are doing and tick or cross. d. Organization: Teacher’s activities Students’ activities B. 1. Listen and practice. (CD2 Track 08) - Use DCR on Eduhome to show the useful - Look and read the useful language and have the students look and read language silently. the useful language silently. - Listen to their teacher’s explanation. Page 3 of 22
4. - Explain that we use this to talk about what we - Listen and look at the useful are doing. language again. - Play the audio and have them listen to the - Work in pairs and practice the useful language. useful language. - Ask them to work in pairs and practice the - Use the new words from Part useful language. A when practicing the useful - Require them to use the vocabulary from Part language. A. - Go around the class and support them if necessary. 2. Read and put a tick or cross. Practice. - Demonstrate the activity using the example. - Carefully look at the teacher demonstrating the activity. - Have the students look and tick or cross in - Look and tick or cross their their Student’s Books. answers in their Student’s - Divide the class into pairs and have them Books. check each other’s work. - Work in pairs and check their - Use DCR on Eduhome to check the answers as partner’s answers. a whole class. - Check the answers with the - Have some pairs practice saying the sentences. teacher and friends. - Monitor the class and support if needed. - Practice saying the sentences with a friend. 3. Early production (5 minutes) a. Objectives: To help them remember the vocabulary items and sentence patterns. b. Content: Asking and answering or using DHA. c. Expected outcomes and assessment - Task completed with excellence: Students can ask about what people are doing fluently. - Task completed: Students can ask about what people are doing. - Task uncompleted: Students cannot ask about what people are doing. d. Organization Teacher’s activities Students’ activities Option 1: Ask and answer. - Divide the class into two teams to complete - Work with their team to the task. complete the task. - Hold up a flashcard about the activities for - Carefully listen to and follow Team A to make questions, and say “Yes/ No” their teacher’s instructions. for Team B to answer the question. - Ask and answer the questions Eg: from the other team. The teacher shows the flashcard “listen to music” and says “Yes” Team A: Are you listening to music? Team B: Yes, we are. Page 4 of 22
5. - Ask them to take turns asking and answering the questions. - Support them if necessary. Option 2: Use DHA on Eduhome. - Open DHA (Unit 4 – Lesson 2) on Eduhome to help the students review the vocabulary through games: Look and find, Listen and find, and Grammar. C. Consolidation and homework assignment (5 minutes) a. Objectives: To help the students remember and pronounce the vocabulary items about the activities. b. Contents: Playing the game “Whispers” and assigning homework in the Workbook. c. Expected outcomes and assessment - Task completed with excellence: Students can whisper the words to their friends correctly and smoothly. - Task completed: Students are able to whisper the words to their friends. - Task uncompleted: Students fail to listen to the new words or whisper them to their friends. d. Organization Teacher’s activities Students’ activities Consolidation - Have the students play the game “Whispers”. - Play the game “Whispers” - Divide the class into two teams. with their teammates. - Ask the students to form two lines. - Follow their teacher’s - Whisper a word to the first student from each instructions before playing the group. Then they whisper the word into the ear game. of the student standing next to them. They - Quickly whisper the word into continue whispering the word until the end of the ear of the friend standing the line. The last student has to say it out loud. next to them. - The first student to say the correct word wins a point for their team. - The team having more correct answers will win the game. Homework Assignment - Require the students to do exercises on page 34 - Follow their teacher’s in the Workbook. instructions. - Have them copy each new word six times in - Do homework, copy the new their Tiếng Anh 4 i-Learn Smart Start words, and prepare the new Notebook, page 23. lesson. - Ask them to prepare Parts C and D, Lesson 2 on page 52 in the Student’s Book. 4. Reflection Page 5 of 22
6. a. What I liked most about this lesson today: b. What I learned from this lesson today: c. What I should improve for this lesson next time: Page 6 of 22
