Giáo án Tiếng Anh 4 - Family & Friends - Tuần 11

( Tuần 11) (05/11-09/11/2012)
( Giỏo trỡnh anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 3 – Lesson 4 - Period 41
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
Pen, bed, red
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
WORKBOOK p.23
Teaching Aids:
- Phonics cards 7- 9
- Extra practical classroom activity: Sounds Fun
Introduction
a Read out these sentences in turn: This is my pen. The apple is red. It's my pen. Is Ken in bed? You've got ten pens. Ask children to tap the table when they hear a word with the /e/ sound. They then say the sound and repeat the word.
Development
aExercise 1: Children say and write the words. Put children in pairs. Ask them to point and say the words. 
Bed, red. 2. Pen, Ken
aExercise 2: Children do the exercise and write in the missing words to complete the chant. Children can compare their work in pairs and join in the chant with the class as a whole.
red. 2. Ken 3. bed
aExercise 3: Remind children of the letter a and /ổ/ from unit 2. Contradict them with the letter e and /e/. Ask children to do exercise 3. Children look at the pictures and write the word that rhymes.
aSounds Fun: This is a dictation activity. Children listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. Check as a whole class once the dictation activity has finished. You could write the sounds on the board and ask individual children to come up and write the words.
Consolidation
aPhonics game: Ask children to work in groups of 4- 6. Ask each group to find more rhymed words (a and /ổ/ or e and /e/). Ask one group to say the words for the class to tap the table when they hear e and /e/ and clap their hands when they hear a and /ổ.
SEMESTER 1 – Unit 3 – Lesson 5 - Period 42
Lesson 5 – Reading Objectives: - Identifying foods and talking about likes and dislikes, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Food and drinks
Likes and dislikes
ADDITIONAL VOCABULARY
Menu, hungry, dessert, cafe 
SENTENCE PATTERN
Resources
CLASS BOOK p.24
Teaching Aids:
- CD Track 30
- Extra Practical classroom activity: Crossword pair activity
Introduction
aPlay A long sentence (see page 21) with food and drinks words to energize the class and revise vocabulary from the unit. E.g. (Teacher) In my lunch box I've got a sandwich. (A child continues), In my lunch box I've got a sandwich and a banana. Continue until children can't think of any more words.
a Ask Do you go to cafes? What kind of food can you eat in a cafộ? Tell children to imagine they are in a cafộ. What kind of food would they order? Ask them to look at the text on the black background and teach the word menu.
Development
aExercise 1: Ask children to look at the menu. Check understanding of the different categories: food, desserts, and drinks. Ask children to work in pairs. They take turns to point to the types of food they like on the menu and say the words. Ask some of the children to tell the class which food they like.
aRecording 30: Ask children to look at the photos of Sally and Emma. Ask what they are looking at (menus). Elicit that they are talking about the food they like on the menu. Play the recording for children to listen and follow the text in their books. Play the recording a second time, then check comprehension, e.g. Does Emma like ice cream I fish? Does Sally like apple juice? Who likes bananas - Emma or Sally?
aExercise 3: Ask children to look at the different types of food in the table. Ask children to read the text and tick (ỹ) the food that the children like and cross (ỷ) the food they don't like. Go through the answers with the class. 
Consolidation
aCrossword pair activity: Ask children to work in pairs. Try to work out all the food and drinks words and then write the words.
SEMESTER 1 – Unit 3 – Lesson 5 - Period 43
Lesson 5 – Reading Objectives: - Identifying foods and talking about likes and dislikes, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Food and drinks
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I’ve got
She’s got
He’s got 
Resources
WORK BOOK p.24
Teaching Aids:
- PMB p.13: Extra Activity Worksheet
- CD track 30
Introduction
a Tell children to close their books. Tell them that you are going to play the recording 30 again. Ask them to say the words Yum! and Yuck! to show that they like or don't like foods. Play the recording again; they say Yum! or Yuck! when they hear the foods Emma and Sally like or don't like.
Development 
aExercise 1: Children read the poem and pick up the food and drinks words in the poem. They then work in pairs and compare the answers. 
 Eggs, bread, tomatoes, grapes, ice cream, orange juice, fish, rice, carrots, yogurt, apple, water. 
Ask children to put the words into different categories: food, drinks, desserts
aExercise 2: Children read the poem again and say what Steve or Alice has got. They then write the names under each kind of food or drinks and match.
They then work in pairs and compare the answers.
aTalking about likes and dislikes: Give students the PMB activity 2 worksheet (p. 13). Children draw a smiley (for the food and drinks they like) or a sad face (for the food and drinks they dislike). Children then work in pairs, ask and answer about likes or dislikes.
Consolidation
aGame: Children sit in groups of 4-6. Give a blank piece of paper to each child and ask them to draw a table similar to the one in their Class Books, write the names of their friends. Children take turns to ask their friends which foods they like / don't like. The others should listen. Everyone completes the information in their charts. Children continue until all the members of the group have described the foods they like and don't like, and the table is complete.
SEMESTER 1 – Unit 3 – Lesson 6 - Period 44
Lesson 6 – Listening Objectives: - Identifying food, talking about likes and dislikes, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food and drinks
Likes and dislikes
ADDITIONAL VOCABULARY
because 
SENTENCE PATTERN
Contractions n’t
Resources
CLASS BOOK p.25
Teaching Aids:
- CD track 31
Introduction
a Ask children to name as many types of food from the menu in the last lesson as they can. Put the relevant flashcards on the board. Use the words on the board to play Order the letters (see page 20)
aAsk children to look at the photograph of the father and daughter in Exercise 1. Ask children what they think they are doing (they are looking at a menu)
Development
aRecording 31: Tell children that the girl is going to tell her dad what food she likes and doesn't like and children must listen and draw a smiley if the girl likes the food and a sad face if she doesn't. Play the recording for children to point to the foods, then pause after the first item to show the example answer. Play the recording again for children to complete their answers. Give feedback.
1.J 2. L 3. J 4. J 5. L 6. J
aExercise 2: Model the dialogue. Ask a pair of children to read the dialogue. Children work in pairs, take turns to ask and answer the question What do you like? using the food and drinks on the menu. Encourage children to say which kinds of food they don't like as well. Ask some pairs to talk before the class.
a Exercise 3: Elicit to show three of the contractions are short for (not). Children circle n’t and match the sentences with contractions to the ones with full forms. Allow time for children to finish the exercise. Check together. Ask What letter is missing? (o) to focus on the contraction n’t.
Consolidation
aLikes or dislikes: Ask children to work in groups of 4 -6, take turns to ask and answer about the food and drinks they like or dislike. Children take notes of their friends’ likes or dislikes. They then report before the class.