Giáo án Tiếng Anh 4 - Family & Friends - Tuần 2

( Tuần 2) (27/8-31/8/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit Starter – Lesson 4 - Period 5
Lesson 4 Objectives: - Identifying school objects and possession
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Colours: red, black, blue, green and pink;
 School objects
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I've got...
Resources: 
CLASS BOOK/ p. 7
Teaching Aids:
- CD tracks 3- 4
Introduction
a Recording 3: Sing Monday, Tuesday, Wednesday, Jump! from page 6 to energize the class and revise the days of the week.
a Revise colours red, black, blue, green and pink. Ask questions to practise using colours, e.g. hold up a bag and say What colour is this bag? 
aAsk them to look at the table with the class. Point to each item in the column heading and ask What is this? What colour is it? Tell them they are going to hear a recording of the children talking about what they have in their bags. They must listen and say which child owns each object. 
Development
aRecording 4: Play the first part of the recording, Luke’s speech, and demonstrate the example. Play the whole recording again for children to listen and tick. Go through the answers with the class.
Luke: red ruler, blue pen, black pencil
Sarah: black pen, green pencil, rubber, book
aAsk one child to read the example dialogue. Say the dialogue again, pausing after each line for the class to repeat. Ask children to work in pairs and say the dialogue with their partner. Encourage children to name different objects. Ask children to continue the activity in pairs. Ask some of the pairs to say their dialogues aloud for the class.
Consolidation
a Read the example sentence to the class. Then read it again, pausing for the class to repeat. Hold up some items from your bag and describe these to the class in the same way. Say an item that you haven’t got. Ask children to continue the activity in pairs. Ask some children to talk about their school bags.
SEMESTER 1 – Unit Starter – Lesson 4 - Period 6
Lesson 4 Objectives: - Identifying school objects and possession
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Colours: red, black, blue, green and pink;
 School objects
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I've got...
Resources: 
WORK BOOK/ p. 7
 Picture Dictionary
Teaching Aids:
 Extra Practical Classroom Activities: Board game
Introduction
a Talk about your school bag: Hold up some items from your bag and describe these to the class in the same way. Say an item that you haven’t got. Encourage children to talk about their school bags in the same ways.
a Ask children to open their workbook, p. 7. Ask them to look at the pictures. Point to each item in the pictures and ask What is this? What colour is it? 
Development
a Exercise 1: Tell children that they are going to look at the pictures carefully and say which child owns which object. Ask them to read the bubbles and number them. Then colour the pictures
 1b, 2a, 3d, 4c
a Exercise 2: Ask children to look at the pictures carefully and say which object each child owns. Write I’ve got or I haven’t got in the gaps. Give feedback.
I’ve got; 2. I haven’t got; 3. I haven’t got; 4. I’ve got
Consolidation
aBoard game: The board games are all available in colour and in black and white. Colour is obviously more appealing to children. If you can print out the games in colour, you can laminate them and keep them to use again and again in your staffroom. In Grade 3 all the board games are vocabulary based and just rely on students saying the relevant words when they land on those squares. You will need to teach board game language as well, including “roll again,” “miss a turn,” and “go forward or back”, “spaces.”
SEMESTER 1 – Unit 1 – Lesson 1 - Period 7
Lesson 1 - Words Objectives: - Describing someone's appearance
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Appearance: long, short, blond, brown, curly, straight
ADDITIONAL VOCABULARY
Hair, over there 
SENTENCE PATTERN
She's got;
He's got;
We're
Resources: 
CLASS BOOK/ p. 8
 Picture Dictionary/ p. 68
Teaching Aids:
My friends flashcards 1-6;
Story Poster 1; 
CD tracks 5-7; 
PMB p.4: Extra Activity 1 Worksheet
Introduction
aSing Monday, Tuesday, Wednesday, Jump! (p. 6) to warm the class up.
aRemind children of the last story. Tell children that today's story is about friends. Ask several children to tell you the name of one of their friends.
aPut your hands on your own hair. Say the word hair and write it up on the board. Use flashcards 1-6 to elicit the vocabulary for this lesson. Hold them up one at a time and ask Long or short hair? Blond or brown hair? Curly or straight hair? Hold the flashcards up in a different order and repeat.
Development
aListen, point and repeat. Ask children to look at their Class Books/ p. 8. Play the 1st part of the recording for children to listen & point to the appropriate picture. Play the 2nd part of the recording for children to repeat. Play the recording all the way through for children to listen, point and repeat the words. 
a Listen and chant. Play the recording for children to listen to the chant. Play the chant a second time for children to say the words. 
aListen and read. Use Story poster 1 to present the story. Ask What's happening? Encourage predictions from different members of the class. Ask children to look at the poster, listen to the recording, point to each speech bubble. Ask Who's Rosy's new friend? What's Alice got? Who's Tim's new friend? Are the new friends cousins? Ask children to open their Class Books, listen again and follow the words in the story.
Consolidation
a Extra Activity 1: Find the odd-one-out. Circle. Then write and say.
2. curly hair 3. He’s got brown hair. 4. She’s got straight hair. 5. He’s got blond hair. She’s got short hair. 
SEMESTER 1 – Unit 1 – Lesson 1 - Period 8
Lesson 1 - Words Objectives: - Describing my appearance
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Appearance: long, short, blond, brown, curly, straight
ADDITIONAL VOCABULARY
SENTENCE PATTERN
My  is ;
My  are ;
Resources: 
WORK BOOK/ p. 8
Teaching Aids:
My friends flashcards 1-6;
Introduction
a Appearance: Ask six children to come to the front of the class. Give each child one of the flashcards (1-6). Play the recording again. The children at the front stamp their feet when their hair type is mentioned. If you wish, ask six different children to come to the front of the class and repeat the activity doing a different action.
aExplain that you are going to describe yourself. E.g. (Point to your hair): My hair is black. (Point to your eyes): My eyes are brown.
Development
aExercise 1: Explain that children are going to draw themselves. Ask them to complete the drawing in the Work books. Then color it.
aExercise 2: Ask children to look at their picture. Read the sentences and circle the appropriate word to describe their appearance.
aExercise 3: Write the answers for each of the questions. Then ask children to practice asking and answering in pairs.
Consolidation
a Who am I? Remind children of Rosy, Tim, Alice and Adam. Ask one child to come before the class, imagine that he/ she were one of the four children. Ask him/ her to describe himself/ herself. E.g. My hair is curly. My eyes are blue. My .Who am I? The class listen carefully and say who she/ he is. E. g. You are Alice. He who gives correct answer will come before the class and describe himself. Continue the game in the same way until all characters are described.