7. Preparing: Sund/01/12/2024 Teaching:Tuesd/03/12/2024 Period:50 UNIT 4 - ACTIVITIES Lesson 2.2 (page 52) 5. Objectives By the end of this lesson, students will be able to identify the /w/ and /ʒ/ sounds and practice the conversations. 5.1. Language knowledge and skills Vocabulary: listen to music, watch television, play table tennis, do martial arts, skate, play chess Sentence pattern: Is he playing chess? Yes, he is. Are they doing martial arts? No, they aren't. They're skating. Skills: Listening, Reading and Speaking. 5.2. Competences Self-control and independent learning: identify the /w/ and /ʒ/ sounds. Communication and collaboration: work in pairs or groups to talk about about what people are doing.. Critical thinking and creativity: learn how to ask and answer about about what people are doing.. 5.3. Attributes Kindness: support their friends to complete the learning tasks or play the games. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence, and honesty. 6. Teaching aids and materials - Teacher’s aids: Tiếng Anh 4 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs, Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Tiếng Anh 4 i-Learn Smart Start Student’s Book, Workbook, Notebook. 7. Procedures C. Warm-up (5 minutes) e. Objectives: To review the vocabulary items about the things, generate students’ interests and, lead in the new lesson. f. Content: Playing the game: “Aha” or “Slap the board”. g. Expected outcomes and assessment - Task completed with excellence: Students can slap flashcards or say the words quickly and correctly. Page 7 of 22
8. - Task completed: Students can slap flashcards or say the words. - Task uncompleted: Students slap the wrong flashcards or pronounce the words incorrectly. h. Organization Teacher’s activities Students’ activities Option 1: Aha game - Cover the flashcard (listen to music, watch - Follow their teacher’s television, play table tennis, do martial arts, instructions before playing the skate, play chess) with a piece of paper or game. card. - Look at the teacher showing the flashcard and try to guess the - Very slowly move the paper to reveal the picture on it. picture. - Say “Aha” and the vocabulary. - Ask the students to guess the picture on the flashcard. - Have them say “Aha” and the vocabulary. Option 2: Slap the board game - Divide the class into two teams and have them - Make two lines to play this form two lines. game. - Place the flashcards about the activities (listen to music, watch television, play table tennis, - Look at the flashcards on the do martial arts, skate, play chess), showing the board. images. - Carefully listen and run to the - Call out a word and have the first student from board to slap the correct card each group race to slap the correct image on and read aloud the word on it. the board and say it correctly. The first student to slap the correct flashcard wins a point for their team. D. Main Lesson 1. Presentation (10 minutes) e. Objective: To help the students identify the /w/ and /ʒ/ sounds and practice saying the sound in the chant. f. Contents: Listening and repeating. g. Expected outcomes and assessment - Task completed with excellence: Students can identify the /w/ and /ʒ/ sounds and pronounce it correctly and fluently. - Task completed: Students can identify the /w/ and /ʒ/ sounds and pronounce it. - Task uncompleted: Students are unable to identify the /w/ and /ʒ/ sounds and pronounce it. h. Organization Teacher’s activities Students’ activities Page 8 of 22
9. C. 1. Listen and repeat. (CD2 Track 09) - Draw attention to the /w/ and /ʒ/ sounds. - Listen and follow their - Briefly explain and demonstrate the sound. teacher’s instructions. - Play the audio using DCR. - Listen to the audio. - Have students notice the sound. - Listen and notice the sound - Play the audio again. first. - Have the students listen and repeat. - Listen to the audio again and - Correct the students’ pronunciation if needed. repeat the sound. 2. Chant. (CD2 Track 10) - Write the words or put up the flashcards on the - Follow their teacher’s board. instructions. - Play the audio using DCR. - Have the students listen to the chant. - Listen to the chant. - Point to a word or picture on the board, say the - Listen and repeat the sound. sound and word (e.g. /w/, watch), and have the students listen and repeat. - Play the audio again. - Listen to the chant again. - Have the students listen and clap along with - Listen and clap along with the the sound and words as they hear them in the sound and words as they hear chant. them in the chant. 2. Practice (10 minutes) e. Objectives: To help the students identify the people and things in the story and practice listening and writing the missing words in the blanks. f. Contents: Listening, speaking, and writing. g. Expected outcomes and assessment - Task completed with excellence: Students can understand the story and fill in the missing words correctly. - Task completed: Students can understand the story and fill in the missing words. - Task uncompleted: Students fail to understand the story and fill in the missing words. h. Organization: Teacher’s activities Students’ activities D. 1. Look and listen. (CD2 Track 11) - Introduce the situation using DCR: "Alfie's - Listen to their teacher’s bored..." introduction about the - Have the students look at the story and ask situation. these questions: • Who can you see? (Alfie, Tom, Ben, Lucy, - Call out the things they can Nick, Mai) see. • What are the kids doing? (Talking on the phone) - Listen to the story. - Have the students call out the things they can see. - Play the audio. - Have the students look and listen. Page 9 of 22
