NeoEdu
Giáo án Tiếng Anh 4
Tiếng AnhLớp 4Phần 20. Unit 19: The animal world

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to pronounce the words loudly and quickly with the main stress on the first syllable, and say the final /k/ clearly before -ly.
  • By the end of the lesson, Ss will be able to read and understand a short text about animals, identify its topic and answer questions by finding information.
  • By the end of the lesson, Ss will be able to use the vocabulary and sentence patterns of Unit 19 (elephant, giraffe, lion, hippo, roar loudly, run quickly, move slowly, beautiful; These are..., Those are..., I like them because they...) to write and present 4–5 sentences about two favourite zoo animals.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a word and choose it, read a short text and answer questions, chant and say two sentences, present two animal cards and answer one question, and write 4–5 sentences about their favourite animals.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the stress in loudly and quickly, learn the new words roar loudly, run quickly, move slowly and beautiful, and use are in Because they are beautiful and the sentence patterns These are... / Those are... / I like them because they...

2. General competences

  • Self-control and independent learning: Ss read the text on their own first, then reread it to find the answers, and check their own spelling and verb forms before handing in their writing.
  • Communication and collaboration: Ss work in pairs and groups to chant, ask and answer about animals, and take turns as the leader and the partner in the chant and the project presentation.
  • Problem-solving and creativity: Ss use drawings or self-made cards to show two animals, choose their own facts and reasons, and create new sentences from the given patterns.

3. Personal qualities

  • Diligence: Ss practise pronunciation and writing at home and in class, and keep trying until they can say the words clearly and write complete sentences.
  • Responsibility: Ss complete the project on time, draw and write only true facts about animals, and do not feed or approach animals to collect information.
  • Kindness: Ss show respect for animals in the zoo, say that we must not feed the animals, and encourage their friends when they speak or present.
  • Honesty: Ss give true information about the animals in their pictures and cards and say clearly when they use imagined information.

II. Resources and materials

1. Teacher

  • Laptop, projector and speakers to show the lesson and play the model sound
  • NeoEdu lesson page for Unit 19, Lesson 3: neoedu.vn/learn/4/english/unit-19-lesson-3 (lesson presentation, examples and interactive exercises; the sound on the page is en-US and is only a model, the teacher gives direct feedback)
  • Picture flashcards of an elephant, a giraffe, a lion, a hippo and a zebra
  • Word cards: loudly, quickly, roar loudly, run quickly, move slowly, beautiful
  • Sample two cards: elephants – big, long trunks; giraffes – tall, long necks
  • Worksheet 1 printed for each pair

2. Pupils

  • English notebook, pencil, eraser, coloured pencils
  • Blank sheets of paper or thick cards (about A5) for drawing two animals
  • Small pictures or drawings of two animals the pupil likes (optional)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Guess the animal (Period 1)

Aims

Ss activate the animal vocabulary of Unit 19 and get ready for the new lesson.

Content

T shows animal flashcards one by one. Ss guess the animal and say a sentence with This is/These are. Ss also clap the rhythm of loudly and quickly to link to the new lesson.

Expected outcomes

Ss name at least four animals in English and say the names of elephant, giraffe, lion and hippo correctly.

Procedure

  1. Teacher

    T says: Hello class! Let's play Guess the animal. I show a picture, you say the name. Ready? T shows the picture of a giraffe and asks: What is this animal?

    Pupils

    Ss look at the picture and answer: It's a giraffe. Ss say the words together in chorus.

  2. Teacher

    T shows the elephant, lion and hippo cards quickly. T asks: Is this a lion? (T mixes in one wrong picture.) T says: Let's clap when you hear the animal name with the correct answer.

    Pupils

    Ss answer quickly: Yes, it's a lion. / No, it's a zebra. Ss clap when they hear the correct name.

  3. Teacher

    T writes the words elephant, giraffe, lion, hippo on the board and says: Today we learn more about animals and the sounds of loudly and quickly. Let's open our books.

    Pupils

    Ss copy the title Unit 19 – Lesson 3 into their notebooks and get ready to listen.

Activity 2.1: Exploration · 12 minutes

Look, listen and repeat: loudly and quickly (Period 1)

Aims

Ss hear, say and recognise the stress and the final /k/ in loudly and quickly.

Content

Pronunciation focus: LOUD-ly and QUICK-ly both stress the first syllable. The ending -ly is light, not a stressed syllable. Quick has a clear /k/ before -ly. Ss listen to the model, repeat in chorus and individually, and say the words in new sentences: The lion is roaring loudly. The zebra is running quickly.

Expected outcomes

Ss pronounce loudly and quickly with stress on the first syllable and say the final /k/ clearly; Ss answer the question about the stressed syllable correctly.

Procedure

  1. Teacher

    T writes loudly and quickly on the board and shows word cards. T asks: Which syllable is stronger, the first or the second? T claps the rhythm: LOUD-ly, QUICK-ly, and asks Ss to clap with the stress.

    Pupils

    Ss listen and clap. Ss answer: The first syllable is stronger.

