Giáo án Tiếng Anh 4 - Family & Friends - Tuần 10

( Tuần 10) (22/10-26/10/2012)
( Giỏo trỡnh anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 3 – Lesson 3 - Period 37
Lesson 3 – Song Objectives: - Identifying foods
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food and drinks: milk, juice, water
ADDITIONAL VOCABULARY
Drink, late, school
SENTENCE PATTERN
Imperatives
Resources
CLASSBOOK p.22
Teaching Aids:
- Food flashcards 20- 25
- Drinks flashcards 26- 28
- CD tracks 26-27
- Extra Practical Classroom Activities: Song work sheet
Introduction
aPlay Bingo (see page 21) with the food words children have learnt so far in the course. If necessary, show them flashcards 20-25 without saying the words.
 aUse flashcards 26-28 to introduce the three new words. Hold up the cards one at a time and say the words for children to repeat. Play Slow reveal (see page 20). Children shout out the name of the drink they see.
Development
aRecording 26: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words. Point to the flashcards on the board in turn.
aRecording 27: Use the song worksheet (without opening the Class Book) where children listen and fill in the correct words. After that ask children to sing along with the CD and then sing together without the CD audio.
aSing and do: Ask children to look at the pictures and decide together on what the actions should be (see suggestions below). Practise the actions with the class. Play the recording for children to listen and do their actions.
Consolidation
 aYum or Yuck: Teach children the words Yum! (for a food or drink they like) and Yuck! (for a food or drink they don't like). They can make appropriate facial expressions as they practise saying the words. Hold up flashcards from Lessons 1 and 3. Children respond by saying Yum' and Yuck! to describe foods and drinks they like and don't like. 
SEMESTER 1 – Unit 3 – Lesson 3 - Period 38
Lesson 3 – Words Objectives: - Identifying foods and asking and answering about likes or dislikes
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food and drinks: milk, juice, water
ADDITIONAL VOCABULARY
Drink, late, school
SENTENCE PATTERN
Resources
WORKBOOK p.22
Teaching Aids:
- Food flashcards 20- 25
- Drinks flashcards 26- 28
Introduction
aSing Drink your milk! from Class Book p.22 again, with children doing the actions at the same time. 
aUse flashcards 20-28 to review food and drinks words. Hold up the cards one at a time and ask children to say the words. Put the flashcards on the board and point to them in a different order for children to say the words again.
Development
aExercise 1: Ask children to open their workbook at the page 22. Ask them to look at each set of food and drink and find out what’s next. Children work in pairs, point to each set and ask What’s next? Their partner answers bread. 
2. Water 3. Milk 4. Fish 5. Juice 
aExercise 2: Remind children of asking and answering about likes or dislikes. Ask them to look at the pictures, write the appropriate word in each gap and choose the best answer about themselves. Children can work in pairs, ask and answer about the food and drinks they like/ dislike.
1. milk. 2. water. 3. juice
Consolidation
a Game: Children work in groups of 4 -6. Each child writes a list of food and drinks they know. Encourage them to write down different kinds of food and drinks. In turn, each child asks Do you like (water)? to his/ her friends. The friends then say Yum! (for a food or drink they like) and Yuck! (for a food or drink they don't like). The child takes notes of his/ her friends’ names and their likes/ dislikes.
Ask some of the children to report before the class.
SEMESTER 1 – Unit 3 – Lesson 3 - Period 39
Lesson 3 – Words Objectives: - Identifying foods and asking about likes and dislikes
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Foods and drinks
Likes and dislikes
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Yes, I do.
No, I don’t.
Resources:
P 69- Picture Dictionary 3- Food and drinks
Teaching Aids:
- Food flashcards 20- 25;
- Drinks flashcards 26- 28;
- PMB p.10 Extra Writing worksheet
- Extra Practical Classroom Activities: Bingo
Introduction
aPut the flashcards around the room to help children review food and drinks words. Show a flashcard (bread) and ask What is it? Children answer bread. Continue to review all food and drinks words.
aPlay Bingo again to revise the vocabulary and sentence structures 
Development
aPicture Dictionary: Ask children open their Workbooks to p.69 (Number 3, Food and drinks). Tell them to look at the pictures and identify the food and drinks and then tell them to point and say the words. E.g. bread/ carrots
Children then work in pairs, ask and answer about the food or drinks they like or dislike. E.g. Do you like bread? à Yes, I do. / No, I don’t,
aWriting Exercise 1: Children do the exercise 1 from the Extra writing worksheet. Ask them to look at the pictures, identify the food or drinks, and write the correct word to finish the puzzle. Elicit the spelling and ask some individual children to come up and write the words on the board.
2. Bread, 3. Rice, 4. Yogurt, 5. Water, 6. Juice 
aWriting Exercise 2: Ask children to look at the pictures, write the appropriate word in each gap. Children then work in pairs, ask and answer about the food/ drinks they like/ dislike. E.g. Do you like fish? Yes, I do. / No, I don’t.
Consolidation
aSpeaking and writing extension: Ask each child to draw some food and drinks or write the food and drinks words. They then draw a smiley or a sad face next to each kind of food or drinks to show that he/ she like or dislike it. Ask them to work in pairs, ask and answer about the food and drinks they like or dislikes, using the target pattern. E.g. Do you like carrots? à Yes, I do. / No, I don’t. Children write what they’ve said in their notebooks.
SEMESTER 1 – Unit 3 – Lesson 4 - Period 40
Lesson 4 – Phonics Objectives: - Phonics - CVC words /e/, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
Vowel sound -e
KEY VOCABULARY
Bed, pen, red
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
CLASS BOOK p.23
Teaching Aids:
- Phonics cards 7- 9
- CD Tracks 28-29
Introduction
a Ask children if they can remember the words from the lesson that contained the sound (cat, man, and fan). Play the CD and say the chant from page 17 to revise the sound /ổ/. 
a Hold up the bed, pen, and red phonics cards, one at a time, saying the words for the class to repeat. Ask children what they think today's letter is (e) and what sound it makes (/e/). Ask children What's the vowel? to elicit e.
Development
aRecording 28: Play the first part of the recording for children to listen and point to the pictures. Play the second part of the recording for children to repeat the sounds and words in chorus. Play the recording all the way through for children to point to the words and then repeat them.
aRecording 29: Children join in with the chant. Put the three cards around the room and children point as they say the chant. 
aExercise 3: Ask children to look at the chant again. Focus attention on the circled e in the middle of Ken. Ask children to find and circle other examples of a in the middle of words. Go through the exercise with the class.
a Exercise 4: Children look at the pictures. Point to each one for children to say the word. Pay attention to the e and the /e/ sounds. Model a pair of rhyming words Ken and pen to show how they rhyme. Ask children to draw lines to match the other rhyming words. Go through the answers with the class.
Consolidation
aPhonics activity: Write the words from Exercise 4 on the board (Ken, pen, bed, red). Ask children to work in groups and find more words with e (/e/). The group who can find more words win the game.