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Giáo án Tiếng Anh 4
Tiếng AnhLớp 4Phần 9. Unit 8: My favourite subjects

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 sounds /k/ in like and /t/ in write clearly, without adding an extra syllable or an extra vowel;
    • read and understand a short paragraph about a favourite subject and a future job;
    • write a short paragraph about their own favourite subject, using the structures: My favourite subject is…, I want to be a/an…, Because I want to be…
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the target words, read a short paragraph to find information, write 4–5 sentences about favourite subjects, and ask and answer questions about their favourite subject and reason.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce like and write with correct final consonant sounds, use the new vocabulary (favourite, subject, English teacher, Maths teacher, painter, singer, because, want to be), and use want to be correctly with no missing to.

2. General competences

  • Self-control and independent learning: Ss check their own pronunciation, reread their writing to correct verb forms, and record their survey results carefully without teacher reminders.
  • Communication and collaboration: Ss work in pairs and groups to practise pronunciation, check answers, interview three classmates, and confirm each survey line with the person being asked.
  • Problem-solving and creativity: Ss choose the right answers from the reading text, rebuild sentences from a model, and create their own survey table and short presentation.

3. Personal qualities

  • Diligence: Ss practise the chant and the pronunciation drills until they can say the target words clearly and confidently.
  • Responsibility: Ss complete their survey table and check each line with the classmate who gave the information before reporting it.
  • Honesty: Ss report the answers of their classmates exactly as they were given, and they do not invent information about anyone's job or subject.

II. Resources and materials

1. Teacher

  • Projector or interactive whiteboard with the NeoEdu lesson page: neoedu.vn/learn/4/english/unit-8-lesson-3 (lesson slides, examples and interactive exercises for Unit 8, Lesson 3)
  • Audio player with the en-US model reading of like, write, the model sentences and the paragraph (the teacher may also model the words live)
  • Flashcards: Music, Art, English, Maths, painter, singer, English teacher, Maths teacher, favourite, because, want to be
  • Printed worksheets 1 and 2 (one set for each pair or group)
  • Whiteboard, markers and a timer
  • Clapping or tapping beat cue for the chant

2. Pupils

  • English notebook, pencil, eraser, coloured pencil (for underlining)
  • Worksheet 1 and Worksheet 2 (printed by the teacher)
  • A small survey notebook or a blank sheet for the subject survey

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Subject Flashcard Chat

Aims

Ss review the names of school subjects and the structure to talk about a favourite subject before the new lesson.

Content

Ss look at the flashcards (Music, Art, English, Maths) and answer the questions: What is your favourite subject? Why do you like it? Ss answer in pairs and then with the class, using: My favourite subject is…; Because…

Expected outcomes

Ss name at least four school subjects correctly and give one answer with My favourite subject is… in full sentences.

Procedure

  1. Teacher

    T shows the flashcards one by one and says each subject with the class. T asks the whole class: What is your favourite subject? T gives an example: My favourite subject is English.

    Pupils

    Ss repeat the names of the subjects and listen to the example. Ss raise hands to show the flashcards they know.

  2. Teacher

    T puts Ss in pairs (Student A and Student B). T asks each pair to ask and answer: What is your favourite subject? Why do you like it?

    Pupils

    Pairs take turns asking and answering. Expected answers: My favourite subject is Art. Because I like drawing. / My favourite subject is Maths. Because I like numbers.

  3. Teacher

    T calls on three or four pairs to report to the class. T praises correct sentences and corrects the stress on subject names if needed.

    Pupils

    Some Ss stand up and say their partner's favourite subject: Hoa's favourite subject is Music.

  4. Teacher

    T writes the key structure on the board: My favourite subject is… / Because… T says: Today we will learn about two sounds and a new reading.

    Pupils

    Ss copy the structure into their notebooks and get ready for the lesson.

Activity 2.1: Exploration · 12 minutes

Listen, Point and Say: Final Sounds of Like and Write

Aims

Ss recognise and pronounce the final sounds of like (/k/) and write (/t/) and understand that the final e does not make an extra syllable.

Content

Ss use the NeoEdu lesson page and the teacher's model to listen to the words like and write, then repeat in chorus, individually and in pairs. Ss do Exercise 1 (listen and choose the word you hear: A. write; B. like) and Exercise 2 (Does the final e in like and write make an extra syllable? A. No; B. Yes). Ss then say the words in short sentences: I like Art. I write a story.

