Giáo án Tiếng Anh 4
Tiếng AnhLớp 4Phần 16. Unit 15: My family's weekends

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)

I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to pronounce the /g/ sound in 'go' (a voiced plosive) and the /ʒ/ sound in 'television' (a voiced fricative), and say that 's' is not always pronounced /s/.
  • By the end of the lesson, Ss will be able to read and understand a short text about a family's weekends and find the main topic and specific information.
  • By the end of the lesson, Ss will be able to use the new vocabulary: cinema (rạp chiếu phim), shopping centre (trung tâm mua sắm), sports centre (trung tâm thể thao), swimming pool (bể bơi), go shopping (đi mua sắm), play tennis (chơi quần vợt), do yoga (tập yoga), watch television (xem ti vi).
  • By the end of the lesson, Ss will be able to use third-person present simple forms (goes, plays, does) with he/she and go, play, do with I/we, and write 4–5 sentences about their family's weekends.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat target words, read a short weekend text, write a short paragraph, and present their family's weekends with 4–5 linked sentences.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss distinguish /g/ and /ʒ/, stress the correct syllable in chanting, use the new vocabulary in context, and form goes/plays/does correctly for he/she.

2. General competences

  • Self-control and independent learning: Ss read the text alone first, underline answers, and check their own written sentences with the grammar rules before sharing.
  • Communication and collaboration: Ss work in pairs and groups to chant, ask and answer questions about a family's weekend, and present their project to a partner.
  • Problem-solving and creativity: Ss plan an imaginary or real family weekend table and use it to create their own sentences and presentation.

3. Personal qualities

  • Diligence: Ss practise the pronunciation of 'go' and 'television' at home and bring their project table to class on time.
  • Responsibility: Ss complete their own part of the group project and check their writing for correct verb forms.
  • Kindness: Ss give polite, specific feedback to their partners about pronunciation and sentences, and encourage classmates who are shy.

II. Resources and materials

1. Teacher

  • Lesson 3 slides with pictures of a cinema, shopping centre, sports centre, swimming pool, and a television
  • Audio recording of the target words and the weekend text (American English, en-US)
  • Flashcards for new vocabulary and two columns labelled /g/ and /ʒ/ on the board
  • Worksheet 1 and Worksheet 2 (printed for each group)
  • Timer and a small bell or clapping rhythm for the chant
  • NeoEdu online lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/4/english/unit-15-lesson-3

2. Pupils

  • Student book Tiếng Anh 4 (Global Success), Unit 15, Lesson 3
  • Notebook, pencil, eraser, coloured pencils
  • A4 paper or a blank table sheet for the project
  • Mini whiteboard or small card for group answers (optional)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Hot ball weekend

Aims

Ss recall the vocabulary of places and activities from previous lessons and get ready for the new lesson.

Content

Ss pass a soft ball to the beat of music. When the music stops, the student holding the ball names one place or one activity from Unit 15 (for example: 'swimming pool', 'play tennis') and makes a short sentence with 'On Saturdays…'.

Expected outcomes

Ss name at least 5 places or activities correctly and make at least 3 short sentences with 'On Saturdays' or 'On Sundays'.

Procedure

  1. Teacher

    T says: 'Let's play Hot ball weekend. When the music stops, say a place or an activity from our unit and make a sentence with On Saturdays or On Sundays.' T shows an example: 'On Saturdays, I go to the swimming pool.'

    Pupils

    Ss listen carefully and repeat the example sentence in chorus.

  2. Teacher

    T plays music and stops it at random. T gives a quick hint with a picture if a student hesitates.

    Pupils

    Ss pass the ball. The student who gets the ball names a place or activity and makes a sentence. Expected answers: 'On Saturdays, my mother goes to the shopping centre.' 'On Sundays, we watch television together.'

  3. Teacher

    T asks: 'Which places did we talk about? Which verbs did you use with he and she?' and writes the key words on the board.

    Pupils

    Ss answer: 'shopping centre, sports centre, cinema, swimming pool'; 'goes', 'plays', 'does'.

