Tiếng AnhLớp 4Phần 2. Unit 1: My friends

Giáo án Lesson 3

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
pronounce the final weak vowel /ə/ in America and the ending /iə/ in Australia, and stress the second syllable of each word
find the topic of a short text by reading it once, then find specific information by reading it again
use the sentence patterns I am from…, He/She is from…, and Where is he/she from? to talk about people's countries
write and present a short introduction (4–5 sentences) of a student card, using correct am/is/are
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the target words, read the text to find information, and write and present a 4–5 sentence introduction of a student card.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the target words correctly, use the country names (Viet Nam, Australia, America, Singapore), and apply am/is/are and Where is she from?

2. General competences

Self-control and independent learning: Ss re-read their own sentences to check am/is/are and capital letters before they submit their work.
Communication and collaboration: Ss work in pairs and groups to exchange student cards, ask and answer questions, and give feedback to each other.
Problem-solving and creativity: Ss design an imaginary student card and present it in a creative and clear way.

3. Personal qualities

Responsibility: Ss complete their own student card carefully and check the information before presenting it.
Honesty: Ss write only the information given on the card and do not guess a person's country from their appearance.
Kindness: Ss give polite and encouraging feedback to their partners.

II. Resources and materials

1. Teacher

Slides with the reading text, target words, and sample student card
Audio player with en-US recordings of America and Australia (the teacher can also model the words)
NeoEdu lesson page with interactive exercises: neoedu.vn/learn/4/english/unit-1-lesson-3
Flashcards of countries: Viet Nam, Britain, America, Australia, Japan, Malaysia, Thailand, Singapore
Worksheet 1 (Reading) and Worksheet 2 (Student card), a timer, and a world map

2. Pupils

Notebook, pencil, eraser and coloured pens
Blank paper cards (about 8 x 5 cm) for drawing student cards
Sticky notes for giving feedback

III. Procedures

Activity 1: Warm-up and review · 6 minutes

Warm-up: Where are you from?

Aims

Ss recall the country names learned before and the question Where are you from?

Content

Flashcard game 'Guess the country'. T shows country flashcards and gives a short clue, for example 'I am from the country in Southeast Asia with the capital Hanoi'. Ss guess the country and ask the question Where are you from?

Expected outcomes

Ss say at least three country names and answer Where are you from? with I am from…

Procedure

Teacher's activities

Pupils' activities

Teacher
T greets the class and shows the flashcards of Viet Nam, Japan and Singapore. T asks: Where am I from? and answers: I am from Viet Nam. T asks Ss to repeat chorally.
Pupils
Ss listen, look at the flashcards and repeat chorally: I am from Viet Nam.
Teacher
T hides one flashcard, gives a clue and invites Ss to guess. T models the question: Where are you from? and asks pairs to practise the question and answer.
Pupils
Ss guess the country, for example 'Are you from Japan?'. In pairs, Ss ask and answer: Where are you from? – I am from Japan.
Teacher
T calls 3 pairs to act out the dialogue in front of the class and gives praise.
Pupils
Pairs stand up and say: Where are you from? – I am from Singapore. Other Ss clap for good answers.
Teacher
T writes the two key questions on the board: Where are you from? (to a person in front of you) and Where is he/she from? (about a third person). T links to today's lesson.
Pupils
Ss copy the two questions into their notebooks.

Activity 2.1: Exploration · 14 minutes

Look, listen and repeat: the sounds in America and Australia

Aims

Ss pronounce the final weak vowel /ə/ in America and the ending /iə/ in Australia, and put the stress on the second syllable of each word.

Content

T models the two words, Ss repeat with clapping on the stressed syllable, then Ss listen to the en-US audio and point to the correct word in the picture. Ss say one sentence with each word: He is from America. She is from Australia.

Expected outcomes

Ss pronounce America and Australia clearly, with the correct weak ending and stress, and say one sentence with each word.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes America and Australia on the board. T models: uh-MER-i-kuh (clap on MER), aw-STRAY-li-uh (clap on STRAY). T explains: the last syllable of America is a weak sound, and the ending of Australia is said as a soft /iə/ and not as separate, strong syllables.
Pupils
Ss listen carefully and watch T's mouth and clapping.
Teacher
T plays the audio twice (Listen, point and say). T asks: Point to America. Say it. T monitors and corrects gently: 'Say the last sound softly.'
Pupils
Ss listen, point to the picture of America or Australia and repeat the word with clapping. Ss repeat the word three times in chorus.
Teacher
T calls 2–3 Ss to say the words alone and gives feedback on the stress and the weak last sound. T asks: Which syllable is strong in America?
Pupils
Ss say the words alone. Possible answers: 'The strong syllable is MER in America.' 'The last sound is weak, like uh.'
Teacher
T summarises: the final vowel of America is weak /ə/, and Australia is stressed on STRAY. T says: 'Speak softly at the end; do not stress every syllable the same.'
Pupils
Ss repeat the two words once more in chorus and write the phonetic notes in their notebooks.