10. 2. Listen and write. (CD2 Track 12) - Play the audio using DCR and demonstrate the - Listen and follow their activity using the example. teacher’s demonstration. - Play the audio and have the students listen and - Listen to the story and write. write. - Listen to the story again and - Play the audio again and check answers as a check the answers as a whole whole class. class. 3. Practice with your friends. - Divide the class into two pairs. - Work with their partner to complete the task. - Have the students practice saying the - Practice saying the sentences. sentences. - Demonstrate the activity in - Have some pairs demonstrate the activity in front of the class. front of the class. 3. Early Production (5 minutes) b. Objectives: To help them practice the stories and use their own ideas. c. Content: Working with their partners. d. Expected outcomes and assessment - Task completed with excellence: Students can practice and use their own ideas to make a story naturally. - Task completed: Students can practice and use their own ideas to make a story. - Task uncompleted: Students cannot practice and use their own ideas to make a story. e. Organization Teacher’s activities Students’ activities Make their own stories. - Have the students work in groups of three. - Work with their friends to complete the task. - Ask them to look at and read the story from - Look and read the story from Part 2 – Listen and write as a sample. Part 2 – Listen and write as a - Give the students enough time to make their sample. stories using their own ideas. - Make their stories using their - Walk around the class and support them if own ideas. necessary. - Invite some pairs to present their stories in - Present their stories in front of front of the class. the class. - Help the students with feedback and correct them if any. E. Consolidation and homework assignment (5 minutes) e. Objectives: To help the students review the lesson by rearranging the sentences to make a meaningful conversation. f. Contents: Making a conversation and assigning homework in the Workbook. g. Expected outcomes and assessment Page 10 of 22
11. h. Task completed with excellence: Students can rearrange the sentences to make a meaningful conversation correctly. - Task completed: Students can rearrange the sentences to make a meaningful conversation. - Task uncompleted: Students fail to can rearrange the sentences to make a meaningful conversation. i. Organization Teacher’s activities Students’ activities Consolidation - Ask the students to work in groups of four or - Work in groups to complete five students. the task. - Give each group a set of sentences and ask them - Make a meaningful to make a meaningful conversation. conversation from the given - Give them enough time to rearrange the given sentences. sentences. - Rearrange the given sentences. - Invite each group to present their answer. - Present their answer in front of - Have other groups comment and give the correct the class. answer if any. - Give comments to other - Check the students’ answers as a whole class. groups. Homework Assignment - Require the students to do exercises on page 35 - Follow their teacher’s in the Workbook. instructions. - Have them copy the structures in their Tiếng Anh 4 i-Learn Smart Start Notebook, page 23. - Do homework, copy the - Ask them to prepare Parts E and F, Lesson 2 on structures, and prepare the new page 53 in the Student’s Book. lesson. 8. Reflection d. What I liked most about this lesson today: e. What I learned from this lesson today: f. What I should improve for this lesson next time: Page 11 of 22
12. Preparing: Sund/01/12/2024 Teaching:Wed/04/12/2024 Period:51 UNIT 4 - ACTIVITIES Lesson 2.3 (page 53) 9. Objectives By the end of this lesson, students will be able to ask about what people are doing. 9.1. Language knowledge and skills Vocabulary: listen to music, watch television, play table tennis, do martial arts, skate, play chess Sentence pattern: Is he playing chess? Yes, he is. Are they doing martial arts? No, they aren't. They're skating. Skills: Listening and Speaking. 9.2. Competences Self-control and independent learning: identify and ask about what people are doing. Communication and collaboration: work in pairs/ groups to ask and answer about what people are doing. Critical thinking and creativity: learn how to ask and answer about what people are doing. 9.3. Attributes Kindness: support their friends to complete the learning tasks or play the games. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence, and honesty. 10.Teaching aids and materials - Teacher’s aids: Tiếng Anh 4 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs, Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Tiếng Anh 4 i-Learn Smart Start Student’s Book, Workbook, Notebook. 11.Procedures F. Warm-up (5 minutes) i. Objectives: To review the vocabulary items about activities, generate students’ interests and, lead in the new lesson. j. Content: Playing the game: “Jump” or “Slap the board”. k. Expected outcomes and assessment - Task completed with excellence: Students can slap flashcards or jump and say the words quickly and correctly. - Task completed: Students can slap flashcards or jump and say the words. Page 12 of 22
