Giáo án môn học Tiếng Anh khối 4 - Unit 10: Where were you yesterday

1. Tom: Where were you yesterday morning?

Linda: I was at home.

Tom: What did you do?

Linda: I watered the flowers.

2. Mai: Where were you yeaterday afternoon?

 Linda: I was at school.

Mai: What did you do?

Linda: I painted a picture.

3. Jack: Where were you last weekend?

 Linda: I was on the beach at Ha Long Bay.

Jack: What did you do there?

Linda: I played volleyball.

 

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Week: 15	Date: Thứ ..ngày .tháng . năm 2015.
Period: 30	Teaching date: ...........................................
UNIT 10: Where were you yesterday ? 
Lesson 1
I. Objectives:
	By the end of this unit, pupils can
use the words and phrases related to the topic Past activities.
Ask and answer questions about what someone was in the past, using Where were you yesterday? I was.
II. Language Focus: 
	+ Vocabulary: were, was, yesterday
+ Sentence pattern: Where were you yesterday? I was at home.
III. Resources: Ss’ book, recording, computer, stereo, (projector), picture of places, ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
- Spend a few minutes revising the previous unit. Get some pupils to go to the front of the class to tell what their family members are possibly doing at the moment. 
E.g: My mum is working in the hospital. My dad is working on the farm. My sister is learning at school.
Spoken Interaction.
Whole class
8’
1. Look, listen and repeat.
- Tell pupils that they are going to find out about how to ask and answer questions about where someone was yesterday.
- Ask them to look at the four pictures to identify the context in which the language is used. Ask questions such as Who are they? Where are they? And What are they talking about? Help them to identify that Miss Hien asks the pupils where they were yesterday and they answer. ( In picture a, Linda say I was at home. In Picture b, Nam say I was at the zoo. In Picture c, Phong says I was on the beach. In Picture d, Tom and Tony say We were in the school library.) Check comprehension
- Play the recording more than once, if necessary, for pupils to listen and reapeat. Do choral and individual repetition, pointing to the characters speaking
Language note: Was is used with singular pronouns and were is used with plural ones.
Spoken interaction
Whole class
Individuals
Whole class
10’
2. Point and say.
- Tell pupils that they are going to practice asking and answering questions about where someone was in the past.
- Have them look at the bubbles and the pictures to understand how the language. Ask them to look at the pictures to identify where the people were yesterday. Teach the phrases at home, at the zoo, on the beach, in the school library.
- Point to the first picture and model the task with one pupil, using the question and the answer in the bubbles and the phrase under the picture. Teacher: Where were you yesterday? Pupil: I was at home. Ask pupils to say question and the answer chorally anf individually. Repeat the same procedure with the rest of the pictures.
- Ask pupils to practise in pairs, using the prompts in the bubbles and the phrases under the pictures. Monitor the activity and offer help, if necessary.
- Select some pairs to demonstrate the task in front of the class. Check as a class.
***Work in pairs. Ask your partners where they were yesterday.
-Tell pupils that they are going to practise Where were you yesterday? I was.
- Ask them to work in pairs: one pupil asks the question and the other gives the answer about where they were yesterday. Monitor the activity and offer help, if necessary.
- Select some pairs to role-play in front of the class.
New words and structures/ function
Individuals
Pairs
Groups
8’
3. Listen and tick
- Tell pupils that they are going to listen to three dialogues about where the characters were and tick the correct pictures.
- Have them to look at the pictures to identify the similarities and differences among them (1a. Tom was in the cinema. 1b. He was in the swimming pool. 1c. He was at school. 2a. Linda was at the zoo. 2b. She was in the library. 2c. She was in the cinema. 3a. Tony was on the beach. 3b. He was in the library,. 3c. He was in the garden.) Check understanding. 
- Play the recording more than once, if necessary, for pupils to listen and tick the correct pictures. Tell them that they should focus on where each pupil was.
- Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary.
Key: 1c	2b 3a
Audio script:
Tom:	 Where were you yesterday morning Nam?
Nam:	 I was at school. What about you, Tom?
