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Giáo án Tiếng Anh 4
Tiếng AnhLớp 4Phần 12. Unit 11: My home

Giáo án Lesson 2

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:
    • use the words busy (đông đúc), quiet (yên tĩnh), big (to) and small (nhỏ) correctly
    • ask and answer What is the street like? with the answer It is quiet / busy / big / small
    • ask Where do you live? and answer I live in a village / an apartment
    • sing the song with the new lyrics and change one piece of information correctly
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and identify the words, ask and answer about the street and home, sing the song with new lyrics, and write two short lines about an imaginary home.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the four adjectives correctly, use the structure What is the street like? / It is ..., use the sentence pattern I live in a village / an apartment, and use the verb to be (is) in short sentences.

2. General competences

  • Self-control and independent learning: Ss read the new words and sentence patterns by themselves, check their own pronunciation by repeating after the recording, and do the exercises without copying from their friends.
  • Communication and collaboration: Ss work in pairs and groups to ask and answer about the street and home, ask for repetition when they did not hear clearly (Sorry, can you say it again?), and confirm what their partner said.
  • Problem-solving and creativity: Ss choose a suitable adjective to describe an imaginary street and make a simple poster of their dream home.

3. Personal qualities

  • Diligence: Ss practise the patterns regularly, repeat the drills with full effort and finish all exercises on time.
  • Responsibility: Ss keep their personal address private and use an imaginary address in pair work and on the poster.
  • Honesty: Ss describe their real or imagined home truthfully and say clearly when they do not understand.

II. Resources and materials

1. Teacher

  • Textbook Global Success English 4, Unit 11 'My home', Lesson 2
  • Projector or interactive whiteboard
  • Picture cards: busy street, quiet village, big house, small house, a house (for Where do you live?)
  • Audio recording of the words, the sentence patterns and the exercises
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Sticky notes or cards with the four words
  • NeoEdu learning page: neoedu.vn/learn/4/english/unit-11-lesson-2 (interactive exercises for listening and matching, used in Practice 1)

2. Pupils

  • Textbook and notebook
  • Pencil, eraser, colour pencils (for the poster)
  • A4 paper or a small piece of cardboard for the poster
  • Pair partner card

III. Procedures

Activity 1: Warm-up and review · 7 minutes

Warm-up: Where do you live?

Aims

Ss activate prior knowledge about homes and places, and get ready for the lesson.

Content

Ss play a quick chant game about where people live. T shows the picture of a house and asks the question, Ss answer with the sentence pattern I live in a village or I live in an apartment.

Expected outcomes

Ss answer the question Where do you live? correctly with at least one sentence pattern.

Procedure

  1. Teacher

    T says: 'Hello, class! Today we learn about our homes. Let's chant: Where do you live? Where do you live?' T points to a picture of a village and says: 'Where do I live? I live in a village.' T asks: 'Where do you live?'

    Pupils

    Ss repeat the chant with T and clap the rhythm.

  2. Teacher

    T passes a soft ball to a S, who must answer the question, then passes the ball to another S. Q: 'Where do you live?' Expected answers: 'I live in a village.' / 'I live in an apartment.'

    Pupils

    Ss stand in a circle, pass the ball and answer the question. A: 'I live in an apartment.' B: 'I live in a village.'

  3. Teacher

    T asks 2–3 Ss to answer loudly and invites the class to clap for each correct answer.

    Pupils

    Some Ss report their answers to the class. Expected answer: 'I live in a village.'

  4. Teacher

    T praises the class and writes the two patterns on the board: I live in a village. / I live in an apartment.

    Pupils

    Ss copy the two patterns into their notebooks.

Activity 2.1: Exploration · 12 minutes

New words: busy, quiet, big, small

Aims

Ss recognise the meaning and pronunciation of four adjectives used to describe places and houses.

Content

Ss learn the words busy (đông đúc), quiet (yên tĩnh), big (to) and small (nhỏ) by Look, listen and repeat. T uses picture cards and gestures instead of spelling the words letter by letter.

Expected outcomes

Ss repeat the four words correctly, show the correct gesture for each word and match each word to its picture.

Procedure

  1. Teacher

    T shows the picture of a busy street and says 'busy', then pretends to be a crowd and makes a noisy gesture. T asks: 'What does busy mean?' Expected answer: 'Crowded (đông đúc).' T models the word: 'busy – busy – busy'.

    Pupils

    Ss look at the picture, listen and repeat the word busy in chorus and in groups.

  2. Teacher

    T shows the picture of a quiet village and says 'quiet', puts a finger to the lips for silence. T shows the big house (arms wide) and the small house (hands close together) and models the words big and small. T asks: 'Is the village busy or quiet?' Expected answer: 'Quiet.'

    Pupils

    Ss repeat each word, do the gesture with T, and answer the question. Ss work in pairs: one shows the picture, the other says the word and makes the gesture.

  3. Teacher

    T sticks four picture cards on the board and asks 4 Ss to come and match each picture with a word. T checks the answers with the class.

