Giáo án Tiếng Anh 4 - Family & Friends - Tuần 29

( Tuần 29) (1 – 5 /04/2013)
 ( Giáo trình anh văn 4 tiết/tuần) 
SEMESTER 2 – Unit 8 – Lesson 3 - Period 113
Lesson 3 – Words Objectives: - Describing locations of toys
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Toys
Prepositions of place: behind, in front of, next to, between
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Where is?
Resources
WORKBOOK p.60
Teaching Aids:
- Prepositions of place flashcards 80- 83
- CD Track 79
Introduction
a Ask five children to come to the front of the class. Give four of them a preposition flashcard and the fifth child the teddy bear. Play the recording 79. Every time children hear the word on their flashcard mentioned, they hold the card up; every time the teddy is mentioned, the child holds it up. On the final line of the song, when the girl finds her teddy bear, the child throws the teddy up into the air and catches it.
Development
aExercise 1: Ask children to open their workbook at the page 54. Ask them to look at the pictures, describing the locations of the teddy. They then match the prepositions of place to suitable pictures. Ask them to work in pairs, ask and answer about the locations of the teddy.
1a, 2d, 3e, 4c, 5f, 6b
aExercise 2: Ask children to look at the pictures carefully and describe the locations of the toys, using the prepositions of place. Children then write the prepositions to complete the sentences. They then work in pairs, ask and answer about the locations of the toys in the room. E.g. Where is the book? It’s next to the teddy. Ask some of the pairs to talk before the class.
2 on, 3 under, 4behind, 5in front of, 6 between
Consolidation
a Game: Play Where is my? Ask one child to come in front of the class and hide a toy (e.g. teddy bear) somewhere in the classroom while her/ his friends close their eyes. The child then asks Where is my teddy bear? for the whole class to find where it is. When any of the friends finds out the teddy. He/ She says It’s behind the bag / next to the door / between the books. Repeat several times with other children and different toys. 
SEMESTER 2 – Unit 8 – Lesson 3 - Period 114
Lesson 3 – Words Objectives: - Describing the locations of toys, talking about outdoor activities
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Outdoor activities;
Prepositions of place: behind, in front of, next to, between
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Can; can’t;
Resources:
P 72- Picture Dictionary 8- Outdoor activities
Teaching Aids:
- Extra Practical Classroom Activities: Bingo
- PMB p. 30 Extra Writing w/sheet 
Introduction
aPlay Bingo again to revise outdoor activities and prepositions of place. 
Development
aPicture Dictionary: Ask children open their Workbooks to p.72 (Number 8, Outdoor activities). Tell them to look at the pictures, point and say the words. E.g. play soccer, play tennis, ride a bike, ride a horse, skate, and skateboard. Children then work in pairs and talk about the activity in each picture. E. g. They can play soccer. They can play tennis. She can ride a bike.
aWriting Exercise 1: Children do the exercise 1 from the Extra writing worksheet. Ask them to look at the pictures, color and describe the locations of the items in the room. Ask children to work in pairs, ask and answer about the locations of the items. 
aWriting Exercise 2: Ask children to look at the pictures, identify what Molly and James can or can’t do. They then complete the questions and write the answer for each question. Children then work in pairs and practise asking and answering about outdoor activities. .
1 Can Molly ride a bike? Yes, she can. 2 Can James play soccer? Yes, he can.
3 Can Molly play tennis? No, she can’t. 4 Can James ride a horse? No, he can’t.
5 Can Molly skateboard? Yes, she can. 6 Can James ride a bike? No, he can’t.
Consolidation
aSpeaking and writing extension: Ask children to sit in groups of 4. Each child talks about their outdoor activities. E. g. I can play soccer. I can’t skate. The other children listen to him and report. E. g. He can play soccer. He can’t skate. Children take turns to talk about themselves for their friends to report. Ask children to write sentences about themselves and about their friends. 
SEMESTER 2 – Unit 8 – Lesson 4 - Period 115
Lesson 4 – Phonics Objectives: - Phonics – CVC words a/ e/ i/ o/ u, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
Vowel sounds –a/ e/ i/ o/ u
KEY VOCABULARY
cat, van, peg, bed, bin, fig, mop, dog, bus, jug
ADDITIONAL VOCABULARY
 by
SENTENCE PATTERN
Resources
CLASS BOOK p.61
Teaching Aids:
- Phonics cards 19- 22
- CD Tracks 71, 80- 82
Introduction
a Play the CD Track 71 and say the chant from Class Book page 55 to energize the class and revise the sounds ch/ sh/ th.
a Revise the sounds made by the letters a, e, i, o, and u. Elicit the CVC words for this lesson using the phonics cards.
Development
aRecording 80: Play the first part of the recording for children to listen and point to the pictures. Play the second part of the recording for children to repeat the sounds and words in chorus. Play the recording all the way through for children to point to the words and then repeat them. 
aRecording 81: Ask children to look at the picture and tell you what they can see. Present the chant. Play the recording for children to listen to the chant. Play the recording again for children to join in. Repeat (more than once if necessary).
aExercise 3: Ask children to look at the chant again. Focus attention on the first line to find the middle sound /ỉ/, then circle the a in the word cat. Ask children to read the rest of the chant and circle the other examples of a, e, i, o, and u. Listen again and check.
aRecording 72: Ask children to look at the pictures and identify the objects. Ask What's the middle sound of bed? to elicit /e/ and circle around the letter e. Allow time for children to look at the rest of the pictures and circle the letter that represents the middle sound. Listen and check. 1e, 2o, 3a, 4u, 5i, 6e
Consolidation
aPhonics activity: Divide the class into 5 big groups. Assign each group one of the sounds a/ e/ i/ o/ u. Ask each group to find more words with the sound. Encourage them to make another version of the chant.
SEMESTER 2 – Unit 8– Lesson 4 - Period 116
Lesson 4 – Phonics Objectives: - Phonics - CVC words a/ e/ i/ o/ u , Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
Vowel sounds –a/ e/ i/ o/ u
KEY VOCABULARY
cat, van, peg, bed, bin, fig, mop, dog, bus, jug
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
WORKBOOK p.61
Teaching Aids:
- Phonics cards 19- 22
- CD Tracks 71
- Extra practical classroom activity: Sounds Fun
Introduction
a Divide the class into five groups, one for each of the sounds /e/, /i/, /u/, /o/, and /ỉ/ . Ask children to look at the chant and find the lines containing their sounds. Do the chant again. Each group says the lines containing their sound.
Say the chant once more. This time they stamp their feet each time they say a word with their sound.
a Play Phonics matching (see page 20) with the cards from this lesson.
Development
aExercise 1: Ask children to look at the letters, say the sound, say the words and circle the word that contains that sound. The whole class checks the answers. 1 a cat, 2 e bed, 3 i fig, 4 o dog, 5 u bus
aExercise 2: Children look at the pictures and write in the missing letters. Children work in pairs and say the words.
2 a, 3 o, 4 i, 5 a, 6 I, 7 u, 8 e
aExercise 3: Ask children to look at the picture, say the word and find the word that rhymes. They them works in pairs, check the answers.
2 van, 3 peg, 4 fig, 5 bin, 6 dog
aSounds Fun: Children listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. Check as a whole class once the dictation activity has finished. You could write the sounds on the board and ask individual children to come up and write the words.
Consolidation
aPhonics game: Divide the class into 6 groups. Assign each group one pair of the rhymes from the Exercise 3. Ask them to make a verse of the chant with each pair of the rhymes. E. g. rug/ jug à A jug, jug, jug is on a rug rug. Ask the whole class to join in their own chant.