  4. Teacher

    T praises the class and introduces the topic of today's lesson: 'Today we will learn two sounds and read about a family's weekend.'

    Pupils

    Ss open their books at Lesson 3 and say: 'OK, teacher.'

Activity 2.1: Exploration · 12 minutes

Sounds /g/ and /ʒ/ in 'go' and 'television'

Aims

Ss recognise and pronounce the sounds /g/ in 'go' and /ʒ/ in 'television', and understand that 's' is not always /s/.

Content

Look, listen and repeat: Ss look at the words 'go' and 'television', listen to the recording (en-US), then repeat each word. Listen, point and say: Ss listen to a sentence, point to the correct word in Exercise 1 and identify the sound of 's' in Exercise 2 (Look at the sound chart on the board: /g/ is a voiced plosive; /ʒ/ is a voiced fricative). Teacher listens and gives direct feedback; the NeoEdu page can be used for extra listening.

Expected outcomes

Ss pronounce 'go' and 'television' clearly. Exercise 1 answer: B (go). Exercise 2 answer: A (/ʒ/ in 'television').

Procedure

  1. Teacher

    T says: 'Listen to the word and repeat. Pay attention to the first sound of go and the sound of s in television.' T shows the two columns /g/ and /ʒ/ on the board and writes 'go' and 'television' under them.

    Pupils

    Ss look at the board and listen to T's model of each word, then repeat in chorus and individually.

  2. Teacher

    T plays the recording of Exercise 1: 'Listen and choose the word you hear: A. television B. go.' T pauses after each item and asks: 'Which word is it?' T plays Exercise 2: 'Which sound does the letter s have in television: A. /ʒ/ or B. /s/?'

    Pupils

    Ss listen and raise their hands or point to the word. Expected answers: Exercise 1: B (go). Exercise 2: A (/ʒ/). Ss put 'go' under /g/ and 'television' under /ʒ/ on the board.

  3. Teacher

    T asks: 'Why do we say television with /ʒ/, not /s/?' and checks pair pronunciation. T listens to each pair and gives direct feedback on the sound, not on the accent.

    Pupils

    Ss answer: 'The s is voiced, like a buzzing sound' / 'It is a fricative with voice.' Ss practise 'go' and 'television' with a partner and correct each other gently.

  4. Teacher

    T summarises: 'Remember: go is /g/ and television is /ʒ/. Do not say that s is always /s/.' T reminds Ss that American and British accents are both accepted.

    Pupils

    Ss write the two words in their notebooks under the correct sound and copy the reminder.

Activity 2.2: Exploration · 15 minutes

Reading a weekend text

Aims

Ss read a short text about a family's weekends, find the topic, and answer questions and match vocabulary.

Content

Ss read the text: 'On Saturdays, my mother goes to the shopping centre. My brother goes to the sports centre and plays tennis. On Sundays, we watch television together.' First reading: find the topic (a family's weekends). Second reading: underline or circle the words that answer the questions. Then Ss complete Worksheet 1 (multiple-choice question, True/False statement, and matching new vocabulary to meanings).

Expected outcomes

Ss complete Worksheet 1. Answers: Exercise 4: A (the sports centre). Exercise 5: True (The family watches television on Sundays). Exercise 6: cinema – rạp chiếu phim; swimming pool – bể bơi; watch television – xem ti vi.

Procedure

  1. Teacher

    T says: 'Read the text once and tell me what it is about. Then read again and underline the answer to each question.' T writes the new vocabulary on the board with pictures: cinema, shopping centre, sports centre, swimming pool, go shopping, play tennis, do yoga, watch television.

    Pupils

    Ss read the text silently in the first reading and say the topic: 'It is about a family's weekends.' Ss read again and underline the key words.

  2. Teacher

    T asks: 'Where does the brother go on Saturdays?' T gives Worksheet 1 to each pair and asks Ss to do Exercises 4, 5 and 6. T monitors and helps weaker groups.

    Pupils

    Ss answer: 'He goes to the sports centre.' Exercise 4: A. the sports centre. Exercise 5: True. Exercise 6: cinema – rạp chiếu phim; swimming pool – bể bơi; watch television – xem ti vi. Ss read the vocabulary aloud.