Tom:	 I was at school, too.
Mai:	 Where were you yesterday afternoon, Linda?
Linda:	 I was in the school library.
Mai:	Were you there with Akiko?
 Linda:	 No, Akiko was in her classroom.
3. Jack:	 Where were you last weekend?
Tony:	 I was on the beach.
Jack: 	Wow, that’s wonderful!
Listening Activities
Whole class
Individuals
Pairs
Groups
5'
4. Look and write.
- Tell pupils that they are going to complete the sentences about where the characters were.
- Give them a few seconds to look at the questions and the incomplete answers and to identify the missing words they need to complete the answers. Then focus pupils on the pictures to identify where the characters were. Get pupils to work in pairs, if necessary.
- Get them time to do the task independently. Go around and offer help, if necessary. Get pupils to swap their answers before checking as a class. If there is enough time, call some pairs to role-play the dialogues.
Key: 1. At home/ in the kitchen. 	
 2. in the library/at school.
 3. on the beach.	
Words and structures
Whole class
Individuals
Closed – pairs
Open – pairs
Groups
5' 
5. Let’s sing:
- Tell pupils that they are going to sing the song Where were you yesterday?
- Teach the song, following the procedure in Teaching the unit components in Introduction. First, have pupils read each line of the lyrics aloud. Do choral and individual repetition and check comprehension. Then, play the recording all the way through. Ask pupils to do choral and individual repetition of the song line by line.
- When pupils are familiar with the tune, ask two groups of pupils to the front of the class. One group sings the questions and the other sings the answers. Have the rest of the class sing together and clap hands.
Game
Whole class
Groups
1’
* Home link: 
- learnt by heart the places.
- practice asking and answering about where someone was yesterday.
Whole class
Anticipated problems:
Week: 16	Date: Thứ ..ngày .tháng . năm 2015.
Period: 31	Teaching date: ...........................................
UNIT 10: Where were you yesterday ? 
Lesson 2
I. Objectives:
 By the end of this unit, pupils will be able to ask and answer questions about what someone did in the past, using What did you do yesterday? I + verb-ed.
II. Language Focus: Spoken interaction, words and structures/ function.
 * Sentence Patterns:	What did you do yesterday ?
	 I watched TV.
* Vocabulary: played badminton, painted a picture, watered the flowered, played chess with..., skipped, played football...
III. Resources: Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
- Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song Where were you yesterday?
Spoken Interaction.
Whole class
7’
Look, listen and repeat.
- Tell pupils that they are going to read a story where pupils ask and answer questions about what they did in the past.
- Ask pupils to look at the four pictures to identify the characters and the context in which the language is used. You may ask questions such as Who are they? Where are they? What are they doing? (In Picture a, Tony asks Mai where she was yesterday and she answers she was at home. In Pictures b, c and d. Tony asks what Mai did, using What did you do in the morning/afternoon? And What about yesterday evening?) Check comprehension.
- Play the recording more than once, if necessary, for pupils to listen and repeat the language. Do choral and individual repetition, pointing to the characters speaking.
Spoken interaction
Whole class
Individuals
Individuals
Whole class
Pairs
6’
Point and say.
- Tell pupils that they are going to ask and answer questions about what someone did in the past.
- Have them look at the bubbles to understand how to the language is used to ask and answer questions about what someone did in the past, using What did you do yesterday? I + verb-ed.
- Ask pupils to look at the four pictures to identify what the pupils did yesterday. Teach the phrases played badminton, painted a picture and watered the flowers.
- Point to the first picture and do the task with one pupil, ask a model. using the question in the first bubble and the phrase under the picture for the answer. (Teacher: What did you do yesterday? Pupil: I played babminton.) Ask pupils to say the question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures.
- Ask them to practise in pairs: one asks the question and the other gives the answer, using the prompts in the bubbles and the picture cues. Then select some pairs of pupils to demonstrate the task in front of the class. Check as a class or correct pronunciation, if necessary.