13. - Task uncompleted: Students slap the wrong flashcards or pronounce the words incorrectly. l. Organization Teacher’s activities Students’ activities Option 1: Jump game - Ask the children to stand at their desks. - Stand at their desks to play the Hold up a flashcard from the vocabulary set game. (listen to music, watch television, play table - Look at the flashcard and listen tennis, do martial arts, skate, play chess) and to their teacher. say a word. - Jump if the word is the same as - If the word is the same as the flashcard, they the flashcard. jump. If it isn't, they keep still. - Don’t jump if the word isn’t the - Ask them to say the word on the flashcard. same as the flashcard. - Say the word on the flashcard. Option 2: Slap the board game - Divide the class into two teams and have them - Make two lines to play this form two lines. game. Place the flashcards about the activities (listen to music, watch television, play table tennis, do martial arts, skate, play chess) on the - Look at the flashcards on the board, showing the images. board. - Call out a word and have the first student from - Carefully listen and run to the each group race to slap the correct image on board to slap the correct card the board and say it correctly. The first student and read aloud the word on it. to slap the correct flashcard wins a point for their team. G. Main Lesson 1. Presentation (10 minutes) i. Objective: To help the students recognize and use the sentence patterns correctly. j. Contents: Listening and repeating. k. Expected outcomes and assessment - Task completed with excellence: Students can identify the sentence structures and read out loud the words correctly. - Task completed: Students can identify the sentence structures and read out loud the words. - Task uncompleted: Students are unable to use the sentence structures or point and read the correct words. l. Organization Teacher’s activities Students’ activities Page 13 of 22
14. Present the sentence pattern. - Use DCR on Eduhome to show to the class the - Listen and follow their sentence structure on Part E, page 53 in their teacher’s instructions. Student’s Book. - Give the students enough time to look at the - Look at the target sentence target sentence structure and have them read it structure on the screen and read silently. it silently. - Ask them what they can see in each picture. - Answer their teacher’s - Continue asking them what school objects in question. each picture are. - Control the class and give them help if needed. - Lead in the new lesson. 2. Practice (10 minutes) i. Objectives: To practice asking and answering about what people are doing. j. Contents: Point, ask and answer. k. Expected outcomes and assessment - Task completed with excellence: Students can point, ask and answer about what people are doing smoothly and correctly. - Task completed: Students can point, ask and answer about what people are doing. - Task uncompleted: Students fail to point, ask and answer about what people are doing. l. Organization: Teacher’s activities Students’ activities E. Point, ask, and answer. - Divide the class into two pairs. - Work with their partner to complete the task. - Demonstrate the activity using the speech - Follow their teacher’s bubbles. instructions. - Have the student A point and ask, have the - Ask and answer the other student B answer. student’s question. - Swap roles and repeat. - Present their work in front of - Afterwards, have some pairs demonstrate the the class. activity in front of the class. Extra practice. - Divide the class into two teams. - Work with their teammates to - Show a flashcard to the class and say "he," complete the task. "she," or "they," and "yes" or "no," and - Follow their teacher’s show another flashcard. instructions. - Have Team A ask the question and Team B answer. - Ask and answer about what - Swap roles and repeat. people are doing. e.g. (Teacher shows flashcard "skate.") Page 14 of 22