Expected outcomes

Ss pronounce like and write with clear final sounds; Exercise 1 answer: B (like); Exercise 2 answer: A (No). Ss say I like Art and I write a story with clear sounds.

Procedure

  1. Teacher

    T shows the NeoEdu slide with the words like and write and plays the audio. T says: Listen to the final sound. Does the e make a new syllable? T models the words by saying them slowly: like, write.

    Pupils

    Ss listen carefully and look at the slide. Ss answer the question: No, the final e is silent.

  2. Teacher

    T asks Ss to repeat in chorus, then individually. T gives feedback: Say the k sound at the end of like, and the t sound at the end of write. Do not say lai-kơ or rai-tơ. T plays Exercise 1 and asks Ss to choose the word they hear. T plays Exercise 2 and asks the question.

    Pupils

    Ss repeat in chorus and then one by one. Ss do Exercise 1 and answer: B (like). Ss do Exercise 2 and answer: A (No). Ss in pairs check each other's pronunciation: Did you say the k sound? Did you add an extra vowel?

  3. Teacher

    T calls on four Ss to say I like Art. I write a story. T listens and gives direct feedback on final sounds and the stress on the main syllable.

    Pupils

    Four Ss say the sentences clearly. Other Ss listen and give one comment: You said like very clearly. / You did not add an extra sound.

  4. Teacher

    T summarises: The final k in like and the final t in write are clear. The final e is silent, so the word has one syllable. T asks: Which word is one syllable? Expected answer: like or write.

    Pupils

    Ss answer: like has one syllable. / write has one syllable. Ss write the two words in their notebooks with a small note: final sound k or t.

Activity 2.2: Exploration · 12 minutes

Reading: Yen's Favourite Subject

Aims

Ss read a short paragraph to find the main topic and specific information about Yen's favourite subject and job wish.

Content

Ss read the paragraph: I am Yen. My favourite subject is Music. I want to be a singer. My friend likes English. He wants to be an English teacher. Ss read once to find the topic (favourite subject and job). Ss read a second time and underline the words that answer the questions on Worksheet 1. Ss do Exercise 4 (What does Yen want to be? A. a singer; B. a painter; C. a Maths teacher) and Exercise 5 (Yen likes Music. True or False?). Ss also match Exercise 6 (favourite = yêu thích nhất; Maths teacher = giáo viên Toán; want to be = muốn trở thành).

Expected outcomes

Ss answer Worksheet 1 correctly. Exercise 4 answer: A (a singer). Exercise 5 answer: True. Exercise 6 matches: favourite – yêu thích nhất; Maths teacher – giáo viên Toán; want to be – muốn trở thành.

Procedure

  1. Teacher

    T writes the paragraph on the board or displays it on the slide. T says: First, read to find the topic. What is the paragraph about? T gives Worksheet 1 to pairs.

    Pupils

    Ss read silently once. Expected answer for the topic: Yen's favourite subject and her job wish.

  2. Teacher

    T asks Ss to read again and underline the answers. T walks around to check. T asks Ss to do Exercise 4 and Exercise 5 with their partners and to check each answer with the sentence in the text.

    Pupils

    Ss underline: Music, a singer, English teacher. Ss answer: Exercise 4: A (a singer). Exercise 5: True, because My favourite subject is Music. Ss match the phrases in Exercise 6.

  3. Teacher

    T calls on pairs to report answers and asks: Where in the text did you find the answer? T confirms or corrects.

    Pupils

    Pairs say: Yen wants to be a singer. The sentence is: I want to be a singer. / Yen likes Music is True.

  4. Teacher

    T asks Ss: Who is Yen's friend? What does he like? T confirms: He likes English and he wants to be an English teacher. T reminds Ss: want to be needs the word to.

    Pupils

    Ss answer: Yen's friend is a boy. He likes English. He wants to be an English teacher. Ss write the note: want to be (with to).

Activity 2.3: Exploration · 8 minutes

Writing Model: My Favourite Subject

Aims

Ss learn how to write a short paragraph: a general sentence first, then details, and check verb forms after writing.