  2. Teacher

    T plays the model on the NeoEdu page twice. T says: Repeat after me, quick-ly, loud-ly. T corrects the /k/ sound of quick and reminds Ss not to add an extra vowel sound at the end. T asks individuals to say the words; T listens and gives direct feedback.

    Pupils

    Ss repeat in chorus, then in pairs, then one or two Ss say the words alone. Possible answer: loud-ly, quick-ly.

  3. Teacher

    T asks: Which words have the stress on the first syllable? T gives a quick listening question: Listen and choose the word you hear: A. loudly B. quickly. T plays the audio and asks Ss to show the card.

    Pupils

    Ss point to the card and answer: loudly (A). Possible reason: I hear LOUD at the beginning.

  4. Teacher

    T summarises: Both words stress the first syllable. The -ly ending is short and light. Quickly ends with a clear /k/ sound. T asks Ss to write the stress mark on the words in their notebooks.

    Pupils

    Ss write LOUD-ly and QUICK-ly in their notebooks and say the rule in their own words.

Activity 2.2: Exploration · 15 minutes

Read and write: Animals in the zoo (Period 1)

Aims

Ss read a short text, find its topic and the answers to the questions, and learn how to start a short piece of writing with general information and then details.

Content

Reading text: These are giraffes. They have long necks. Those are lions. They can roar loudly. I like giraffes because they are beautiful. We must not feed the animals. First reading: find the topic. Second reading: underline the words that answer the questions. Writing model: start with a general sentence, then add details, then check am/is/are, was/were or the verb form. Phonics and vocabulary: roar loudly (gầm to), beautiful (đẹp), elephant (voi), giraffe (hươu cao cổ), lion (sư tử), hippo (hà mã).

Expected outcomes

Ss identify the topic (animals in the zoo, giraffes and lions), answer the questions by underlining the right words, and say two correct sentences about the giraffes and the lions.

Procedure

  1. Teacher

    T shows the text on the projector and says: Read the text once quickly to find the topic. T asks: What is the topic of the text? Which animals are in the text?

    Pupils

    Ss read silently for about one minute. Possible answer: The topic is animals. The animals are giraffes and lions.

  2. Teacher

    T gives Worksheet 1 to pairs and says: Read again and underline the words that answer the questions. T walks around and helps Ss with new words, explaining roar loudly and beautiful with pictures.

    Pupils

    Ss work in pairs, underline the answers and say the meaning of the new words. Possible answers: Q1: long necks. Q2: roar loudly. Q3: because they are beautiful.

  3. Teacher

    T asks Ss to read the sentences aloud and asks: Why do we say We must not feed the animals? T guides Ss to see that this is a rule about animals in the zoo.

    Pupils

    Ss read aloud and answer: Because we must protect the animals and keep them healthy.

  4. Teacher

    T writes a model on the board: Animals in the zoo. These are giraffes. They have long necks. T shows how to start with a general sentence and then add details, and reminds Ss to check the verb forms after writing.

    Pupils

    Ss copy the model into their notebooks and write one sentence about giraffes or lions using the pattern They have... / They can...

Activity 3.1: Practice · 8 minutes

Let's chant: Loud and quick (Period 2)

Aims

Ss practise the stress and rhythm of loudly and quickly in a chant and use the words in new sentences.

Content

Chant: loudly – clap – quickly – clap. Model sentences: The lion is roaring loudly. The zebra is running quickly. Ss read each word slowly, then say the whole sentence. One student keeps the beat, the other says the two words. Then they change roles and make two new sentences with the patterns.

Expected outcomes

Ss say the chant with the correct stress and rhythm, and make two new sentences using loudly and quickly, for example: The hippo is moving slowly. The giraffe is running quickly.

Procedure

  1. Teacher

    T models the chant with claps: loudly (clap), quickly (clap). T says: Listen first, then say with me. T asks: Which word do we clap louder?

    Pupils

    Ss listen and repeat the chant with T. Possible answer: We clap louder on loudly and quickly because they have the stress.

  2. Teacher

    T asks pairs to chant. One student claps the beat and says the words, the partner says the sentences. T walks around and listens. T corrects the stress directly and says Good, or Try again with the stress on LOUD.

    Pupils

    Ss work in pairs, clap the rhythm and say: The lion is roaring loudly. The zebra is running quickly. Then they swap roles.

  3. Teacher

    T asks each pair to say one new sentence for the class. T says: Well done. Remember, the stress is on the first syllable of loudly and quickly.

    Pupils

    Each pair says one new sentence, for example: The elephant is moving slowly. The lion is roaring loudly.

Activity 3.2: Practice · 12 minutes

Let's practise: Listen, match and answer (Period 2)

Aims

Ss consolidate the vocabulary, the true/false statements and the grammar of the lesson through a short game and exercises.

Content

Exercises: 1) Listen and choose the word you hear: loudly or quickly. 2) Which syllable is stressed in loudly and quickly? 3) Read the text aloud. 4) Which animal does the speaker like? A. lions B. hippos C. giraffes. 5) The lions can roar loudly. True or false? 6) Match: elephant – voi; hippo – hà mã; beautiful – đẹp. 7) Complete the sentence: Because they ___ beautiful. (are) Game: Word-cards race in groups of four.

