Giáo án Tiếng Anh 4 - Family & Friends - Tuần 27

( Tuần 27) (11 -15/03/2013)
 ( Giáo trình anh văn 4 tiết/tuần) 
SEMESTER 2 – Unit 7 – Lesson 5 - Period 105
Lesson 5 – Reading Objectives: - Talking about feelings, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Feelings
adjectives 
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I when I am
Resources
WORK BOOK p.56
Teaching Aids:
- PMB p.29: Extra Activity Worksheet
- Feelings flashcards 64- 73
Introduction
a Put flashcards 64-73 on the board in any order. Point to the first one and say, e.g. When I'm hungry, I eat an apple. Choose a child. Point to the second flashcard for him / her to make a similar sentence beginning with When I'm ... about the emotion shown on the card. Continue with the rest of the cards until all of the emotions have been used. Start again with other children. 
Development 
aExercise 1: Explain children that they are going to read the poem of a girl’s feelings or emotions. Ask them to predict as many feelings words from the poem as they can. Write the words on the board. Ask children to open their Work Book and find the words.
aExercise 2: Children read the poem again and write the words in the correct box. They then work in pairs and compare the answers.
1 sad, angry, bad 2 happy, brave, good
aDescribing someone’s feelings: Give students the PMB Extra activity 2 worksheet (p. 29). Children read the statements carefully. They then look at the picture, find and write the letters a, b, cto best describe the persons’ feelings. Children then work in pairs, take turns to talk about feelings. Ask some children to talk before the class.
Consolidation
aGame: Ask children to close their work books. Divide the class into groups of 6. Give each group a copy of the poem, cut up into two-line sections. Ask them to work together to put the lines of the poem in the correct order. Point out that they can use the poem's rhyme pattern to help them, and model some of the rhyming words. When they have finished, ask children to open their books and check that their poem is in the correct order. Read the poem aloud with the class. 
SEMESTER 2 – Unit 7 – Lesson 6 - Period 106
Lesson 6 – Listening Objectives: - Talking about feelings, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Feelings 
ADDITIONAL VOCABULARY
 broken, poor, nearly, wake up
SENTENCE PATTERN
Contractions:
 I’m = I am
You’re = You are
He’s = He is
She’s = She is
We’re = We are
They’re = They are
Resources
CLASS BOOK p.57
Teaching Aids:
- CD track 74
- Extra practical classroom activity: Spelling quiz
Introduction
a Call out an emotion from the unit for children to mime. Repeat with several different emotions. Then ask different children to take it in turns to call out the emotions.
a Ask children about the poem from the previous lesson. Encourage them to recite any parts of the poem they can remember and open the books to check.
Development
aRecording 74: Tell children that they are going to hear a recording of a girl talking about how her friends are feeling today. Play the recording the whole way through. Continue playing, pausing after each description for them to find the correct picture. Play the recording again for them to complete the answers. 
(top row) 3, 1, 4 (bottom row) 2, 5, 6
aExercise 2: Model the dialogue. Ask questions, e.g. Is he / she happy / hungry / scared? Ask children to work in pairs, take turns to point to the children in the pictures and ask and answer questions using the words in the word pool. Ask some pairs to talk before the class. 
a Exercise 3: Elicit to teach the contractions of “be”. Give more examples. Ask children to identify the contracted words and write the long forms. 
1 She is cold. 2 They are happy. 3 I am hungry.
4 We are thirsty. 5 You are brave. 6 He is sad.
Consolidation
a Spelling Quiz: Put pupils in teams. 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.
SEMESTER 2 – Unit 7 – Lesson 6 – Period 107
Lesson 6 – Listening Objectives: - Talking about feelings, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Feelings 
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Contractions:
I’m = I am
You’re = You are
He’s = He is
She’s = She is
We’re = We are
They’re = They are 
Resources
WORK BOOK p. 57
Teaching Aids:
- PMB p.27: Values w/sheet
- Feelings flashcards 64- 73
- Extra practical classroom activity: Board game
Introduction
a Board game: Give each pair of children a copy of board game How do you feel. Ask them to talk about feelings, using the target language. When one of the children moves to the Finish. The game is over.
aHold up flashcards 64- 73 in turn and ask the class questions about the boy / girl in the picture, e.g. Is he / she thirsty / hungry / sad? Get children answer the questions.
Development
aExercise 1: Remind children of the contractions of “be”. Ask them write the long form or short form for each sentence. Check the answers.
1 I am happy. I’m happy. 2 She is tired. She’s tired.
3 They’re sad. They are sad. 4 We are scared. We’re scared.
5 You’re hungry. You are hungry. 6 I am thirsty. I’m thirsty.
7 He’s cold. He is cold. 8 They are hot. They’re hot.
aExercise 2: Ask children How are you feel today? Children then read the words and tick or cross the words of their feelings. Go through the answers.
aExercise 3: Ask children to draw themselves and write sentences about their feelings. Children then work in pairs, talk about their feelings
E.g. Today I’m happy. Today I’m I’m  Today I’m not
Consolidation
aValues: Give a copy of the Values worksheet (PMB p. 27) to each student. Ask them to look at each pair of pictures and tick the correct picture. Encourage them to state a reason.
Ask them to look at the pictures of the exercise 2 and circle the word that best describes each person’s feeling. Check the answers.
2 hungry, 3 thirsty, 4 sad, 5 hot
SEMESTER 2 – Unit 8 – Lesson 1 - Period 108
Lesson 1 - Words Objectives: - Talking about outdoor activities
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Outdoor activities: ride a bike, ride a horse, skate (v), skateboard (v), play tennis, play football
Feelings 
ADDITIONAL VOCABULARY 
teach, behind, stop 
SENTENCE PATTERN
I can
Resources: 
CLASS BOOK/ p. 58
Teaching Aids:
- Outdoor activities flashcards 74-79; 
- Story Poster 8; 
- CD tracks 69 & 75- 77; 
- PMB p. 32_ Extra Activity 1 Worksheet
Introduction
a Sing If you're tired and you know it from page 54 to warm the class up.
a Ask children to retell the story with the class. Ask Who do Rosy and Tim see in the park? How do the babies feel? What do Rosy and Tim give the babies?
aUse flashcards 21-26 to elicit the vocabulary for this lesson. Hold them up one at a time for children to name the outdoor activities. If you wish, reinforce the meaning by miming the activities. Model any words and phrases that children do not know. Hold the flashcards up in a different order and repeat.
Development
aRecording 75: Ask children to look at the pictures that show the different outdoor activities. Play the first part of the recording for children to listen and point to the appropriate picture. Play the second part of the recording, pausing after each word for children to repeat. Play the recording all the way through for children to listen and point and then repeat the words. 
aRecording 76: Play the recording and teach the chant. Play the recording a second time for children to repeat the words in the gaps in the chant. Repeat (if necessary). Children say the chant as a class, without the recording.
aListen and read. Use Story poster 8. Encourage predictions about the story from different members of the class. Play the recording for them to listen and point to the speech bubbles in their Class Books. Check comprehension, e.g. Can Tim swim / skate / ride a bike? What does Grandpa teach Tim? Does Grandpa stay behind Tim?
Consolidation
a Extra Activity 1 PMB p. 32: Put children in pairs. Give each pair a copy of Extra Activity 1 Worksheet from PMB. Ask them to look and write; then ask and answer about what people can do. Check the class as a whole.