Activity 2.2: Exploration · 14 minutes

Read and find the topic: Bao and Emma

Aims

Ss read a new text, find its topic, and find specific information in it.

Content

Text on the board: My name is Bao. I am nine. I am from Viet Nam. This is Emma. She is from Australia. We are friends. Ss read once to find the topic, then read again to underline the words that answer the questions. Ss complete Worksheet 1.

Expected outcomes

Ss state the topic of the text and complete Worksheet 1 correctly: Emma is from Australia; Bao is from Viet Nam; Bao is nine; Bao is not from America.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the text and reads it aloud once. T asks: What is the topic of this text? T gives Worksheet 1 to pairs.
Pupils
Ss listen and read silently. Possible answer: 'The topic is friends and their countries.'
Teacher
T asks Ss to read the text again and highlight (or underline) the answers to the questions: Where is Bao from? Where is Emma from? How old is Bao? T walks around and helps with new words: nine (chín), friends (bạn bè).
Pupils
Ss read again and highlight: Viet Nam, Australia, nine. In pairs, Ss check each other's answers in Worksheet 1.
Teacher
T invites pairs to present their answers. T asks: Is Bao from America? and asks Ss to answer with the text.
Pupils
Ss answer: 'No, Bao is from Viet Nam.' 'Emma is from Australia.' 'Bao is nine.'
Teacher
T points to the sentence We are friends and asks: Why does the text end with this? T confirms the topic and reminds Ss to check the answer by reading the text again.
Pupils
Ss say the topic in a full sentence: 'The text is about friends and where they are from.' Ss write the topic in their notebooks.

Activity 2.3: Exploration · 8 minutes

Key structures: am, is, are and Where is she from?

Aims

Ss recognise and use the correct form of the verb to be with I, you, he/she, and the question Where is she from?

Content

T writes key rules on the board: I am, you are, he/she is; Where are you from?; Where is he/she from?; from is followed by a country name. Ss make two sentences about the text and about themselves.

Expected outcomes

Ss write two correct sentences using am/is/are and one correct question: Where is she from? Answer: She is from Australia.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the table on the board: I am / you are / he, she is. T says each form and Ss repeat.
Pupils
Ss listen and repeat the forms chorally.
Teacher
T asks Ss to complete sentences: 'I ___ Bao.' 'She ___ from Australia.' T asks pairs to make one question about Emma using Where is she from?
Pupils
Ss complete: I am Bao. She is from Australia. Pairs ask: Where is she from? – She is from Australia.
Teacher
T checks the answers and corrects mistakes such as 'She are from Australia.' T asks 2 Ss to read their sentences aloud.
Pupils
Ss read their sentences and correct their mistakes if needed.
Teacher
T reminds Ss: country names begin with a capital letter, and from is always before the country name. T says: 'Do not guess a person's country from appearance; use only the information given.'
Pupils
Ss copy the rules into their notebooks.

Activity 3.1: Practice · 8 minutes

Let's practise: listen, choose and match

Aims

Ss check their understanding of the target words, the text and the vocabulary.

Content

Exercises from the lesson: (1) Listen and choose the word you hear: A. Australia; B. America. (2) Which sound ends the word America: A. /ə/; B. /eɪ/? (4) Where is Emma from? A. Viet Nam; B. Australia; C. Japan. (5) Bao is from Viet Nam. True or False? (6) Match: Viet Nam – Việt Nam; Australia – Úc; Singapore – Xin-ga-po. Ss can use the NeoEdu interactive exercises to check.

Expected outcomes

Answers: (1) B – America. (2) A – /ə/. (4) B – Australia. (5) True – Bao is from Viet Nam. (6) Viet Nam – Việt Nam; Australia – Úc; Singapore – Xin-ga-po.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the exercises on the slides and explains the instructions. T plays the audio for exercise 1 and asks Ss to listen.
Pupils
Ss listen carefully to the audio and prepare their answers.
Teacher
T asks Ss to work individually for exercises 2, 4 and 5, then in pairs for exercise 6. T walks around and supports Ss who need help. Ss can open the NeoEdu page to check their answers.
Pupils
Ss write their answers in notebooks. Pairs check each other's answers and match the country names with their Vietnamese meanings.
Teacher
T calls on Ss to give answers: 'Number 1 is B, America.' T asks Ss to explain their choice using the text for exercise 4 and 5.
Pupils
Ss answer and explain: 'Emma is from Australia because the text says This is Emma. She is from Australia.' 'The statement is true because Bao is from Viet Nam.'
Teacher
T confirms the correct answers and writes them on the board. T reminds Ss of the rule: check the text for evidence.
Pupils
Ss correct their answers and tick the correct ones.

