Giáo án Tiếng Anh 4 - Family & Friends - Tuần 16

( Tuần 16) (10/12-14/12/2012)
( Giáo trình anh văn 4 tiết/tuần) 
SEMESTER 1 – Unit 4 – Lesson 6 - Period 61
Lesson 6 – Listening Objectives: - explaining where things are in a bedroom, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
My bedroom
Prepositions of place
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
CLASS BOOK p.35
Teaching Aids:
- CD track 45
Introduction
a Play Musical cards with the class to revise house and bedroom words (see page 19).
aAsk children what they can remember about Jamie's letter. Encourage them to describe Jamie's room in as much detail as they can. Ask What's Jamie's favourite sport? What's in his room? Ask them to open their books and check.
aPoint out the two pictures, A and B, in Exercise 1. Ask children to name as many things in each one as they can.
Development
aRecording 45: Tell children that they are going to hear a recording of
someone describing the things in the two pictures. Play the recording the whole way through. Continue playing, pausing after each description for children to write A or B. Play the recording again for children to complete their answers. 
1 B 2 B 3 A 4 B 5 A 6 B
aExercise 2: Model the dialogue. Ask a pair of children to read the dialogue. Children work in pairs, take turns to ask and answer questions to explain where things are in a bedroom. Where are/ is? They’re/ It’s .Ask some pairs to talk before the class.
a Exercise 3: Elicit to show the questions mark and the full stop. Children look at the exercise in their books. Allow time for them to write the question marks and full stops in the boxes. As they are working, write the remaining questions
on the board. Go through the answers with the class.
Consolidation
aThings in my bedroom: Ask each child to draw a bedroom. They then work in groups of 4 -6, take turns to explain where things are in their bedroom. Ask some children to explain before the class. 
SEMESTER 1 – Unit 4 – Lesson 6 – Period 62
Lesson 6 – Listening Objectives: - Identifying things in a bedroom, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
My bedroom
Prepositions of place
ADDITIONAL VOCABULARY
SENTENCE PATTERN
There’s
There are
Resources
WORK BOOK p. 35
Teaching Aids:
- PMB p.15: Values w/sheet
- Extra practical classroom activity: Board game
Introduction
a Board game: Give each pair of children a copy of board game There is/ are. Ask them to talk about classroom objects, using the target language. When one of the children moves to the Finish. The game is over.
aRevise prepositions on, in, under with the class by writing the following gapped sentences on the board: The bag is... the table. The books are ... the bag. The pen is... the table. Elicit and encourage children to fill in each gap with one suitable preposition.
Development
aExercise 1: Remind children of the question mark and the full stop. Ask them to read the sentences and underline the question mark and circle the full stop. Go through the answers with the whole class.
aExercise 2: Children now read the sentences, write the capital letters and the question mark or the full stop. Check the answers with a partner.
aExercise 3: Ask children to circle the things in their bedroom and write how many. Children work in pairs, talk about the things they have in their bedroom. 
E.g. There are two books in my bedroom. There is a blanket on my bed.
aExercise 4: Ask children to draw their bedroom, identify things there. They then write sentences about their bedroom. 
E.g. There are three teddies on the rug. There is a book on the shelf.
Consolidation
aValues: Give a copy of the Values worksheet (PMB p. 15) to each student. Ask them to look and circle the mess in each room. They then draw a tidy bedroom. They then work in pairs, identify things in a bedroom and explain where the things are. Encourage them to explain why they need to keep their room tidy.
SEMESTER 1 – Unit 5 – Lesson 1 - Period 63
Lesson 1 - Words Objectives: - Describing what someone can do
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Verbs: run, fly, walk, talk, swim, climb 
ADDITIONAL VOCABULARY 
 clever, silly, can (v)
SENTENCE PATTERN
He can
Resources: 
CLASS BOOK/ p. 36
Teaching Aids:
Verb flashcards 45-50; 
Story Poster 5; 
CD tracks 46-48; 
PMB p. 20_ Extra Activity 1 Worksheet
Introduction
a Sing Let's go to the zoo! to warm the class up and revise animals vocabulary.
a Tell children that today's story is about things people can or can't do. Talk about abilities with children. Ask Can you swim / climb / run quickly?
a Use flashcards 45- 50 to elicit the vocabulary for this lesson. Hold them up one at a time and say the words for children to repeat. Model an action (climbing, talking, swimming etc.) for children to imitate at their desks.
Development
aListen, point and repeat. Ask children to look at the pictures of the different actions. 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. Play the chant a second time for children to say the words. Repeat if necessary. 
aListen and read. Use Story poster 5 to present the story. Ask What has Billy got? 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. Can Action Boy run / fly / walk / talk?
Consolidation
a Extra Activity 1 PMB p. 20: Ask children to look at the table, write Yes, I can or No, I can’t. Children work in pairs, ask and answer questions to know what someone can or can’t do. Ask them to write the answers down. E. g. Can you swim? Yes, I can. No, I can’t. He / She can’t run fast.
SEMESTER 1 – Unit 5 – Lesson 1 - Period 64
Lesson 1 - Words Objectives: - Identifying actions
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Verbs: run, fly, walk, talk, swim, climb
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources: 
WORK BOOK/ p. 36
Teaching Aids:
Verb flashcards 45- 50;
Introduction
a As a class, decide on an action for each word from the chant. Either children can mime the actions at their desks as if they were walking, running etc. or they could use fingers to walk / run along the table, link thumbs and wave hands to fly, and so on. Play the chant again. Children do the actions as they say the words.
a Ask children to say the chant again to review my bedroom words.
Development
aExercise 1: Ask children to look at the pictures carefully, find and circle the words walk, run, climb, talk, swim, fly. Children then work in pairs to compare their works.
aExercise 2: Ask children to look at the pictures, identify the actions and write the words for each action. Children then sit in pairs and practice saying the words.
 Fly
Climb
Walk
Run
Talk 
Consolidation
aTeam game- Simon says: Put children in group of five. Tell them that their group is now a ‘hand’ and five of them have to do the same action. Play Simon says... (see page 20) to practise the action words. Give the instructions (Simon says) run/ fly /walk/ talk / swim / climb for children to mime the actions. If any of the group does a different action, the group must stop the game.