Content

T shows a model on the board: I am ___. My favourite subject is ___. Because ___, I want to be ___. T explains the order: general information first (name and subject), then details (reason and job). Ss work in pairs to write 2–3 sentences about their own favourite subject. Ss then reread the sentences to check am/is/are and the form of the verb (likes, wants).

Expected outcomes

Each pair writes 2–3 correct sentences with My favourite subject is…, Because…, I want to be…, and checks the verb forms.

Procedure

  1. Teacher

    T writes the model on the board and reads it aloud. T asks: What comes first in the paragraph? Expected answer: the name and the favourite subject.

    Pupils

    Ss listen and answer: The name and the favourite subject come first.

  2. Teacher

    T asks pairs to write 2–3 sentences about their own favourite subject. T reminds Ss: After writing, read again and check am/is/are and the verb form: He wants, She likes.

    Pupils

    Ss write, for example: I am Lan. My favourite subject is Art. I want to be a painter. Ss reread and correct any mistakes together.

  3. Teacher

    T asks three pairs to read their sentences aloud. T checks the verb forms and the sentence order.

    Pupils

    Pairs read their sentences. Other Ss listen and say: Your sentence is correct, or: You need wants, not want.

  4. Teacher

    T summarises: Write the general information first, then the reason and the job. Check am/is/are and verb forms after writing. Mistakes like want be are wrong; the correct form is want to be.

    Pupils

    Ss write the correction in their notebooks: I want to be a painter. (not: I want be a painter).

Activity 3.1: Practice · 10 minutes

Let's Chant: Like, Clap, Write, Clap

Aims

Ss practise the target words like and write in a rhythmic chant and use each word in a new sentence, with stress on the right syllable.

Content

Ss chant the lines: like — clap — write — clap; I like Art. I write a story. Ss read the words slowly, then say the whole sentence. In pairs, one student is the beat keeper (claps a steady rhythm) and the other reminds the two words. They swap roles and then each says two new sentences: I like Music. I write a letter.

Expected outcomes

Ss chant the two lines with a steady rhythm, with clear final sounds in like and write, and each S says two correct new sentences with the target words.

Procedure

  1. Teacher

    T says the chant line by line and claps the rhythm. T asks Ss to listen for the final sounds of like and write.

    Pupils

    Ss listen and watch the teacher's clapping pattern.

  2. Teacher

    T asks Ss to chant in chorus, then in pairs with roles swapped. T walks around and gives direct feedback on the beat and the final sounds.

    Pupils

    Ss chant: like, clap, write, clap; I like Art. I write a story. Pairs swap roles and each says two new sentences: I like Music. I write a letter. Partners check each other's sounds.

  3. Teacher

    T invites three or four pairs to chant in front of the class. T asks the class to vote with a thumb-up if the rhythm is clear.

    Pupils

    Pairs perform the chant. The class gives thumbs up or suggests one improvement.

  4. Teacher

    T praises the class: The stress is clear and the final sounds are clear. T reminds Ss: Do not add an extra vowel at the end of like or write.

    Pupils

    Ss repeat the chant one more time with the correct sounds.

Activity 3.2: Practice · 8 minutes

Quick Check: Complete the Sentences

Aims

Ss use the target structure want to be and answer quick questions to check the vocabulary and grammar of the lesson.

Content

Ss do Exercise 7: Complete the sentence with a word from the word bank: Because I want to {{1}} a painter. (Answer: be). Ss answer Exercise 4 and Exercise 5 again as a quick oral check. Ss work in pairs to ask and answer: What is your favourite subject? What do you want to be? Ss use: Because I want to be…

Expected outcomes

Ss complete Exercise 7 correctly: Because I want to be a painter. Ss answer the oral quick check with full sentences.

Procedure

  1. Teacher

    T writes the sentence on the board: Because I want to ___ a painter. T asks Ss to choose the correct word from the bank: be, am, is.

    Pupils

    Ss look at the sentence and think about the word after want to.

  2. Teacher

    T asks Ss to write the answer in their notebooks. T gives the answer key after 1 minute and asks Ss to check. T then asks pairs: What do you want to be? Why?

    Pupils

    Ss write: Because I want to be a painter. Pairs ask and answer: I want to be a teacher. Because I like helping people.

