Giáo án Tiếng Anh 4 - Family & Friends - Tuần 1

SEMESTER 1 – Unit Starter – Lesson 1 - Period 1
Lesson 1 Objectives: - Identifying different places in a home
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Class Book characters;
My house; Clothes;
 Prepositions of place
ADDITIONAL VOCABULARY
Welcome back, learning, end (v)
Hide (v) / hiding, come out (v)
SENTENCE PATTERN
 Where’s ?
 This is
These are
Resources: 
CLASS BOOK p.4
WORK BOOK p.4
Teaching Aids:
- CD tracks 1-2
- Starter story Poster 
Introduction
aAs children come into class, smile and say Hello. Encourage children to say Hello back to you. Say It’s a new year. Welcome back!
aBegin the class with some common greetings. Children then practice greeting each other in pairs or small groups.
aTell children that they are going to begin the lesson with a song. Ask children to open their Class Books and look at the three children at the top of the page. Point to each one in turn for children to tell you their names. Explain that they will see these characters the whole way through the course.
Development
aRecording 1: Explain that they’re going to listen to a 'Welcome back' song and then sing it. Play the recording once for children to listen and follow the song in their books. Focus attention on the words. Read each line for children to repeat after you. Play the recording again for children to sing along. 
a Song actions: Ask children to think of some actions for the song. Play the song again for children to sing and do their actions. Repeat if you wish.
aRecording 2: Use the Starter Story Poster to present the story. Point to the characters for children to say the names. Ask What’s happening in the story?/ Where’s Billy?/ Is he behind the door?...
a Exercise 1: Look and write: 2. dining room 3. He’s in the bedroom. 4. She’s in the kitchen. 5. He’s in the bathroom.
a Exercise 2: Find and circle the clothes words
Consolidation
aGuessing game: Describe a character from the story for children to guess who it is, e.g. She’s in the kitchen. Ask different children to describe another character for the class to guess.
 ( Tuần 1) (20/8-24/8/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit Starter – Lesson 2 - Period 2
Lesson 2 Objectives: - Introducing friends
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Greetings and introductions
ADDITIONAL VOCABULARY
SENTENCE PATTERN
 This is my
His name’s/ her name’s
He’s/ She’s
Resources: 
CLASS BOOK p.4-5
WORK BOOK p.5
Teaching Aids:
- CD tracks 1-2
- Starter story Poster 
Introduction
a Sing the Welcome song (p. 4) and do the actions to energize the class. 
aAsk children if they can remember what happened in the story in the previous lesson. Hold up the Starter story poster to encourage ideas. Ask questions about the people in the story, e.g. Where’s Billy? Is he behind the door?... 
Development
aAsk children to turn to the story on page 4 of their Class Books. Play the recording, asking children to repeat. Play the recording again for children to mime the actions as they listen. Children practise acting out the story in their groups. Ask some of the groups to act out the story before the class.
a Ask children to look at the sentences in the book. Ask Is grandma in the kitchen? to establish that the first sentence is true. Allow time for them to read all the sentences again and decide whether they are true or false. Go through the answers with the class. (1 T 2 F 3 T 4 F 5 F 6 T )
aAsk a child to read the dialogue. Say the dialogue again. Ask them to practice the dialogue in pairs. Ask some pairs to say the dialogues aloud for the class.
 aElicit or explain that the children in the pictures are introducing a friend to someone else. Ask a child to stand up and read the sentences in the first speech bubble to the class. Divide the class into groups of three. Children take turns to 'introduce' their friends to each other.
Consolidation
aIntroducing circle: Ask children to stand in a circle. Ask the first child to introduce the person on his left to the person on his right. The person on the right then introduces the one on his left. Continue in this way around the class to introduce the friend.
SEMESTER 1 – Unit Starter – Lesson 3 - Period 3
Lesson 3 Objectives: - Identifying toys and possession
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Days of the week
Toys: car, teddy, kite, doll, ball, puzzle
ADDITIONAL VOCABULARY
Bump, down, week 
SENTENCE PATTERN
 What’s this?
It’s
Resources: 
CLASS BOOK p.6
Teaching Aids:
- CD tracks 3
- Extra Practical Classroom Activities: Word search pair activity, Bingo
Introduction
a Word search pair activity: Give half the class the ‘A’ sheet and half the class the ‘B’ sheet. Children work individually to find the five words in the word search grid, circling the words in the box as they do so. Once all the children have finished, they work with a partner (‘A’s’ with ‘B’s’). They take turns to dictate their words and look for those words in the grid. At the end of the activity, they should all have found the ten words. Check together as a class to elicit all ten words.
aAsk children what they can remember about the story from lesson 1. Ask Where’s Billy in the story?
Development
aAsk children to identify the characters Rosy and Tim; name the different toys they can see. Read the words in the word pool, pointing out the possessive’s in both cases. Choose a child to read the example sentence. Children complete the sentences with the correct name for each toy. Give feedback.
Answers1 Tim’s 2 Rosy’s 3 Tim’s 4 Rosy’s 5 Rosy’s
aAsk one child to read the example dialogue. Say the dialogue again. Ask children to practice the dialogue in pairs. Ask them to make new dialogues, pointing at different items in the picture. Ask some pairs to say their dialogues aloud for the class.
Consolidation
a Bingo: Give each child a whole worksheet. Tell them to cut up the pictures and choose nine of the pictures to stick on the bingo grid. You need to keep a copy of the worksheet as well. Read out the words one by one, and students can cross off the words as they hear them. The first child to have a complete row, three across, three down or diagonally shouts Bingo! He’s the winner.
SEMESTER 1 – Unit Starter – Lesson 3 - Period 4
Lesson 3 Objectives: - Identifying toys and possession
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Days of the week
Toys: car, teddy, kite, doll, ball, puzzle
ADDITIONAL VOCABULARY
Bump, down, week 
SENTENCE PATTERN
 What’s this?
It’s
Resources: 
CLASS BOOK/ p. 6
WORKBOOK/ p. 6
Teaching Aids:
- CD tracks 3
- Extra Practical Classroom Activities: Song worksheet
Introduction
aTeam work: Ask children to write the names of the toys they know/ like.
aAsk children to open Class book, p. 6 and look at the pictures. Ask What can you see? Elicit the actions the children are doing (jumping, waving). 
Development
a Play the recording once for children to listen. Read each line of the song aloud for children to repeat after you. Play the recording again for children to sing along. Repeat (more than once if you wish).
a Ask children to look at the pictures and decide together on what the actions should be. Play the recording for children to listen, sing, and do their actions.
Suggested song actions
Monday, Tuesday, Wednesday, Jump! – jump in the air
Thursday, Friday, down with a bump! – sit down on chairs
Saturday, Sunday, let’s say ‘Hi!’ – wave hello
Days of the week, let’s say ‘Goodbye!’ – turn around and wave
Consolidation
a Song worksheet: This is a simple gap-fill activity that could be used after listening to the song and looking at the class book, or before. Students can listen and fill in the missing words (prompted by pictures) and then check with their partner before looking in the Class Book.
aExercise 2: Find and circle the days of the week. Write.
aTell children that they are going to make their own version of the song. Write the words to the song on the board with the actions missing. Invite different children to suggest new actions, e.g. Monday, Tuesday, Wednesday, clap!
Thursday, Friday, Touch your head Fill in the gaps on the board. Sing the new song and perform the new actions with the class.