  3. Teacher

    T calls on 2 pairs to report answers and asks: 'Is the family's television on Saturdays or Sundays?' T checks the answers with the class.

    Pupils

    Ss answer: 'On Sundays.' Pairs read their answers and other pairs say 'Agree' or 'Disagree' and explain.

  4. Teacher

    T highlights: 'On Saturdays / On Sundays = every Saturday / every Sunday. Go and play are used with I/we/they, goes and plays with he/she.' T shows the grammar in the text.

    Pupils

    Ss copy the two grammar points into their notebooks and write one example each.

Activity 3.1: Practice · 10 minutes

Let's chant and say

Aims

Ss say the target words with correct rhythm and stress, and use them in new sentences.

Content

Let's chant (self-composed): 'go — clap — television — clap.' Ss read the two sentences: 'I go to the cinema. I watch television in the evening.' Ss work in groups of three: one student keeps the beat by clapping, one reminds the words, one says the sentences. Then they change roles and say two new sentences with each word.

Expected outcomes

Each group chants correctly with the rhythm and makes two new sentences: one with 'go' and one with 'television'. Example: 'I go to the swimming pool on Sundays. I watch television after dinner.'

Procedure

  1. Teacher

    T models the chant: 'go' clap, 'television' clap, then the full sentences. T explains: 'Stress the syllable with the strong beat. Read the final sounds clearly without adding a schwa.'

    Pupils

    Ss listen to the model and repeat the chant chorally, clapping on each word.

  2. Teacher

    T divides the class into groups of three and gives them the roles: beat keeper, prompter, speaker. T walks around, listens to pronunciation and gives direct feedback.

    Pupils

    Ss chant in groups. Then they change roles and say new sentences. Expected sentences: 'I go to the sports centre on Saturdays.' 'I watch television with my family on Sundays.'

  3. Teacher

    T asks 2 groups to perform their chant in front of the class and asks the class: 'Did they stress the correct syllables?'

    Pupils

    Ss perform. The audience answers: 'Yes, they clapped on the beat and said the sounds clearly.'

  4. Teacher

    T praises the groups and reminds: 'Keep the rhythm and the sounds /g/ and /ʒ/ in your next sentences.'

    Pupils

    Ss repeat the chant once more together.

Activity 3.2: Practice · 10 minutes

Grammar and writing a short paragraph

Aims

Ss use the correct verb forms with he/she and write a short paragraph about a family's weekends.

Content

Exercise 7: Ss choose the correct word from the box to complete the sentence 'She ___ yoga.' Exercise 8 (Let's write): Ss write 4–5 sentences about a family's weekend, using the imaginary table below or their own project. Ss start with a general sentence, then add details, and then reread to check does/goes/plays and the verb forms. Ss use Worksheet 2 to plan their writing.

Expected outcomes

Exercise 7 answer: does (She does yoga.). Ss write a paragraph of 4–5 sentences. Sample: 'On Saturdays, my dad goes to the sports centre. He plays tennis. On Sundays, my sister does yoga at home. I go to the swimming pool on Sundays. I swim there.'

Procedure

  1. Teacher

    T writes on the board: 'She ___ yoga.' with the box: does, do, go. T asks: 'Which verb do we use with she?' and gives Worksheet 2 to Ss.

    Pupils

    Ss look at the sentence and the box and think about the verb form with she.

  2. Teacher

    T asks Ss to choose the verb and then monitors the writing task. T reminds: 'Start with a general sentence, like On Saturdays...'

    Pupils

    Ss write 'does' in the blank: 'She does yoga.' Then Ss write 4–5 sentences in their notebooks. Ss who finish early reread and check goes/plays/does and the subject-verb agreement.

  3. Teacher

    T calls 3 Ss to read their sentences and asks the class to check: 'Is it goes or go? Does it match he/she or I?'

    Pupils

    Ss read their sentences. Classmates answer: 'Yes, goes is correct with he.' 'No, it should be does with she.'