Activity 3.2: Practice · 10 minutes

Let's chant and fill in the blank

Aims

Ss practise rhythm and stress with the chant, and complete the target sentence pattern with the correct verb.

Content

Let's chant: America – clap – Australia – clap. He is from America. She is from Australia. Exercise 7: Where ___ she from? Ss choose the word from the word bank: is, are, am. Ss also do the chant in pairs and change roles.

Expected outcomes

Ss chant the two lines with the correct rhythm. Answer to exercise 7: is – Where is she from?

Procedure

Teacher's activities

Pupils' activities

Teacher
T models the chant: say each word slowly, clap, then say the full sentence. T shows the word bank for exercise 7: is / are / am.
Pupils
Ss listen to the model and watch the clapping pattern.
Teacher
T gives the pattern: one student taps the rhythm evenly while the other says the two words. Pairs change roles and then say two new sentences using each word: 'He is from Japan.' 'She is from Thailand.' For exercise 7, T asks Ss to fill in the blank individually.
Pupils
Pairs chant with a steady rhythm, then change roles. Ss write: Where is she from? (answer: is).
Teacher
T invites 2–3 pairs to chant in front of the class and gives feedback on rhythm and clear final sounds.
Pupils
Pairs chant: 'America – clap – Australia – clap. He is from America. She is from Australia.'
Teacher
T reminds Ss that the stressed syllable is strong and the ending is soft. T says: 'Speak clearly, but do not add an extra vowel at the end of the words.'
Pupils
Ss repeat the chant once more with the correct rhythm.

Activity 4: Application · 10 minutes

My student card project

Aims

Ss create an imaginary student card and introduce it to a partner using 4–5 sentences.

Content

Ss draw two student cards on Worksheet 2: one for themselves and one for an imaginary friend, with Name, Age and Country. Ss do not need real photos. Ss swap cards with a partner, ask one question about the card, and present their card using 4–5 sentences. Sample: Name: Bao; Age: 9; Country: Viet Nam. Name: Mia; Age: 10; Country: Singapore. Sample presentation: My name is Bao. I am nine. I am from Viet Nam. This is Mia. She is from Singapore.

Expected outcomes

Two drawn student cards with Name, Age and Country, and a 4–5 sentence presentation, for example: My name is Bao. I am nine. I am from Viet Nam. This is Mia. She is from Singapore.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the sample card and the sample presentation. T gives Worksheet 2 and explains the task: draw two cards, swap with a partner, and ask one question.
Pupils
Ss look at the sample and ask questions about it: 'What is her name?' 'Where is she from?'
Teacher
Ss draw their cards in 4 minutes. Then Ss swap cards in pairs and each S asks one question about the other's card. T reminds Ss: do not guess a person's country from appearance.
Pupils
Ss draw their own card and an imaginary friend's card. Pairs swap cards and ask: Where is he/she from? Partners answer using the card: She is from Singapore.
Teacher
T invites 3–4 Ss to present their card in front of the class in 4–5 sentences. Other Ss listen and ask one question.
Pupils
Ss present: 'My name is Lin. I am nine. I am from Singapore. This is Tom. He is from Japan.' Listeners ask: Where is he from? – He is from Japan.
Teacher
T gives feedback on content, sentence structure and pronunciation, and praises the best cards. T asks Ss to finish the writing task at home.
Pupils
Ss write their final presentation in their notebooks and keep their cards.

Worksheets

Worksheet 1: Reading

Read the text and answer the questions.
Text: My name is Bao. I am nine. I am from Viet Nam. This is Emma. She is from Australia. We are friends.

1. What is the topic of the text? A. Sports B. Friends and their countries C. Food
1. Where is Emma from? A. Viet Nam B. Australia C. Japan
1. How old is Bao? ___
1. Bao is from Viet Nam. True / False
1. Match the country names with their meanings: Viet Nam – ___; Australia – ___; Singapore – ___. (Choices: Xin-ga-po, Việt Nam, Úc)

Worksheet 2: Student card

Draw two student cards and complete the table.

Card 1 (You): Name: ___ / Age: ___ / Country: ___
Card 2 (Imaginary friend): Name: ___ / Age: ___ / Country: ___
Write 4–5 sentences to introduce your card:
My name is ___.
I am ___.
I am from ___.
This is ___.
She/He is from ___.
Ask your partner: Where is he/she from?

Homework

Write 4–5 sentences to introduce your student card, using the sample: My name is Bao. I am nine. I am from Viet Nam. This is Mia. She is from Singapore. Check am/is/are and capital letters before you hand in your work.
Practise the chant at home with a family member: America – clap – Australia – clap. He is from America. She is from Australia. Change roles and say two new sentences.
Listen to the words America and Australia at least three times and say them aloud, paying attention to the weak final sound and the stress.
Optional: Practise the interactive exercises on the NeoEdu page: neoedu.vn/learn/4/english/unit-1-lesson-3

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