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

( Tuần 4) (10/9-14/9/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 3 - Period 13
Lesson 3 – Words Objectives: - Describing someone's appearance
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Appearance: long, short, blond, brown, curly, straight
ADDITIONAL VOCABULARY
SENTENCE PATTERN
She's got;
He's got...
Resources:
P 68- Picture Dictionary 1- My friends and shapes
Teaching Aids:
- Shapes flashcards 7-10; 
- PMB p.2 Extra Writing worksheet
- Extra Practical Classroom Activities: Bingo
Introduction
aPut the flashcards around the room, on the walls. Show some parts of a real object or point to a real object. E.g. A door. Children point to the corresponding flashcard and say the shape of the object. E.g. rectangle.
aPlay Bingo again to revise the vocabulary and sentence structures 
Development
aPicture Dictionary: Ask children open their Workbooks to p.68. Tell them to colour in the hair styles (Number 1, My friends and shapes) and then tell them to point and describe the persons, using the target sentence structures with their partner.
aWriting Exercise 1: Children do the exercise 1 from the Extra writing worksheet, circling the odd one out and writing the correct word. Elicit the spelling and ask four individual children to come up and write the words on the board.
aWriting Exercise 2: Children do the exercise 2 from the Extra writing worksheet and write sentences to describe each person.
Consolidation
aWriting extension: Children draw three more persons in their notebook. They then give their notebook to their partner. Their partner writes below each picture, She’s got long hair. It’s brown. They then swap back again and tick the sentences if they are correct.
SEMESTER 1 – Unit 1 – Lesson 4 - Period 14
Lesson 4 – Phonics Objectives: - Phonics - digraphs th, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
Sounds th
KEY VOCABULARY
Three, bath, teeth
ADDITIONAL VOCABULARY
Sound
SENTENCE PATTERN
Resources
CLASS BOOK p.11
Teaching Aids:
- Phonics cards 1-3
- CD Tracks 10-11
Introduction
aTell children that today they will be looking at the letters th that represent the sound /θ/. Write th on the board in large letters. Model the sound for children to repeat. Hold up phonics cards 33-35 one at a time, saying the words for the class to repeat. Hold them up in a different order and repeat.
aVocabulary: Ask children to look at the words that contain the letters th in their Class Books. Elicit the words on the phonics cards and say the letter names and sounds for children to repeat. Use the cards in order and then out of order to drill the first letter sounds and the words.
Development
aRecording 10: 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 11: Children join in with the chant. Put the three cards around the room and children point as they say the chant. 
aExercise 3: Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words.
a Exercise 4: Ask children to look at the picture and circle the correct sound. Go through the answers with the class. 1.th _2. t_ 3. th_ 4. s
Consolidation
aPhonics activity: Write the words from Exercise 4 on the board. Theo, ten, three, slide. Ask children to work in groups in 3 minutes. Ask each group to find more words which have the same sounds as the words listed. The group who can find more words win the game.
SEMESTER 1 – Unit 1 – Lesson 4 - Period 15
Lesson 4 – Phonics Objectives: - Phonics - digraphs th, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
Sounds th
KEY VOCABULARY
Three, bath, teeth
ADDITIONAL VOCABULARY
Sound
SENTENCE PATTERN
Resources
WORKBOOK p.11
Teaching Aids:
- Phonics cards 1-3
- Extra Practical Classroom Activities: Sounds Fun
Introduction
aShow the phonics cards and elicit the words again. Ask individual children to come to the front and write the letters on the board.
aAsk the children to trace the letters in the air and say the sounds as they do so.
Development
aJoin the letters th: Children do exercise 1, join the letters th to help Theo collect his ducks.
aExercise 2: Children do the exercise and write the words. Put the children in pairs and ask them to point and say the words.
aExercise 3: Children write the words with th to complete the chant about Theo. Then children sit in groups of 4 -6 to join in with the chant.
aSounds Fun: This is a dictation activity. 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: Ask children to work in groups of two desks. Ask each group to find more words which have the same sound th. Encourage children to make the words into a chant. In turns, the group come before the class, join in with their own chant.
SEMESTER 1 – Unit 1 – Lesson 5 - Period 16
Lesson 5 – Reading Objectives: - Describing someone's appearance, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Appearance
ADDITIONAL VOCABULARY
dear, best, tall, picture, great, tell, from 
SENTENCE PATTERN
I've got..;
She's got;
He's got...
Resources
CLASS BOOK p.12
Teaching Aids:
- Flashcards 1-6
- CD Track 12
- Extra Practical Classroom Activities: Word search pair activity
Introduction
aPlay Slow reveal (see page 20) with the class using flashcards 1-6 to revise vocabulary from the unit.
aAsk children to look at p 12 and tell you what they can see (a letter and a picture). Ask them to look at the bottom of the letter to see who wrote it (Sally). Ask Where are the children? Encourage them to name the park things in the background and predict what the letter is about (Sally is describing her friends).
Development
aExercise 1: Ask children to look at the picture again and to count the friends in the foreground of the picture.
aRecording 18: Explain that children are going to listen to Sally reading
her letter. Play the recording for them to listen and follow silently in their books. Check comprehension by asking Who is the letter to/ from? Who is Sally's best friend? Is Toby short? Where is Sally in the picture? 
aExercise 3: Ask children to look at the picture in Exercise 2 again. They read
the letter again and write down the names of the other children. Go through the answers with the class. 1 Peter 2 Isabel 3 Polly 4 Toby 5 Sally
Consolidation
aWord search air activity: Give half the class the ‘A’ sheet and half the class the ‘B’ sheet. Each child works with their worksheet to find the five words in the word search grid, circling the words in the box as they do so. Once all the children have finished, they work with a partner (‘A’s’ with ‘B’s’). They do not show their worksheets to each other. They take turns to dictate their words and look for those words in the grid. At the end of the activity, they should all have found the ten words. Check together as a class to elicit all ten words.