  4. Teacher

    T sums up the rule: 'With he/she, add -s or -es to the verb in statements (goes, plays, does). In questions with does, use go/do without -s.' T collects 5 notebooks to check.

    Pupils

    Ss correct their own mistakes and write the rule in their notebooks.

Activity 4: Application · 18 minutes

My family's weekends project

Aims

Ss create a table about their family's weekends and present it using the target sentences, then answer a question from a classmate.

Content

Project: 'My family's weekends.' Ss make a table for two family members and themselves, with the columns Person, Day, Where, What (Worksheet 2). Ss use the sample table if they do not have a real family: dad – Saturday – sports centre – play tennis; sister – Sunday – at home – do yoga; I – Sunday – swimming pool – swim. Ss then present 4–5 linked sentences to a partner, and the partner asks one question about the Unit (for example: 'Where does your dad go on Saturdays?').

Expected outcomes

A completed table with three people (Person, Day, Where, What) and a 4–5 sentence presentation. Sample presentation: 'On Saturdays, my dad goes to the sports centre. He plays tennis. On Sundays, my sister does yoga at home. I go to the swimming pool on Sundays. I swim there.' Ss answer the partner's question correctly.

Procedure

  1. Teacher

    T explains the project and shows the sample table on the board. T says: 'Use goes/plays for he/she and go/play for I. Do not assume everyone in the family does the same thing.' T gives Worksheet 2.

    Pupils

    Ss listen and look at the sample table. Ss choose a real family or an imaginary family and fill in the table.

  2. Teacher

    T monitors and helps Ss with the spelling of the places. T asks pairs to exchange presentations: 'Speaker, present your family's weekends. Listener, ask one question about the Unit.'

    Pupils

    Ss present their sentences to a partner. Listeners ask questions, for example: 'What does your sister do on Sundays?' Speakers answer: 'She does yoga at home.'

  3. Teacher

    T asks 3–4 Ss to present to the class and gives direct feedback on the content, the sentence structure and the pronunciation.

    Pupils

    Ss present to the class and answer one question from T or from a classmate.

  4. Teacher

    T praises the project and collects the tables. T reminds Ss that the writing and presentation will be assessed by the teacher, and asks them to finish the project at home if not complete.

    Pupils

    Ss say 'Thank you, teacher' and put their tables into their folders.

Worksheets

Worksheet 1: Reading and vocabulary

Read the text: On Saturdays, my mother goes to the shopping centre. My brother goes to the sports centre and plays tennis. On Sundays, we watch television together.

Exercise A. Choose the correct answer.
4. Where does the brother go on Saturdays?
A. the sports centre
B. the cinema
C. the shopping centre

Exercise B. Write True or False.
5. The family watches television on Sundays. ____

Exercise C. Match the phrase with its meaning.

  • cinema
  • swimming pool
  • watch television
    Meanings:
  • bể bơi
  • rạp chiếu phim
  • xem ti vi

Worksheet 2: Sounds, grammar and project table

Exercise A. Listen and choose the sound of the letter s in television.
A. /ʒ/
B. /s/

Exercise B. Complete the sentence with the correct word from the box: does, do, go.
She ___ yoga.

Exercise C. My family's weekends (write one row for each person).
| Person | Day | Where | What |

  • Person: ____ / Day: ____ / Where: ____ / What: ____
  • Person: ____ / Day: ____ / Where: ____ / What: ____
  • Person: I / Day: ____ / Where: ____ / What: ____

Exercise D. Write 4–5 sentences about your family's weekends. Start with a general sentence (for example: On Saturdays...) and then add details. Check: goes/plays/does with he/she; go/play with I.

Homework

  • Practise the sounds /g/ in 'go' and /ʒ/ in 'television' by listening to the NeoEdu lesson page (neoedu.vn/learn/4/english/unit-15-lesson-3) and recording yourself saying each word. Choose your best recording and show it to a family member who can give you feedback.
  • Finish the project 'My family's weekends' with a real or imaginary family table, and write a 4–5 sentence paragraph. Check that you use goes/plays/does with he/she and go/play/do with I.
  • Read the weekend text again and write three questions about it, then ask a family member to answer them in English.

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