Giáo án Tiếng Anh 4 - Family & Friends - Tuần 34

( Tuần 34) (2013)
 ( Giáo trình anh văn 4 tiết/tuần) 
SEMESTER 2 – Unit 9 – Lesson 6 – Period 133
Lesson 6 – Listening Objectives: - Talking about food, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food 
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I've got;
I haven't got;
Question marks
Resources
WORK BOOK p. 69
Teaching Aids:
- Food flashcards 84-89
- Extra practical classroom activity: Board game
Introduction
a Board game: Give each pair of children a copy of board game Count to 100 Ask them to say the number or follow the instruction in each square. When one of the children moves to the Finish. The game is over.
a Children work individually. They look at the story on page 64 again and copy one sentence and one question, leaving out the full stops and question marks. Children then swap with a partner. They read the sentences and questions and complete the punctuation.
Development
aExercise 1: Remind children of question mark/ full stop. Ask them to read the sentences and write ? or . at the end of each sentence. Children then work in pairs and check the answers.
2.; 3?; 4.; 5?; 6?
aExercise 2: Children read the food words and circle the food they’ve got in their lunch box. Children then work in pairs, ask and answer about what they have got. Ask some children to talk in front of the class.
aExercise 3: Ask children to draw their lunch box and write sentences about what they have got in their lunch box. Children then work in pairs, asking and answering about their food. E.g. I’ve got a pizza in my lunch box. I’ve got a salad too. But I haven’t got a yogurt. 
Consolidation
 aGame: Play A long sentence. Ask children to work in groups of 4- 6. The first child says I’ve got a sandwich in my lunchbox. The second says I’ve got a sandwich and a salad in my lunchbox. Continue until they add all types of food in their box. 
SEMESTER 2 – Unit 9 – Lesson 6 – Period 134
Lesson 6 – Listening Objectives: - Talking about food, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Have you got..?
I’ve got
Resources
Teaching Aids:
- Food flashcards 84- 89
- PMB p. 35: Values w/sheet
Introduction
aGame: Play Slow reveal with the food flashcards 84- 89 to revise the food words.
Development
aExercise 1: Ask children to look at the four meals from Exercise 1 from the Values worksheet (PMB p. 35). Children then say Which meals are healthy? Using the scale and give points to each meal. Ask children to sit in groups of two desks, discuss about the healthy meal.
2 Ok (8 points); 3 Healthy (12 points); 4 Ok (6 points)
aExercise 2: Children do the exercise 2 from the Values worksheet (PMB p. 35). Ask them to read and draw the meal of the boy and that of the girl. Children then work in pairs, using the scale from exercise 1 and give points to each meal. Ask Which meals are healthy? Have children to answer the question. Encourage them to state any reason for a healthy meal.
Consolidation
aGame: Ask children to work in groups of 4- 6, one of them is the assistant and the others are customers. Customer children write down three to five types of food that make a healthy meal from this unit on their list. Children then play the roles of the assistant and the customers, using the target pattern e.g. Have you got ... ? I’ve got.. the customer child who can buy all types of food in his/ her list wins the game.
SEMESTER 2 – Review 3 - Period 135
 Objectives: - Reviewing target language and structures, Reading and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Writing
KEY VOCABULARY
Recycled vocabulary from Unit 7 to end of Unit 9
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
WORKBOOK p.70 & 71
Teaching Aids:
- All flashcards from 3 units
Introduction
aPlay Order the letters. Show the class a flashcard and elicit the word. Hide the card. Write the jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters. Call children to come to the board to write one letter at a time to complete the word. Repeat with different vocabulary from the flashcards.
Development
aReview activities: Photocopy and cut up the activities on p.70 & 71 of the Workbook. Have a copy of each exercise for each group of 4 children. Put children into groups of four. Hand out exercise 1 and give students 3 minutes to complete the activity together. When completed, ask them to pass their worksheet to another group of children to correct. Check the answers together as a class. The children then pass it back to the original group. 
Do this with the other three exercises. Check the answers together.
Exercise 1: 1c, 2f, 3a, 4e, 5b, 6d
Exercise 2: Hair: curly, blond, straight, long; Food: sandwich, pizza, chicken, salad; Feelings: hungry, scared, tired, hot; Toys: bike, skateboard, skates, football.
Exercise 3: 1sh, 2a, 3fr, 4u, 5th, 6br, 7gr, 8ch
Exercise 4: 2Yes, she is. 3Yes, he is. 4No, she isn’t. 5Yes, they are. 6No, they aren’t.
Consolidation
aGame: Play a miming game. Shuffle all of the flashcards. Ask one student to come out to the front of the class and secretly show them one flashcard. They must mime that word to the whole class. The first child to guess the word correctly can then come out and mime the next word.
SEMESTER 2 – Review 3 - Period 136
Objectives: - Reviewing target language and structures, Reading and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Writing
KEY VOCABULARY
Recycled vocabulary from Unit 7 to end of Unit 9
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
CLASS BOOK p.70 & 71
Teaching Aids:
- Flashcards from units 7- 9
Introduction
aPlay Hangman. Choose a word from the last 3 units and draw lines to represent each letter on the board. Tell children they can guess letters to fill in the word. If they are right you will write the letter in the correct place, if they are wrong you will draw a part of the hangman picture (or any picture you choose). If the picture is completed before they have guessed the word, they lose, if they can guess the word before the picture is finished, they win.
Development
aReview activities: Tell children they have 15 minutes to complete all the exercises, working in pairs. When they have finished they can change their books with another pair and correct each other’s as you check the answers with the whole class.
Exercise 1: 2computer, 3 thirsty, 4hungry, 5cupboard
Exercise 2: 2d, 3c, 4b, 5a
Exercise 3: 2a, 3b, 4a, 5b
Exercise 4: 2play, 3ride, 4fly, 5play, 6ride
Consolidation
aGame: Play Bingo. Showing flashcards to elicit the words they’ve learnt and write up about 20 on the board. Ask children to draw a bingo grid in their notebooks. Ask them to choose nine words and write one word in each box. Describe the words for children to listen and cross it off if they have it in their grid. The first child to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct.