Giáo án Tiếng Anh 4 - Family & Friends - Tuần 13

( Tuần 13) (19/11-23/11/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Practice Test 1 - Period 49
Cambridge YLE preparation – Starters . 
( Kiểm tra giữa kì I)
SEMESTER 1 – Unit 4 – Lesson 1 - Period 50
Lesson 1 - Words Objectives: - Identifying things in a bedroom
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
My bedroom: rug, bed, cupboard, shelf, pillow, blanket
ADDITIONAL VOCABULARY 
 Tidy up, tidy (adj.), room
SENTENCE PATTERN
Resources: 
CLASS BOOK/ p. 30
Teaching Aids:
My bedroom flashcards 29-34; 
Story Poster 4; 
CD tracks 36-38; 
PMB p. 16_ Extra Activity 1 Worksheet
Introduction
a Sing Come into my house from page 56 to warm the class up and revise houses vocabulary. Tell children that today's story is about keeping your bedroom tidy. Talk about bedrooms with children. Ask What's in your bedroom? Is it tidy or messy?
a Use flashcards 29-34 to elicit the vocabulary for this lesson. Hold them up one at a time and ask What's this? Model any words children don't know. Hold the flashcards up in a different order and repeat.
Development
aListen, point and repeat. Ask children to look at the pictures of the different bedroom objects. Play the first part of the recording for children to listen and point to the appropriate picture. Play the second part of the recording for children to repeat. Play the recording all the way through again for children to listen and point and then repeat the words in chorus.
aListen and chant. Play the recording for children to listen to the chant. They
can clap the rhythm as they listen. Play the chant a second time for children to say the words. This time they can point to the correct flashcard as they
hear the word. Repeat (more than once if necessary). 
aListen and read. Use Story poster 4 to present the story. Ask Where are Rosy and Grandma? Where’s Billy? What rooms can you see? Encourage predictions from different members of the class. Ask children to look at the poster while you play the recording for them to listen. Point to each speech bubble in turn as you hear the text. Ask comprehension questions, e.g. Is Rosy’s room tidy? What does Rosy do? Is the flat tidy? Why is the kitchen messy?
Consolidation
a Extra Activity 1. Ask children to work in pairs, identify things in a bedroom. They then write sentences. E.g. There’s a bag under the table.
SEMESTER 1 – Unit 4 – Lesson 1 - Period 51
Lesson 1 - Words Objectives: - Identifying things in a bedroom
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
My bedroom: rug, bed, cupboard, shelf, pillow, blanket
Prepositions of place
ADDITIONAL VOCABULARY
 Tidy up, tidy (adj.), room
SENTENCE PATTERN
Resources: 
WORK BOOK/ p. 30
Teaching Aids:
My bedroom flashcards 29-34; 
Introduction
a Play a miming game with the class. Pretend to open the doors of a cupboard. The class call out cupboard. Ask a child to come to the front and mime using
another bedroom object. Continue with other children. 
a Ask children to say the chant again to review my bedroom words.
Development
aExercise 1: Ask children to look at the pictures carefully, read and draw things (pillow, blanket, book, pen, T-shirt, teddy) in the bedroom. Children then work in pairs to compare their works.
aExercise 2: Ask children to look at the pictures from Exercise 1 again, identify things in the bedroom. Children practice asking and answering in pairs.
Where’s the pillow? It’s on the bed.
Where’s the book? It’s on the shelf.
Where’s the blanket? It’s on the bed.
Where’s the pen? It’s on the shelf.
Where’s the T-shirt? It’s in the cupboard.
Where’s the teddy? It’s on the rug.
Consolidation
a My bedroom: Draw a large rectangle on the board. Tell the class that it is a bedroom. Invite individual children to come to the front of the class and draw the different things in the rectangle, e.g. Max, please draw a cupboard. Rebecca, please draw a bed. Continue until the bedroom is complete.
SEMESTER 1 – Unit 4 – Lesson 2 - Period 52
Lesson 2 - Grammar Objectives: - Identifying things in a bedroom
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
My bedroom: rug, bed, cupboard, pillow, blanket
Prepositions of place
ADDITIONAL VOCABULARY
SENTENCE PATTERN
There is
There are
Resources: 
CLASS BOOK/ p. 31
Grammar Reference Ex. 4/ p. 74
Teaching Aids:
My bedroom flashcards 29- 34;
Story Poster 4; 
CD track 38
Introduction 
a Play a game of Snap! (see page 19) using flashcards 29- 34 to energize the class and revise the vocabulary from the previous lesson.
a Point to Story poster 4 and ask children what happened in the story. Cover the poster and ask children which bedroom objects appeared in the story.
Development
aExercise 1: Ask children to turn to the story on page 30 of their Class Books. Play the recording, pausing for children to repeat. Divide the class into groups of three to play the parts of Rosy, Grandma, and Billy. Children practise acting out the story in groups, then before the class.
aExercise 2: Use different flashcards to elicit the pattern There's and There are. Say different sentences using plural and singular objects, e.g. There's a book on the desk. There are some pens on the book. Pay attention to the contraction: There’s = There is
aWriting: Write three or four gapped sentences on the board using bedroom objects, e.g. _____a cupboard. _____ two pillows. _____a bed. _____two rugs. Point to each sentence in turn and ask There's or There are? Complete the sentences on the board and say them with the class. Ask children to do Exercise 3 individually. Go through the answers with the class.
aExercises 4: Ask children to sit in pairs, look at the pictures from Ex 3. They then practice asking and answering. E.g. How many blankets? There’s one blanket. Ask some pairs to speak before the class.
Consolidation
a Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 4 Grammar activity to practice the target structure further.