  3. Teacher

    T calls on four Ss to say one full sentence. T corrects gently and confirms the structure.

    Pupils

    Ss say: Because I want to be a singer. / Because I want to be a doctor.

  4. Teacher

    T reminds Ss: want to be is always followed by a job, such as a painter or an English teacher.

    Pupils

    Ss note the structure in their notebooks: want to be + job.

Activity 4: Application · 15 minutes

Project: Subject Survey

Aims

Ss carry out a survey of three classmates about their favourite subjects and reasons, record the results and present them in 4–5 sentences.

Content

Ss use Worksheet 2 to interview three classmates. Ss ask: What is your favourite subject? Why do you like it? What do you want to be? Ss write the answers in the table: Name – Favourite subject – Reason, then read each line back to the classmate to confirm. Ss then present the survey using the model: This is our subject survey. Vy likes Music because she wants to be a singer. Ss may use the sample table as a model only if they use imaginary information and say so. Teacher evaluates the presentation directly.

Expected outcomes

Each group has a completed survey table with three names, three subjects and three reasons, confirmed by each classmate, and a short presentation of 4–5 linked sentences. Sample table (imaginary, for reference only): Vy – Music – wants to be a singer; Duc – Art – wants to be a painter; Ha – English – wants to be an English teacher.

Procedure

  1. Teacher

    T gives Worksheet 2 to each group. T models one question with a volunteer: What is your favourite subject? Why? T reminds Ss: Confirm each line with the person you asked.

    Pupils

    Ss listen and copy the questions into their notebooks.

  2. Teacher

    T puts Ss in groups of four. Each S interviews one classmate. T walks around, checks the questions and helps with the reasons.

    Pupils

    Ss interview the classmates and fill in the table. Expected answers: My favourite subject is Art. Because I want to be a painter. Ss read back each line to the classmate to confirm.

  3. Teacher

    T asks each group to present its survey in 4–5 sentences. T gives feedback on content (0,75 points), sentence structure (0,5 points) and pronunciation (clear sounds). T asks one question to each group: Why do you like Music?

    Pupils

    Groups present: This is our subject survey. Ha likes English because she wants to be an English teacher. Groups answer the teacher's question, for example: Because I want to be a singer.

  4. Teacher

    T praises the work and reminds Ss that people can have different reasons. T says: There is no right subject for everyone.

    Pupils

    Ss say one thing they learned: Everyone has a different favourite subject. / I can ask questions and confirm answers.

Worksheets

Phiếu học tập số 1

Reading: I am Yen. My favourite subject is Music. I want to be a singer. My friend likes English. He wants to be an English teacher.

  • Question 1: What is the topic of the paragraph? ____
  • Question 2: What is Yen's favourite subject? ____
  • Question 3: What does Yen want to be? ____
  • Question 4: What subject does Yen's friend like? ____
  • Question 5: What does Yen's friend want to be? ____
  • Exercise 5: Yen likes Music. True / False ____
  • Exercise 6: Match: favourite – ____; Maths teacher – ____; want to be – ____ (Answers: yêu thích nhất; giáo viên Toán; muốn trở thành)

Phiếu học tập số 2

Subject Survey Table

  • Name: ____ | Favourite subject: ____ | Reason: ____
  • Name: ____ | Favourite subject: ____ | Reason: ____
  • Name: ____ | Favourite subject: ____ | Reason: ____

Presentation model (4–5 sentences):

  • This is our subject survey.
  • ____ likes ____ because ____.
  • ____ likes ____ because ____.
  • ____ likes ____ because ____.

Check list: Have you read each line to the classmate? Did you use wants to be (not want be)?

Homework

  • Write 4–5 sentences about your own favourite subject, using: My favourite subject is…; Because…; I want to be a/an…. Use the sample model in Exercise 8 only as a guide; if you use imaginary information, write that it is imaginary.
  • Practise the chant Like, clap, write, clap with a family member. Say the final sounds of like and write clearly and do not add an extra vowel.
  • Ask two family members: What is your favourite subject? Why? Write the answers in the survey table on Worksheet 2 and read them back to confirm.
  • Go to neoedu.vn/learn/4/english/unit-8-lesson-3 and do the interactive exercises for Lesson 3 at home to review the sounds, the reading and the structures.

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