Giáo án Tiếng Anh 4 sách Kết nối tri thức với cuộc sống (Cả năm) Kế hoạch bài dạy Tiếng Anh 4 Global Success năm 2024 - 2025

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

Language knowledge & skills

- 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.

Competences

- Communication and collaboration: work in pairs and groups to complete the learning tasks

- Self-control & independent learning: perform listening tasks

Attributes

- Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality.

II. RESOURCES AND MATERIALS

- 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, …

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s and pupils’ activities

Interaction

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1:

- Spend a few minutes revising the previous lesson by having pupils sing the song on page 7 and clap hands or do actions.

Option 2:

- Elicit that there are many countries around the world.

- Ask pupils to name as many countries as they know.

Whole class/ Individual work


Whole class/
Individual
work

EXPLORATION

Activity 1. Look, listen and repeat. 5 minutes

a. Goal

To understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from.

b. Input

– Context a:

Minh: Hello. I’m Minh. I’m from Viet Nam. Where are you from?

Mary: Hello, Minh. I’m Mary. I’m from America.

– Context b:

Lucy: Hi. I’m Lucy. I’m from Britain. Where are you from?

Ben: Hi, Lucy. I’m Ben. I’m from Australia.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from.

d. Procedure

Step 1: Ask pupils to look at Picture a and identify the characters. Ask Who is he / she?, Where is he / she?

Step 2: 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.

Step 3: Play the recording and encourage pupils to point at the characters while listening.

Step 4: Play the recording again, sentence by sentence, for pupils to listen, point to the sentences and repeat. Correct their pronunciation where necessary.

Step 5: 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.

Whole class/

Individual work

Pair work

e. Assessment

- Performance products: Student’s answers

- Assessment tools: Observation; Questions & Answers

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 10 minutes

a. Goal

To correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from.

b. Input

– Picture cues:

a. Lucy holding the British flag b. Linh holding the Vietnamese flag

c. Mary holding the American flag d. Ben holding the Australian flag

– Speech bubbles: Where are you from? – I’m from _____.

Audio script:

a. Britain b. Viet Nam c. America d. Australia

a. A: Where are you from?

B: I’m from Britain.

b. A: Where are you from?

B: I’m from Viet Nam.

c. A: Where are you from?

B: I’m from America.

d. A: Where are you from?

B: I’m from Australia.

c. Outcome

Pupils can correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from.

d. Procedure

Step 1: Ask pupils to look at Pictures a, b, c, and d and identify the characters, the flags and the names of the countries.

Step 2: Play the recording for pupils to listen to and repeat the words under the pictures in chorus and individually until they feel confident.

Step 3: 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.
Step 4: 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.

Step 5: Invite a few pairs to point at the pictures and ask and answer questions about where someone is from.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Student's talks and interaction

- Assessment tools: Observation; Answer keys

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context.

b. Input

– Picture cue: four pupils at a campsite, holding their national flags

– Speech bubbles: Where are you from? – _____.

c. Outcome

Pupils can enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context.

d. Procedure

Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input).

Step 2: Elicit the answer in the speech bubble and write it on the board. Get pupils to say the completed sentences.

Step 3: Put pupils into pairs to practise the exchanges. Go around the classroom to offer support where necessary.

Step 4: Invite a few pairs to point at the pictures and ask and answer questions about where the pupils are from.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Student’s interaction and performance

- Assessment tools: Observation; Questions & Answers

Fun corner and wrap-up: 5 minutes

Option 1: 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.

Option 2:

- Divide the class into 3 teams.

- Each team has 1 sticky ball.

- Play the music, pupils in each team take turns to pass the ball. When the music ends, 3 pupils holding the ball stand up and say the name, using the sentence model.

Option 3:

- Ask students to answer the following questions:

1. What have you learnt from the lesson today?

(Use the words America, Australia, Britain and Viet Nam and the model Where are you from? – I’m from … to say where someone is from.)

