Giáo án Tiếng Anh 4 - Family & Friends - Tuần 31

( Tuần 31) (2013)
 ( Giáo trình anh văn 4 tiết/tuần) 
SEMESTER 2 – Unit 9 – Lesson 1 - Period 121
Lesson 1 - Words Objectives: - Talking about food
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food: salad, fries, pizza, milkshake, chicken, cheese sandwich
ADDITIONAL VOCABULARY 
 don't worry, naughty
SENTENCE PATTERN
Have you got?
Has he got?
Resources: 
CLASS BOOK/ p. 64
Teaching Aids:
- Food flashcards 84-89; 
- Story Poster 9; 
- CD tracks 79 & 85- 87; 
- PMB p. 36_ Extra Activity 1 Worksheet
Introduction
a Sing Where is my teddy bear? from page 60 to warm the class up.
a Ask children to retell the story with the class. Ask What can Tim do? Can he ride a bike? Does Grandpa teach him to ride a bike?
aUse flashcards 84- 89 to elicit the vocabulary for this lesson. Hold them up one at a time for children to name the different types of food. Model any words that children do not know. Hold the flashcards up in a different order and repeat.
Development
aRecording 85: Ask children to look at the pictures of the different kinds
of food. 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 86: 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 9. 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. Where are Mum, Rosy and Billy? Does Rosy give Billy a sandwich? Does Billy eat the sandwich?
Consolidation
a Extra Activity 1 PMB p. 36: Put children in pairs. Give each pair a copy of Extra Activity 1 Worksheet from PMB. Children play a guessing game and ask to find out what types of food Sam, Tim, Ben, Ken, Tom, Len has got. E.g. Has he got fries? Yes, he has. / No, he hasn’t. Check the class as a whole.
SEMESTER 2 – Unit 9 – Lesson 1 - Period 122
Lesson 1 - Words Objectives: - Talking about food
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY 
SENTENCE PATTERN
I have got.
Resources: 
WORK BOOK/ p. 64
Teaching Aids:
- Food flashcards 84-89;
Introduction
a Play A long sentence. Stick the flashcards 84- 89 on the board. Ask children what types of food they have got. The first child says e.g. I’ve got chicken. The second continues e.g. I’ve got chicken and salad. Continue around the class.
a Divide the class into six groups, one for each type of food. Tell children that they have that type of food in front of them and they are about to eat (or drink) it. Play the recording for children to do the chant again. When their food is mentioned, they mime eating or drinking it.
Development
aExercise 1: Ask children to look at the pictures carefully, identify the types of food (milkshake, salad, chicken, pizza, fries, and cheese sandwich) and number the pictures. Children then work in pairs to compare their works.
aExercise 2: Ask children to look at the pictures, identify the types of food and write the words to complete the puzzle. Go through the answers with the class.
1 salad, 2 sandwich, 3 chicken, 4 milkshake, 5 pizza, 6 fries
Consolidation
aGame: Play a version of What’s missing? (see page 20) with the class, using flashcards 84- 89. Tell the class that you are going to have a picnic, but there are some very hungry birds in the trees. Put the cards on the board for children to say what you have got in your picnic. Take the cards down, remove one, and put them back on the board. Ask the class to tell you what the birds have taken from your picnic. 
SEMESTER 2 – Unit 9 – Lesson 2 - Period 123
Lesson 2 - Grammar Objectives: - Asking and answering questions about food
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food 
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Have you got?; 
Has s/he got?; 
Yes, I have;
 No, I haven't
Resources: 
CLASS BOOK/ p. 65
Grammar Reference Ex. 9/ p. 75
Teaching Aids:
- Food flashcards 84- 89
- Story Poster 9
- CD track 87
Introduction 
a Draw the outline of a table on the board. Invite individual children to come to the front of the class and draw different foods on the table. Point to the different foods for children to say them aloud.
a Ask children if they can remember what happened in the story in the last lesson. Show Story poster 9 to encourage ideas. Cover the poster and ask children which types of food were mentioned in the story.
Development
aExercise 1: Ask children to turn to the story on page 64 of their Class Books. Play the recording, pausing for children to repeat. Divide the class into groups of three to play the parts of Mom, Rosy and Billy. Decide on the actions for the story. Children practise acting out the story. Check children’s work. 
aExercise 2: Ask children to look at the pictures in the Let's learn! Box. Elicit to teach the pattern Have you got a cheese sandwich? Has he got a salad? Has she got milkshake? Encourage children to make new sentences and questions.
 aWriting: Ask children to look at the pictures and tell you what foods the children have got. Model the first one. Then ask them to read the questions and write the correct answers in the bubbles. Go through the answers with the class. 
1 Yes, I have. 2 No, I haven't.
aExercises 4: Ask the class to look at the pictures and identify the food the children have got. Ask them to read the questions and choose the correct answer from the word pool. Ask the questions for the class to reply in chorus.
1 No, he hasn't. 2 Yes, he has. 3 Yes, she has. 4 No, she hasn't. 5 No, he hasn't
Consolidation
a Grammar Reference: Ask children to open their Class Books to p.75 and do the Unit 9 Grammar activity to practice the target structure further.
SEMESTER 2 – Unit 9 – Lesson 2 - Period 124
Lesson 2 – Grammar Objectives: - Asking and answering questions about food
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food 
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Have you got?; 
Has s/he got?; 
Yes, I have;
 No, I haven't.
Resources: 
WORK BOOK/ p. 65
Teaching Aids:
- Food flashcards 84- 89
Introduction
a Give six children a food flashcard each. Ask them to stand up and show their flashcards to the class. Ask the class Has he / she got salad / pizza / a milkshake? Give the flashcards to six different children. This time ask Have you got fries / a cheese sandwich / a pizza?
Development
a Exercise 1: Ask children to look at the pictures and identify the types of food each person has got. They then write the answer for each of the picture. Children then work in pairs and practise asking and answering. 
1 Yes, she has. 3 No, he hasn’t. 4 No, she hasn’t.
aExercise 2: Ask children to order the words to make meaningful sentences and then match each sentence to the appropriate picture. Children then work in pairs and compare the answers. 
1d Have you got a pizza? 2c They like the sandwiches. 
3b He hasn’t got his fries. 4a I’m not hungry.
Consolidation
aSpeaking activity: Play Find someone who has got or hasn’t gotAsk children to sit in group of 4 -6. Children ask around if their friends have got or haven’t got something. E. g. Have you got a milkshake? Have you got fries? Their friends answer Yes, I have. / No, I haven't. They then take notes of their friends’ food and report about their group. Children can point to the friends they are talking about.