Giáo án Tiếng Anh 4 - Family & Friends - Tuần 33

( Tuần 33) (2013)
 ( Giaùo trình anh văn 4 tiết/tuần) 
SEMESTER 2 – Unit 9– Lesson 4 - Period 129
Lesson 4 – Phonics Objectives: - Phonics - consonant blends gr, br, fr, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
Sounds - gr/br/fr
KEY VOCABULARY
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
WORKBOOK p.67
Teaching Aids:
- Phonics cards 23- 25
- CD Tracks 81
- Extra practical classroom activity: Sounds Fun
Introduction
a Hold up each of the phonics cards in turn, showing only the picture. Ask the class for the sound and the word. The whole class says the words.
a On three separate pieces on paper, write the letter combinations gr, br, and fr in large letters. Stick the papers to different walls in the classroom, making sure everyone can see them. Play the chant again. Whenever children hear a word
beginning with one of the sounds, they point to the appropriate piece of paper.
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.
2 brush, 3 frog, 4 grass
aExercise 2: Children look at the pictures and circle the letters at the beginning of each word. Children work in pairs and say the words.
2 br, 3 fr, 4 fr
aExercise 3: Ask children to look at the picture, write words to complete the chant. Check the answers. Ask the whole class to join in the chant.
2 bread, 3 juice, 4 grass, 5 frisbee, 6 friends
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 every two group one of the sounds br/ fr/ gr. Ask them to find more words with the sound. Encourage them to make a verse of the chant with those words.
SEMESTER 2 – Unit 9 – Lesson 5 - Period 130
Lesson 5 – Reading Objectives: - Asking and answering about food, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Food 
ADDITIONAL VOCABULARY
 much, olive, sure
SENTENCE PATTERN
Have you got...?
I’ve got
Resources
CLASS BOOK p.68
Teaching Aids:
- CD track 93
- Extra Practical classroom activity: Crossword pair activity
Introduction
a Play a game of Forwards and backwards (see page 21) to warm up the class and revise the numbers from the previous lesson.
aTalk about food with the class. Ask Do you like pizza / fries / sandwiches? What is your favourite pizza / sandwich? Ask children to look at the pictures in the story and encourage them to make predictions about what they are going to read, e.g. It's a story. A boy is in a pizza shop.
Development
aExercise 1: Ask children to look at the pictures again and tell you all the different types of food they can see. 
pizza, bananas
aRecording 93: Tell children that they are going to hear a recording of the text. Play the recording for children to listen and follow silently in their books. Play the recording a second time. Ask questions to check comprehension, e.g. Where is the boy? Has the man got a lot of food? Why not? What food does the boy buy? What drink does the boy buy? What's his favourite pizza?
aExercise 3: Explain to children that they are going to the text again and see what foods the man in the shop has got. Model the first one. Allow time for children to re-read the text and find out which food they have / haven't got and tick or cross each box. Go through the answers with the class.
 chickenû bananasü tomatoesû pizzaü milkshakeü
Consolidation
aCrossword pair activity: Ask children to work in pairs. Try to work out all the food and number words and write them down. They then work in pairs and go through the answers.
SEMESTER 2 – Unit 9 – Lesson 5 - Period 131
Lesson 5 – Reading Objectives: - Asking and answering about food, Reading skills 
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Food 
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Have you got...?
I’ve got
Resources
WORK BOOK p.68
Teaching Aids:
- PMB p.37: Extra Activity Worksheet
- Food flashcards 84- 89
Introduction
a Ask children if they can remember the story of the boy in the pizza shop. Ask Has the man got a lot of food? Why not? What food does the boy buy? What drink does the boy buy? What's his favourite pizza? Ask children to work in pairs. One child is the boy and the other is the man in the shop. Children act out the dialogue from the story together.
Development 
aExercise 1: Children are going to read about a boy and a girl looking in their lunch box. Ask them to guess what types of food each person has got. Ask children to open their Work Book and check their answers. 
aExercise 2: Children read the dialogue again, tick (✔) what they’ve got and cross (✘) what they haven’t got. Go through the answers.
aExercise 3: Children read the dialogue again, look through the statements and write true (T) or false (F). Go through the answers with the class.
1F, 2T, 3F, 4F, 5T, 6T
aReview numbers: Give students the PMB Extra activity 2 worksheet (p.37). Children write the numbers to do the puzzle and find out the mysterious number word (fifty- three). Children then write the number 53 in the box below.
Consolidation
aGame: Divide the class into groups of six. Tell children that they are the owners of a pizza or sandwich shop and they are going to design a new menu. Children discuss as a group what pizza toppings or sandwich fillings they would like to include. Children write their menu and illustrate it with pictures. One of the child show the menu for other children to come and buy food. 
SEMESTER 2 – Unit 9 – Lesson 6 - Period 132
Lesson 6 – Listening Objectives: - Asking and answering about food, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food 
ADDITIONAL VOCABULARY
buy
SENTENCE PATTERN
Have you got?; 
Has s/he got?; 
Yes, s/he has; 
No s/he hasn't; 
Yes, we have; 
No, we haven't;
Resources
CLASS BOOK p.69
Teaching Aids:
- CD track 94
- Extra practical classroom activity: Spelling quiz
Introduction
a Children write down three types of food from this unit. Children work in pairs. One child is the customer and the other is the assistant. Children ask and answer. e.g. Have you got ... ? I’ve got.
a Ask children about the story from the previous lesson. Ask What does the boy want? Has the man got tomatoes / chicken / olives / bananas? What is the boy's new favourite pizza? Children look at the picture in Exercise 1 and tell you what they see (different types of food) and guess what they’re going to listen to.
Development
aRecording 94: Children are going to hear a recording of a boy and girl buying fruit. Play the recording for children to write Yes for the food the assistant has got and No for the food the assistant hasn't got. Ask children to listen again and complete their answers. 1 Yes 2 No 3 No 4 Yes 5 Yes 6 No
aExercise 2: Model the dialogue. Ask Have you got apples? Yes, we have. Ask children to work in pairs, take turns to point to the different fruits in the picture, ask and answer questions using the words in the box. Give feedback. 
a Exercise 3: Elicit to teach question mark or full stop. Write Can you skate / I like pizza / He hasn't got a bike. Ask children to add the question marks and full stops. Ask children to look at the exercise and draw the question marks and the full stops. Go through the answers with the class.
1 Has he got an apple? 2 She's got an orange. 3 We like fruit.
4 Do you like figs? 5 Can you ride a bike? 6 I can't ride a horse.
Consolidation
a Spelling Quiz: Put pupils in teams. Nominate a ‘secretary’ in each group. 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.