Expected outcomes

Ss answer correctly: 1) loudly 2) the first syllable 3) read aloud clearly 4) C – giraffes 5) True 6) elephant – voi; hippo – hà mã; beautiful – đẹp 7) are (Because they are beautiful.)

Procedure

  1. Teacher

    T divides the class into groups of four and gives each group the word cards. T says: I say a meaning, you find the word card. T starts with elephant – voi.

    Pupils

    Ss in groups look for the word card that matches each meaning and raise the card.

  2. Teacher

    T reads the questions from exercises 4, 5 and 7 and asks groups to answer. T asks: Which animal does the speaker like? Why? T asks: Is the sentence The lions can roar loudly true or false? T says: Look at the text again and find the proof.

    Pupils

    Ss answer: C – giraffes, because the speaker says I like giraffes because they are beautiful. Ss answer: True, because the text says They can roar loudly. Ss answer: are, because they are beautiful.

  3. Teacher

    T calls on one group to report their answers and asks the class: Do you agree? T checks and gives the correct answers on the NeoEdu exercise page.

    Pupils

    Ss compare their answers with the group and the class and correct any mistakes in their notebooks.

  4. Teacher

    T praises the groups with the most correct answers and reminds Ss: Because they are beautiful. The verb is are with they. Remember the sentence pattern.

    Pupils

    Ss repeat the sentence Because they are beautiful. and write the correct answers into their notebooks.

Activity 4: Application · 18 minutes

Project: My favourite zoo animals (Period 2 and homework)

Aims

Ss create two cards about their favourite zoo animals, present them in English and write 4–5 sentences with a reason for each animal.

Content

Project: Draw or use your own pictures of two animals. Write the name of each animal and one true fact or action about each (for example: giraffes – tall, long necks; elephants – big, long trunks). Say why you like each animal. Do not feed or approach animals to get information. Writing task (Let's write): write 4–5 sentences about your two animals. Model sentences: These are elephants. I like them because they have long trunks. Those are giraffes. I like them because they have long necks.

Expected outcomes

A pair of cards with the names and one true fact for each animal; a presentation of 4–5 sentences; one correct answer to a question from a friend; a short written text of 4–5 sentences in the notebook.

Procedure

  1. Teacher

    T shows the sample cards: elephants – big, long trunks; giraffes – tall, long necks. T says: Draw two animals and write their names and one fact. Then tell us why you like them. T reminds Ss: Do not feed the animals; only use true information.

    Pupils

    Ss look at the sample cards and say: The elephant is big, the giraffe has a long neck. Ss choose two animals and start drawing.

  2. Teacher

    T walks around, helps Ss with names and facts, and checks the sentence patterns These are... / Those are... / I like them because they... T asks pairs to practise presenting their cards to each other.

    Pupils

    Ss make cards and present to a partner: These are elephants. I like them because they have long trunks. Those are giraffes. I like them because they have long necks. The partner asks one question, for example: What do giraffes have? Possible answer: They have long necks.

  3. Teacher

    T invites three or four pairs to present to the class. T listens directly and gives feedback on clarity, facts and pronunciation of loudly and quickly if used. T asks the class: Which animal do you like most? Why?

    Pupils

    Ss present in front of the class and answer the teacher and classmates' questions. Possible answer: I like lions because they can roar loudly.

  4. Teacher

    T says: Well done! Your writing is homework. Write 4–5 sentences about your two animals, check the verb forms and the punctuation, and draw a picture to go with your text.

    Pupils

    Ss write the homework task in their notebooks and keep their cards for the next lesson.

Worksheets

Worksheet 1

Read the text and do the tasks.

These are giraffes. They have long necks. Those are lions. They can roar loudly. I like giraffes because they are beautiful. We must not feed the animals.

  1. What is the topic of the text?
  • A. Animals in the zoo
  • B. My family
  • C. Food
  1. Underline the words that answer the questions:
  • What do giraffes have?
  • What can lions do?
  • Why does the speaker like giraffes?
  1. Choose A, B or C.
    Which animal does the speaker like?
  • A. lions
  • B. hippos
  • C. giraffes

  1. True or False?
    The lions can roar loudly. ____

  2. Match the words with the meanings.

  • elephant – voi
  • hippo – hà mã
  • beautiful – đẹp
  1. Complete the sentence.
    Because they ____ beautiful. (are / is / am)

Answer key: 1-A; 2- long necks / roar loudly / they are beautiful; 3-C; 4-True; 5-elephant – voi; hippo – hà mã; beautiful – đẹp; 6-are.

Homework

  • Finish the project: draw two animals you like, write their names and one true fact for each animal, and write the reason why you like them.
  • Write 4–5 sentences about your two animals in your notebook, using the patterns These are... / Those are... and I like them because they... Check the verb forms and the punctuation.
  • Practise the chant at home with a family member: say loudly and quickly with the stress on the first syllable, then make two new sentences.
  • Look at the lesson page on NeoEdu (neoedu.vn/learn/4/english/unit-19-lesson-3) and do the interactive exercises again. Remember: we must not feed the animals, and we observe animals from a distance.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.