*Language note: In this lesson, verb-ed is used to express an action that happened in the past. Expressions for the past time include yesterday, yesterday morning/afternoon/evening, last night and last week/month/year.
New words and structures
Say and Respond
Individuals
Pairs
Groups
10’
3. Let’s talk
- Tell pupils that they are going to revise what they have learnt in Lesson 1 and Lesson 2, using Where were you yesterday? And What did you do?
- Ask them to work in pairs: one asks the questions and the other gives the answers, using facts about themselves.
- Select some pairs to role-play in front of the class.
Spoken interaction
Whole class
Individuals
Pairs
Groups
6’
 4. Listen and number.
- Tell pupils that they are going to listen to four dialogues about where Linda was and what she did, and number the pictures. (a. Linda played volleyball on the beach. b.She watered the flowers at home. C. She painted a picture at school.) Check understanding.
- Play the recording more than once, if necessary, for pupils to listen and number the pictures. Ask them to focus on where Linda was and what she did.
- Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary.
Key: a3 b1 c2 
Audio script
1. Tom: Where were you yesterday morning?
Linda: I was at home.
Tom: What did you do?
Linda: I watered the flowers.
2. Mai: Where were you yeaterday afternoon?
 Linda: I was at school.
Mai: What did you do?
Linda: I painted a picture.
3. Jack: Where were you last weekend?
 Linda: I was on the beach at Ha Long Bay.
Jack: What did you do there?
Linda: I played volleyball.
Listening Activities
Whole class
Individuals
Pairs
Groups
5’
5. Look and write:
- Tell pupils that they are going to complete the answers to the questions about where the characters were and what they did, using the picture cues.
- Ask them to look at the three pictures to identify what the characters were and what they did. Then ask pupils to read the incomplete answers and find appropriate words to fill the gaps.
- Give pupils time to do the task independently. Go around offering help, if necessary.
- Get them to swap their answers before checking as a class. If there is enough time, invite some pairs to act out the dialogues.
Key: 1. In the garden, watered the flowers	
 2. in the bedroom, warched TV
 3. on the beach, played football.
Writing activities
Words and structures
Whole class
Individuals
Pairs
2'
6. Let's sing:
- Tell pupils that they are going to play the game Pelmanism. Follow the procedure in Games in Introduction.
- Ask them to play in small groups. Prepare two sets of cards for each group, one with activities in the present tense, and the other with the same activities in the past tense. First, one player in each group shffles the cards and lays them face down on the table. Each player in turn selects two cards and turns them over. If the cards show the same activity in the present and past tenses, that player wins the pair and goes on to turn over another pair of cards. If the cards show different activities, that player should turn them face down again and the next player has a turn. The game ends when all the cards are gone. The winner is the player with the most pairs.
- Call on one group to act out the game in front of the class.
Supportive activities to reinforce learning
Song
-Whole class
- Individual
1’
* Home link: 
- Practice asking and answering about what people didyesterday.
Whole class
Anticipated problems:
Week: 16	Date: Thứ ..ngày .tháng . năm 2015.
Period: 32	Teaching date: ...........................................
UNIT 10: Where were you yesterday ? 
Lesson 3
I. Objectives:
	By the end of the lesson, pupils will be able to pronounce the sounds of the letters ed in the words played,watched and painted respectively.
II. Language Focus: Spoken interaction, phonics.
+ /d/ played I played badminton yesterday morning.
+ /t/ watched 	 I watched TV yesterday evening.
+ /id/ painted 	 Mai painted a big picture last weekend.
III. Resources: Ss’ book, recording, computer, stereo, (projector), poster, sound "-ed" card ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
- Spend a few minutes revising the previous lesson by calling a group of three pupils to the front of the class to play the game Pelmanism with activities in the present and past tenses.
Spoken Interaction.
Game.
Whole class
8’
Listen and repeat.
- Tell pupils that they are going to practise saying the sounds of the letters ed in the words played and watched and painted respectively.
