Giáo án Tiếng Anh 4 - Family & Friends - Tuần 3

( Tuần 3) (3/9-7/9/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 2 - Period 9
Lesson 2 - Grammar 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
SENTENCE PATTERN
She’s got
He’s got
Resources: 
CLASS BOOK/ p. 9
Teaching Aids:
p.74: Grammar Reference Ex. 1;
My friends flashcards 1-6;
Story Poster 1; 
CD track 7
Introduction
aDo exercise 1. Children listen again to the story and follow Story Poster 1.
a Play Board slap with the children. Put the appearance flashcards on the whiteboard and bring up two teams of 3 children to the front. Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word. The first child to touch for their team wins a point.
Development
aExercise 2: Look at exercise 2 and hold up different flashcards asking children to describe the person in each flashcard. E.g. She’s got long hair.
aWriting: Put flashcards on the board again and write a gapped sentence like the ones in the Class Book, e.g. She _____ straight hair. He _____ curly hair. Elicit the target structure and get two children to come to the front to write the missing words. Children then do Exercise 3.
aExercises 4: Children look at the pictures from Exercise 3. Say curly hair Children point to the appropriate pictures. Model the dialogue. PW: one says what each person has got/ hasn't got; the other guesses the number.
aPronunciation: Focus on the contractions of He has got (He’s got) and He has not got (He hasn’t got) and have children practicing the words as a class, groups and pairs. 
Consolidation
a Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 1 Grammar activity to practice the target structure further.
aGame: Ask a child to come before the class. He chooses a flashcard and keeps secret. The class will say what each person has got / hasn't got. When they say correctly, the child shows the flashcard and it is the next child’s turn. 
SEMESTER 1 – Unit 1 – Lesson 2 - Period 10
Lesson 2 – Grammar 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
SENTENCE PATTERN
She’s got
He’s got
Resources: 
WORK BOOK/ p. 9
Teaching Aids:
My friends flashcards 1-6;
Introduction
aPlay Snap with appearance flashcards. Say what each person has got. Show the flashcards one by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game.
Development
a Exercise 1: Ask children to read the descriptions of Sarah and Rick in Exercise 1 carefully and then draw and color them.
aExercise 2: Ask children to look at the pictures of Sarah and Rick again and write what each person has got or has not got. Ask all children to write the answers in their workbook. Some children may go to the board and write the complete sentences. 
Consolidation
aGame: Ask children to work in groups of four to six. They take turns to describe a member of the group while the rest of the group guess who it is. E.g. The first child says: She’s got long hair. It’s straight and black. She’s got brown eyes Other group members say: It’s Lan. 
Ask some of the children to describe a member of their group for the class to guess. 
SEMESTER 1 – Unit 1 – Lesson 3 - Period 11
Lesson 3 – Song Objectives: - Identifying and describing shapes, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Shapes: circle, rectangle, triangle, square
ADDITIONAL VOCABULARY
side, the same, smooth, round. just
SENTENCE PATTERN
It's got...; 
It hasn't got;
They're...
Resources
CLASSBOOK p.10
Teaching Aids:
- Shapes flashcards 7-10; 
- CD tracks 8-9
- Extra Practical Classroom Activities: Song work sheet
Introduction
aPlay Simon says... (see Teacher’s Book page 20) to warm up the class, using instructions children have already learnt.
aUse flashcards 7-10 to introduce the new words. Hold up each one and say the words for children to repeat. E.g. circle, rectangle, triangle, square. Draw one of the shapes on the board, with one side missing. Ask a child to come to the front and draw the missing side. The class calls out the name of the shape. Repeat with the rest of the shapes.
Development
aRecording 8: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio.
aRecording 9: Use the song worksheet (without opening the Class Book) where children listen and fill in the correct words. After that ask children to sing along with the CD and then sing together without the CD audio.
aSing and act: Tell children they are going to sing the song again, but this time they are going to do the actions. E.g.: It's got three/ four sides - hold up right number of fingers It hasn't got sides - shake heads. It's a square /circle /rectangle /triangle! - draw shapes in the air.
Consolidation
 aDrawing: Tell children that they are going to make pictures out of the shapes in this lesson. Divide the class into groups of four to six. Give each child a piece of plain paper and each group a selection of coloured shapes and a glue stick. Children make pictures by sticking the shapes onto their piece of paper.
SEMESTER 1 – Unit 1 – Lesson 3 - Period 12
Lesson 3 – Words Objectives: - Identifying and describing shapes, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Shapes: circle, rectangle, triangle, square
ADDITIONAL VOCABULARY
SENTENCE PATTERN
It's got...; 
It hasn't got;
They're...
Resources
WORKBOOK p.10
Teaching Aids:
Shapes flashcards 7-10; 
Introduction
aSing the song from Class Book p.10 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the four flashcards (circle, rectangle, triangle, square) and every time they hear their word they hold the card up in the air.
aRemind children of asking and answering about quantity. Ask children to look at Exercise 1 of the Work book. Elicit the structure and write on the board. Model the structure with a child. E.g. (Teacher asks): How many squares? (The child answers): 4.
Development
aExercise 1: Ask children to open their workbook at the page 10. Ask them to find and count the shapes. Children work in pairs, point to each shape and ask How many (triangles)? Their partner answers Five. Then they write the answers in their books.
aExercise 2: Children look at the picture from Exercise 1 again. Read the sentences carefully and complete them. They then write the answers in the gaps. Children can work in pairs to check the answers with their partner.
Consolidation
a Game: Ask children to work in groups of 4 -6. Give a set of shape cards (more than one for some of the shapes) to each group. Ask a child to show their group a shape. E.g. a square. Their group describes it. E.g. It’s got four sides. They’re all the same. Then the child asks How many squares? And the group answers. E.g. Three. Children take turns to practice in groups.