    Pupils

    Ss come to the board, stick the word card under the matching picture and read the word aloud. Expected: busy – busy street; quiet – quiet village; big – big house; small – small house.

  4. Teacher

    T reviews the four words with a quick 'Hide and say' game: T hides a picture and says the gesture; Ss guess the word.

    Pupils

    Ss play the game in pairs and say the four words correctly.

Activity 2.2: Exploration · 13 minutes

Sentence pattern: What is the street like?

Aims

Ss understand and practise the question What is the street like? and the answer It is ..., and the question Where do you live? with its answers.

Content

Ss look at the dialogue in the textbook, repeat the two questions and the answers, and see how to answer with an adjective, not with I like. T reminds Ss to use an imaginary address when they talk about home.

Expected outcomes

Ss read the dialogue with the correct pattern and answer both questions with the adjectives and the home patterns.

Procedure

  1. Teacher

    T writes on the board: A: What is the street like? B: It is quiet. T asks: 'What is the question?' Expected answer: 'What is the street like?' T says: 'We answer with an adjective: It is quiet, It is busy.'

    Pupils

    Ss look at the dialogue, read along with T, and say the question and answer in chorus.

  2. Teacher

    T models the question Where do you live? and the answers I live in a village / I live in an apartment. T shows a picture of a village and a picture of an apartment building. T asks: 'Where do you live?' Expected answer: 'I live in a village.'

    Pupils

    Ss repeat the patterns, then practise in pairs with the picture cards: A: 'Where do you live?' B: 'I live in an apartment.' A: 'What is the street like?' B: 'It is busy.'

  3. Teacher

    T calls 3 pairs to act out the dialogue in front of the class. T listens and corrects pronunciation gently. If a pair answers with I like ..., T says: 'Good try! Use an adjective: It is quiet.'

    Pupils

    Pairs act out the dialogue. Expected answers: 'It is busy.' / 'It is quiet.' / 'I live in a village.' Ss who are listening repeat the correct answer.

  4. Teacher

    T summarises: 'We ask What is the street like? and answer It is ... with an adjective. We ask Where do you live? and answer I live in a village / an apartment. When you talk about your home, use an imaginary address.'

    Pupils

    Ss write the two questions and two answers in their notebooks.

Activity 3.1: Practice · 10 minutes

Listen, match and check: Exercises 1–7

Aims

Ss practise listening, matching and identifying the new words and the sentence patterns.

Content

Ss do the exercises in Worksheet 1 and the listening tasks on the NeoEdu learning page. Exercises: 1 matching words with meaning; 2 listening and choosing the word; 3 filling in the missing word; 4 ordering the words to make a sentence; 5 choosing the word meaning small; 6 true or false about busy; 7 listening and choosing the sentence.

Expected outcomes

Ss complete Worksheet 1. Answers: 1) busy – đông đúc; quiet – yên tĩnh; big – to; small – nhỏ. 2) D (quiet). 3) It [is] quiet – is. 4) It is quiet. 5) B (small). 6) False – busy means crowded (đông đúc); quiet means yên tĩnh. 7) B (It is quiet.).

Procedure

  1. Teacher

    T gives out Worksheet 1 to each pair and explains: 'Listen carefully, point and choose.' T plays the recording for Exercise 2, and then for Exercise 7, twice each.

    Pupils

    Ss open the worksheet, read the instructions and listen to the recording.

  2. Teacher

    T walks around, checks the answers of pairs, and asks: 'Which word did you hear?' Expected answer: 'quiet.' T asks Ss to say the answer in a full sentence, e.g. 'It is quiet.'

    Pupils

    Ss work in pairs to do Exercises 1, 3, 4, 5, 6 and listen to the recording to choose answers for Exercises 2 and 7. Ss may use the NeoEdu page to check with the interactive exercises.

  3. Teacher

    T calls on one or two Ss to read the answers aloud and asks the class to check. T gives the correct answers and explains the mistakes.

    Pupils

    Ss read their answers. Expected answers: 'Exercise 2: D. quiet.' 'Exercise 7: B. It is quiet.' 'Exercise 6: False.'

  4. Teacher

    T confirms the answers and asks: 'Why is busy not the same as quiet?' Expected answer: 'Busy means crowded, quiet means not noisy.'

    Pupils

    Ss correct their worksheet in a different colour pen and keep it in their folder.

Activity 3.2: Practice · 13 minutes

Let's talk and Let's sing

Aims

Ss use the patterns in a short role-play and sing the song with new lyrics.

Content

Ss work in pairs to do Let's talk with the prompt card (Worksheet 2). A asks a question, B answers with real or imaginary information, A repeats what B said, then they swap roles and change at least one piece of information. Then the class learns the song Let's sing with the new lyrics: I live in a village. / My house is small. / The village is quiet. / I like my home.

Expected outcomes

Each pair completes two exchanges and changes at least one piece of information (e.g. village → apartment, small → big, quiet → busy). The class sings the four lines of the song with the beat.

