Giáo án Tiếng Anh 4 - Family & Friends - Tuần 19

( Tuần 19) (31/12/2012-04/1/2013)
( Giáo trình anh văn 4 tiết/tuần) 
SEMESTER 2 – Unit 5 – Lesson 5 - Period 73
Lesson 5 – Reading Objectives: - Describing what animals can or can’t do, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Verbs
Animals
ADDITIONAL VOCABULARY
 stripes, fruit, nuts, pet, jump, fast, very, beautiful
SENTENCE PATTERN
It can
It can’t
Resources
CLASS BOOK p.40
Teaching Aids:
- Zoo flashcards 11 – 13 and 17- 19
- CD track 53
- Extra Practical classroom activity: Crossword pair activity
Introduction
aPlay a game of Jump to revise the words for zoo animals (see page 19) 
a Ask children to look at the pictures of the animals and try to predict what the text is about (there are two descriptions of animals). Ask Do you like tigers / parrots? Encourage children to give reasons for their answers. Children ask each other questions about animals they like and don't like in pairs.
Development
aExercise 1: Ask children to look at the pictures again. Ask What colour is the tiger / parrot? Teach the word stripes. Ask Which animal has got stripes? (the tiger). Ask children to name any other animals they can think of that have (or can have) stripes, e.g. zebras, cats, birds, and snakes. 
aRecording 53: Play the recording for children to listen and follow silently in their books. Play the recording a second time. Answer any questions children have. Ask simple questions to check comprehension, e.g. Has the tiger got stripes? Can it climb trees? Can the parrot sing / write? Does it like meat / fruit and nuts?
aExercise 3: Explain that you are going to do an exercise to see what the animals can do. Elicit for children to know that they will put ticks when an animal can or can’t do something in the right columns. Ask children to read the other statements and then read the text again. They tick the box if the statement is true for that animal. Give feedback. Ask a different child to read each sentence. The rest of the class say Yes or No.
Consolidation
aCrossword pair activity: Ask children to work in pairs. Try to work out all the verbs and write them down. They then talk about what Action Boy can or can’t do.
SEMESTER 2 – Unit 5 – Lesson 5 - Period 74
Lesson 5 – Reading Objectives: - Describing animals or what someone can or can’t do, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Verbs
Animals 
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I’ve got
Resources
WORK BOOK p.40
Teaching Aids:
- PMB p.21: Extra Activity Worksheet
Introduction
aMemory game: Write the sentences It's a tiger and It's a parrot on the board and make statements about these two animals. Children listen to the teacher and chorus It's a tiger if they think the teacher is describing a tiger or It's a parrot if it’s a parrot. E.g. (Teacher says) It's got stripes. à (Children say) It’s a tiger. Here are more statements: It can talk. (parrot). It's blue, green, red, and yellow. (parrot). It can run. (tiger). It eats meat. (tiger). It can be a pet. (parrot).
Development 
aExercise 1: Children read the description of flamingos and then color the picture. Ask some comprehension questions, e.g. Can flamingos swim/ fly/stand on one leg?
aExercise 2: Children read the description again and complete the statements. They then work in pairs and compare the answers.
1bird, 2 pink, 3 eyes, 4 long, 5leg, 6white
aDescribing what someone can or can’t do: Give students the PMB Extra activity 2 worksheet (p. 21). Children read the statements carefully, look at the picture and find the persons. Children then describe what those persons can or can’t do. Children then work in pairs, practice asking and answering.
Consolidation
aGame: Divide the class into groups of four to six. Tell children that they are going to draw a picture of their favourite zoo animal. Give each child a piece of plain paper and each group a set of coloured pencils. Children draw their pictures, sharing coloured pencils with the rest of the group. Children take turns to describe their animals to the rest of the group. Ask some of the children to show and describe their animals to the class.
SEMESTER 2 – Unit 5 – Lesson 6 - Period 75
Lesson 6 – Listening Objectives: - Describing what animals can or can’t do, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Verbs;
Animals;
ADDITIONAL VOCABULARY
 Live (v.)
SENTENCE PATTERN
 It can; 
It can't
Resources
CLASS BOOK p.41
Teaching Aids:
- CD track 54
- The zoo flashcards 11- 13 and 17 - 19
Introduction
a Ask children to name as many animals as they can. If necessary, help them by saying I'm thinking of an animal. It lives in a zoo. It's brown / white / little / big, etc. Write the names of the animals on the board.
aAsk children to talk about the tiger and the parrot from the last lesson.
aAsk children to name the animals on the page 41. Encourage them to describe the animals and say what they can or can’t do.
Development
aRecording 54: Tell children that they are going to hear a recording of
people talking about the animals in the pictures. They will number the animals in the order they hear them mentioned. Play the recording through for children to number the pictures. Play the recording again for them to check their answers.
1 giraffe 2 lion 3 snake 4 chick 5 monkey
aExercise 2: Elicit the speech bubbles. Model correct intonation for the class. Ask children to work in pairs. They take turns to ask and answer similar questions about the animals in Exercise 1. Give feedback.
a Exercise 3: Copy the example onto the board. Elicit the contraction can't = can not. Ask children to match the sentences with contractions to the ones with full forms. Allow time for them to finish the exercise. Give feedback.
1 b 2 d 3 a 4 c
Consolidation
aGuessing game: Ask children to sit in groups of 4 -6. One child describes an animal for the others to guess what it is. E.g. - It’s got four legs. It can run. It’s brown and big. - Is it a lion? - Yes, it is. Children take turn to describe animals. Ask some of the groups to talk before the class.
SEMESTER 2 – Unit 5 – Lesson 6 – Period 76
Lesson 6 – Listening Objectives: - Describing what animals or someone can or can’t do, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Verbs
Animals 
ADDITIONAL VOCABULARY
SENTENCE PATTERN
It can
It can’t
I can
I can’t
Resources
WORK BOOK p. 41
Teaching Aids:
- The zoo flashcards 11- 13 and 17 – 19
- Extra practical classroom activity: Spelling quiz
Introduction
a Spelling Quiz: This is a great way to revise the vocabulary from the unit. By putting pupils in teams, they will have more confidence and perhaps talk about the words and how to spell them in English. Nominate a ‘secretary’ in each group who will actually write the words, although make it clear that all members in the team are responsible for helping to spell the words. Read all the words out (on the second page) one by one and afterwards teams can correct each others, and you can elicit the spelling from the entire class.
Development
aExercise 1: Remind children of the contraction can’t. Ask children to circle the n’t in these sentences. Go through the answers with the whole class.
aExercise 2: Ask children to read the sentences in exercise 1 carefully and rewrite them in full form. Check the answers with a partner.
1 A giraffe cannot swim. 2 A monkey cannot fly.
3 A snake cannot run. 4 A dog cannot talk.
aExercise 3: Ask children to read the verbs and circle what they can do and underline what they can’t do.
aExercise 4: Ask children to draw what they can or can’t do. They then write sentences about themselves. E.g. I can swim. I can ride a bike. I can’t fly.
Ask children in work in pairs. Talk about themselves.
Consolidation
a What’s the animal? Ask four children to come to the front of the class. Give each child a different zoo flashcard but tell them to keep it hidden. Ask the first child to describe their animal to the class. Invite questions or guesses from individual children, until the animal has been identified. Repeat with the other children.