- First, put the letters ed with the three phonetic symbols and the words played, watched and painted on the board. Play the recording and ask pupils to repeat a few times. Draw their attention to the three different pronunciations of ed. Then put the three sentences on the board. Play the recording more than once and let pupils say the sentences.
- Do choral and individual repetition of the sounds, words and sentences until pupils feel confident.
- Get some pupils to say the sentences in front of the class. Check as a class and correct the pronunciation, if necessary.
***Language note: ed in verbs ending with voiced sounds (e.g. m, n, l) is pronounced /d/; ed in verbs ending with voiceless sounds (e.g. s, x, sh, ch) is pronounced /t/; ed in verbs ending with t or d is pronounced /id/
Phonics
Whole class
Individuals
Whole class
Individuals
Whole class
6’
Listen and tick. Then say aloud:
- Tell pupils that they are going to listen to the recording and tick the correct boxes.
- Give them a few seconds to read the sentences in silence and guess how the played, watched and painted are pronounced.
- Play the recording more than oce, if necessary, for pupils to listen and tick the correct boxes.
- Have pupils swap their answers before checking as a class. Then ask pupils to read the sentences aloud.
Key: 1. /d/ 2. /t/ 3. /id/ 
Audio script
 1. I played badminton yesterday afternoon.
2. We watched TV in the evening.
3. They painted many beautiful pictures.	
Phonics
Individuals
Pairs/ groups
10’
3. Let’s chant.
- Tell pupils that they are going to say the chant What did he do yesterday? Follow the procedure in Teaching the unit components in the Introduction. 
- Have them read the chant and check comprehension.
- Play the recording more than once, if necessary, for pupils to do choral and individual repetition. Show pupil how to chant and do actions. Call one groups to chants the questions and another chants the answers.
- Get pupils to sit opposite of each other and practice chanting and doing actions. Go around offering help, if necessary.
- Call two groups of three to the front of the class to chant and do actions. The rest of the class claps along to the rhythm.
Spoken interaction
Whole class
Individuals
Pairs
Groups
7’
4. Read and complete:
- Tell pupils that they are going to read the text and complete the sentences.
- Have them read the incomplete sentences under the text and elicit what words they need to fill the gaps. Then ask them to read the text to find the appropriate information (what Linda did in the morning, in the afternoon and in the evening) to complete the sentences. Get pupils to work in pairs or groups, if necessary.
- Give pupils time to do the task independently. Go around to offer help, if necessary.
- Get them to swap their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions about what Linda did.
Key: 1. watered the flowers in the garden
2. played cless with her father.
3. watched TV
Reading activities
Whole class
Individuals
Pairs
Groups
5’
5. Write about the picture:
- Tell pupils that they are going to write a short paregraph about themselves.
- Have them work in pairs or groups to discuss what they did yesterday. Focus pupils on what they did in the morning, afternoon and evening. Check comprehension.
- Give pupils time to do the task independently. Go around offering help, if necessary
- Get them to swap their answers before checking as a class. 
- If there is time, ask some pupils to write their paragraphs on the board.
Key: Pupils’own answers 
Supportive activities to reinforce learning
Words and structures
Whole class
Individuals
Pairs
Groups
5’
6. Project
- Tell pupils that they are going to do an interview with one of their classmates about where he/she was and what he/she did last weekend and report to the class. 
- Give each of them a piece of paper . Have pupils work in pairs and take turns asking Where were you last weekend? And What did you do there? They should take notes during the interview.
- When pupils finish interviewing, ask them to report to the class about their partners weekend. To make this activity more challenging, you may ask them not to look at the notes.
 Example: 
Hello everyone, I interviewed Thu. Last weekend, Thu was on the beach. She played badminton with her friends. They went swimming in the sea. Then they had dinner in a restaurant. They were very happy.
Key: Pupils’own answers 
Supportive activities to reinforce learning
Whole class
Individuals
Pairs
Groups
1’
* Home link: 
- learnt by heart the chant, prepare the review 2.
Whole class
Anticipated problems:

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