Procedure

  1. Teacher

    T gives out Worksheet 2 (Let's talk prompt card) and explains the roles: 'A asks, B answers, A repeats the answer and then you swap roles.' T models with a S first: 'What is the street like?' – 'It is busy.' – 'Oh, the street is busy.'

    Pupils

    Ss listen to the model and read the prompt card.

  2. Teacher

    T asks each pair to practise and to change one piece of information. T gives help: 'Sorry, can you say it again?' Then T teaches the song: T reads each line, Ss repeat, then T claps four beats for each line and Ss sing the first two lines higher and the last two lines lower.

    Pupils

    Pairs practise the dialogue twice and change one piece of information, e.g. 'I live in an apartment.' / 'It is big.' Ss repeat each line of the song and clap the four beats.

  3. Teacher

    T invites 2–3 pairs to act out the dialogue in front of the class and then invites the class to sing the song twice, with the second time changing the word village to apartment or small to big (for the rhythm, T says 'Don't worry about the tune, keep the beat').

    Pupils

    Some pairs act out the dialogue, e.g. 'I live in an apartment. It is busy.' The class sings the song in groups and then in pairs by changing one piece of information.

  4. Teacher

    T praises the effort of the class and says: 'You can talk about your home with an adjective and a simple sentence. Remember not to share your real address; use an imaginary address.'

    Pupils

    Ss say the sentence 'I like my home' aloud together and write the new lyrics in their notebooks if time allows.

Activity 4: Application · 15 minutes

Fun corner and project: My dream home poster

Aims

Ss use the words and patterns to describe an imaginary street and home in a creative poster.

Content

Ss draw an imaginary house and street on a poster, label it with the words busy, quiet, big or small, then present it to a partner using the patterns What is the street like? / It is ... and Where do you live? / I live in a village / an apartment. Ss play 'Guess my street' as a fun corner at the end. Ss may take the poster home to finish it.

Expected outcomes

Each S has a poster with a drawing and at least four labels or sentences, and presents the street and home to a partner. Homework: write two sentences about the imaginary home in the notebook.

Procedure

  1. Teacher

    T explains the project: 'Draw an imaginary home and street. Use an imaginary address. Write four labels: busy, quiet, big, small. Then ask your partner the questions.' T shows a sample poster.

    Pupils

    Ss listen, look at the sample poster and choose what to draw.

  2. Teacher

    T gives Ss 7 minutes to draw and label their posters. T walks around and asks: 'What is your street like?' Expected answers: 'It is quiet.' / 'It is busy.'

    Pupils

    Ss draw the home and street, label the words and write one sentence on the poster, e.g. 'It is quiet.' / 'My house is small.'

  3. Teacher

    T asks pairs to present their posters to each other. T plays the 'Guess my street' game: one S describes the street with an adjective and the partner guesses the picture.

    Pupils

    Ss present to their partner: 'I live in a village. It is quiet.' The partner answers: 'Oh, your street is quiet!' Ss play the guessing game in turns.

  4. Teacher

    T praises the best posters and asks: 'What did you learn today?' Expected answer: 'I can say busy, quiet, big, small and ask What is the street like?'

    Pupils

    Ss share one thing they learnt. They write the homework in their notebooks.

Worksheets

Worksheet 1

Practice exercises (answers in brackets for the teacher):

    1. Match the words with the meanings. busy – ... / quiet – ... / big – ... / small – ... [busy – đông đúc; quiet – yên tĩnh; big – to; small – nhỏ]
    1. Listen and choose the word you hear. A. busy B. big C. small D. quiet [D. quiet]
    1. Choose the word to fill in the blank: It ___ quiet. [is]
    1. Put the words in order to make a sentence: is / It / quiet. [It is quiet.]
    1. Which word means nhỏ? A. busy B. small C. quiet D. big [B. small]
    1. True or false: 'busy' means yên tĩnh. [False – busy means đông đúc]
    1. Listen and choose the sentence you hear. A. What is the street like? B. It is quiet. C. I live in a village. [B. It is quiet.]

Worksheet 2

Let's talk – prompt card (Pair work)

  • Partner A: ask 'What is the street like?' and 'Where do you live?'
  • Partner B: answer with an imaginary address and a true or imaginary adjective:
  • I live in a village / an apartment.
  • It is busy / quiet.
  • My house is big / small.
  • Partner A: repeat the answer, e.g. 'Oh, the street is quiet.'
  • Swap roles and change at least one piece of information.
  • If you do not hear clearly, say: 'Sorry, can you say it again?'

Homework

  • Write two sentences about your imaginary home in your notebook, e.g. 'I live in a village. It is quiet.'
  • Finish your dream home poster at home and bring it to class next lesson.
  • Practise the song at home: sing the four lines with the beat and change one piece of information (for example, village to apartment).
  • Ask a family member the question 'Where do you live?' and answer with an imaginary address; do not share your real address.

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