15. - Teacher: "she," "yes" - Team A: "Is she skating?" - Team B: "Yes, she is." e.g. (Teacher shows flashcards "play chess" and "play table tennis.") - Teacher: "they," "no" - Team A: "Are they playing chess?" - Team B: "No, they aren't. They're playing table tennis. 3. Production (5 minutes) c. Objectives: To help them produce the target sentence patterns. d. Content: Playing the game: “Find your friends” or using DHA. e. Expected outcomes and assessment - Task completed with excellence: Students can ask and find the character correctly. - Task completed: Students are able to ask and find the character. - Task uncompleted: Students cannot ask and find the character. f. Organization Teacher’s activities Students’ activities F. Option 1: Find your friends’ game In pairs, take turns asking questions to guess who your friend is thinking of. - Look and read the sentences on - Have students look at the example. page 53. - Divide the class into pairs. - Listen and follow the teacher’s - Have Student A choose a character or instructions carefully. characters in the picture and ask the - Choose a character in the question. picture and ask questions. - Have Student B ask questions to find the character. - Swap roles and repeat. - Afterwards, have some students demonstrate the activity in front of the class. Option 2: Use DHA on Eduhome. - Open DHA (Unit 4 – Lesson 2) on Eduhome to help the students review the vocabulary through games: Look and find, Listen and - Follow their teacher’s find, and Grammar. instructions. - Play the game with the whole class. H. Consolidation and homework assignment (5 minutes) Page 15 of 22
16. j. Objectives: To help students remember the target sentence structures. k. Contents: Playing the game “Whispers” and assigning homework in the Workbook. l. Expected outcomes and assessment - Task completed with excellence: Students can whisper the words to their friends correctly and smoothly. - Task completed: Students are able to whisper the words to their friends. - Task uncompleted: Students fail to listen to the new words or whisper them to their friends. m. Organization Teacher’s activities Students’ activities Consolidation - Have the students play the game “Whispers”. - Play the game “Whispers” - Divide the class into two teams. with their teammates. - Ask the students to form two lines. - Follow the teacher’s - Whisper a word to the first student from each instructions before playing the group. Then they whisper the word into the ear game. of the student standing next to them. They continue whispering the word until the end of - Quickly whisper the word into the line. The last student has to say it out loud. the ear of the friend standing - The first student to say the correct word wins a next to them. point for their team. - The team having more correct answers will win the game. Homework Assignment - Require the students to practice the structures at - Practice the structures at home. home. - Ask them to prepare Parts A and B, lesson 3, - Prepare the new lesson. Unit 4 on page 54 in the Student’s Book. 12.Reflection g. What I liked most about this lesson today: h. What I learned from this lesson today: i. What I should improve for this lesson next time: Page 16 of 22
17. Preparing: Sund/01/12/2024 Teaching:Wed/04/12/2024 Period:52 UNIT 4 – ACTIVITIES Lesson 3.1 (page 54) 13.Objectives Students will be able to learn vocabulary and structure to talk about what people are doing at different places. 13.1. Language knowledge and skills Vocabulary: library, stadium, park, market, water park, swimming pool Sentence pattern: What are you doing? I'm swimming at the pool. What are you doing? We're reading at the library. Skills: Listening, Reading, Writing, and Speaking. 13.2. Competences Self-control and independent learning: know how to say what people are doing at different places. Communication and collaboration: work in pairs or groups to know how to say what people are doing at different places. Critical thinking and creativity: learn how to say what people are doing at different places correctly and fluently. 13.3. Attributes Kindness: support their friends to complete the learning tasks or play the games. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence, and honesty. 14.Teaching aids and materials - Teacher’s aids: Tiếng Anh 4 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs, Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Tiếng Anh 4 i-Learn Smart Start Student’s Book, Workbook, Notebook. 15.Procedures I. Warm-up (5 minutes) m. Objectives: To help students be interested in and lead in the new lesson about activities. n. Content: Playing the game: “Who’s faster?” o. Expected outcomes and assessment - Task completed with excellence: Students can quickly pick out the correct words about what people are doing. - Task completed: Students can pick out the correct words about what people are doing. Page 17 of 22
18. - Task uncompleted: Students fail to pick out the correct words about what people are doing. p. Organization Teacher’s activities Students’ activities Who’s faster? - Divide the class into four groups. - Work in groups to complete the - Give each group a set of words and ask them task. to find the words: listening to music, watching - Get a set of words from their television, playing table tennis, doing martial teacher. arts, skating, playing chess. - Find these words: listening to - Have them one minute find these words. music, watching television, - Correct the students’ mistakes if necessary. playing table tennis, doing - The first team to find the correct words wins martial arts, skating, playing the game. chess within a minute. - Ask them what similarities the words are. - Answer their teacher’s question. (They are verbs./ They