2. What are the core values of the lesson?

(Proud of our country; Respect others’ countries)

* Preparation for the project:

Tell pupils about the project on page 15. Ask them to prepare for it at home by choosing two pupils in the unit and making pupil cards for them. Remind pupils to bring their cards to the class for the Project time in Lesson 3, Activity 6.

Group work

Group work

Whole class

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

Language knowledge & skills

- 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.

Competences

- Communication and collaboration: work in pairs and groups to complete the learning tasks

- Self-control & independent learning: perform listening tasks

Attributes

- Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality.

II. RESOURCES AND MATERIALS

- 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, …

III. PROCEDURE

Warm-up and review – Listen and number – Look, complete and read – Let’s sing – Fun corner and wrap-up

Procedure

Teacher’s and pupils’ activities

Interaction

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1:

- 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.

Option 2:

- Have pupils look at a picture of a boy. Draw pupils’ attention to the Big Ben Tower in the background. Ask Where are you from? Pupils look at the background then guess the country (Britain) and answer the question. Encourage pupils to use full sentence I’m from _____. to answer

- Repeat with 3 more pictures.

Whole class/ Individual work

Whole class/ Individual work

PRACTICE

Activity 4. Listen and number. 5 minutes

a. Goal

To listen to and understand four communicative contexts in which pupils ask and answer questions about where someone is from and number the correct pictures.

b. Input

Picture cues:

a. Minh from Viet Nam b. Ben from Australia

c. Mary from America d. Lucy from Britain

Audio script:

1. A: Hi. Where are you from?

B: Hi. I’m from Australia.

2. A: Hello. Where are you from?

B: Hi. I’m from Britain.

3. A: Where are you from?

B: I’m from America.

4. A: Where are you from?

B: I’m from Viet Nam.

c. Outcome

Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about where someone is from and number the correct pictures.

Key: 1. b 2. d 3. c 4. a

d. Procedure

Step 1: 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.

Step 2: Play the recording all the way through. Then play the recording again for pupils to listen and number the pictures.

Step 3: 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.

Whole class/ Individual work

Pair work

Whole class/ Individual work

e. Assessment

- Performance products: Student’s answers

- Assessment tools: Observation; Questions & Answers, Peer correction

PRACTICE

Activity 5. Look, complete and read. 10 minutes

a. Goal

To complete two gapped sentences and two gapped exchanges with the help of picture cues.

b. Input

Four picture cues, two gapped sentences and two gapped exchanges to complete

c. Outcome

Pupils can complete two gapped sentences and two gapped exchanges with the help of picture cues.

Key: 1. Viet Nam 2. from America

3. Where; Britain 4. from; from Australia

d. Procedure

Step 1: 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).

Step 2: Give pupils time to do the task independently. Go around the classroom to offer help where necessary.

Step 3: 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.

Step 4: 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.

Whole class/ Individual work

Individual work

Pair work

Whole class/ Pair work

e. Assessment

- Performance products: Student's talks and interaction

- Assessment tools: Observation; Answer keys

PRACTICE

Activity 6. Let’s sing. 8 minutes

a. Goal

To sing the song Where are you from? with the correct pronunciation, rhythm and melody.

b. Input

The lyrics and the recording of the song Where are you from?

c. Outcome

Pupils can sing the song Where are you from? with the correct pronunciation, rhythm and melody.

d. Procedure

Step 1: 1: Draw pupils’ attention to the title and lyrics of the song. Encourage them to point at the picture to reinforce their understanding.

Step 2: 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.

Step 3: 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.

Step 4: Ask pupils to listen to and sing the whole song while clapping their hands. Go around the classroom and offer help where necessary.

Step 5: 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.

Group work/ Pair work

Pair work

Group work/ Pair work

e. Assessment

- Performance products: Student’s interaction and performance

- Assessment tools: Observation; Questions & answers

Fun corner and wrap-up: 5 minutes

Option 1: Game: Lucky numbers

- Teacher divides the class into 2 teams (boys and girls).

- Each team takes turns to choose a number and answer the question.

- The team that has more points is the winner.

Option 2: 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.

Group work

Pair work