end with the -ing form.) - Lead in the new lesson. J. Main Lesson 1. Presentation (10 minutes) m. Objective: To help students recognize and say some places. n. Contents: Listening, pointing, and repeating. o. Expected outcomes and assessment - Task completed with excellence: Students can identify and read out loud the places correctly. - Task completed: Students can identify and read out loud the places. - Task uncompleted: Students are unable to point and read the correct places. p. Organization Teacher’s activities Students’ activities A. 1. Listen and point. Repeat. (CD2 Track 13) - Arrange the flashcards (the places) on the board. - Listen and follow their - Ask the students to listen and pay attention. teacher’s instructions. - Use DCR on Eduhome to play the audio and - Point to the pictures in their point to each flashcard. Student’s Books. - Then play the audio again and have them point - Listen and repeat. to the pictures in their Student’s Books. - Work with their partner to - Play the audio and require them to listen and complete the task. repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, Page 18 of 22
19. and the other one says the words. Then have them swap roles and continue this activity. - Walk around the class and support them if needed. 2. Board race game - Have students look at the example. - Play with their teammates. - Divide the class into teams and have one - Follow their teacher’s student from each team stand a distance from instructions. the board. - Touch the flashcard and say the - Stick two flashcards on the board and then say word correctly. one of the new words aloud. - Have the students race to the board, touch that flashcard, and repeat the new word. - The first student to touch the flashcard and say the word correctly gets a point for their team. - Continue with other students. 2. Practice (10 minutes) m. Objectives: To practice using useful language about what other people are doing and where. n. Contents: Listening and Speaking. o. Expected outcomes and assessment - Task completed with excellence: Students can use useful language about what other people are doing and where. - Task completed: Students can use useful language about what other people are doing and where. - Task uncompleted: Students fail to use useful language about what other people are doing and where. p. Organization: Teacher’s activities Students’ activities B. 1. Listen and practice. (CD2 Track 14) - Use DCR to show the useful language and - Look and read the useful have students look and read the useful language silently. language silently. - Listen to their teacher’s - Explain that we often use this to ask and explanation. answer about what other people are doing and where - Listen and look at the useful - Play the audio and have them listen to the language again. useful language. - Work in pairs and practice the - Ask them to work in pairs and practice the useful language. useful language. - Use the new words from Part - Require them to use the vocabulary from Part A when practicing the useful A. language. Page 19 of 22
20. - Go around the class and support them if necessary. 2. Read and match. Practice. - Demonstrate the activity using the example. - Carefully look at the teacher - Have the students read and match the numbers demonstrating the activity. (1-4) with the letters (A-D) in their Student’s - Look and match the numbers Books. (1-4) with the letters (A-D) in their Student’s Books. - Divide the class into pairs and have them - Work in pairs and check their check each other’s work. partner’s answers. - Use DCR to check the answers as a whole - Check the answers with the class. teacher and friends. - Practice saying the sentences - Have pairs practice saying the sentences. with a friend. - Monitor the class and support if needed. 3. Early Production (5 minutes) Objectives: To help them ask and answer questions about what other people are doing and where. e. Content: Asking and answering or using DHA. f. Expected outcomes and assessment - Task completed with excellence: Students can ask and answer their friends’ questions about what other people are doing and where quickly and correctly. - Task completed: Students can ask and answer their friends’ questions about what other people are doing and where. - Task uncompleted: Students cannot identify the flashcards or ask and answer their friends’ questions about what other people are doing and where. g. Organization Teacher’s activities Students’ activities Option 1: Ask and answer. - Divide the class into two teams. - Work with their teammates to - Show a flashcard to the class and say the complete the task. verbs. - Follow their teacher’s - Have Team A make a question and Team B instructions. answer. - Make questions or answer the - Swap roles and repeat. questions from the other team. e.g. (Teacher shows the flashcard “library”.) Teacher: “Reading” Team A: “What are you doing?” Team B: “I'm reading at the library.” (Teacher shows the flashcard “stadium”.) Teacher: “Running” Page 20 of 22