Giáo án Tiếng Anh 4 - Family & Friends - Tuần 5

SEMESTER 1 – Unit 1 – Lesson 5 - Period 17
Lesson 5 – Reading Objectives: - Describing someone's appearance , Reading and writing 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
WORKBOOK p.12
Teaching Aids:
- PMB p.5 Extra Activity 2 Worksheet 
Introduction
aPicture dictation: Give out blank pieces of paper to each child. Read a description of a boy slowly, e.g. He's small. He's got blue eyes. He's got short, curly hair. It's brown. Children listen to the description and draw and colour what they hear. Repeat with a description of a girl. Children turn over their papers to use the back. At the end, children compare their pictures.
Development
aExercise 1: Ask children to look at the picture and ask How many friends? Their names? Explain that Freddy is talking about his friends.
aExercise 2: Children read the passage carefully and tick the words which Freddy uses to describe his friends. Go through the answers with the class.
aExercise 3: Children now look back to Exercises 1 and 2, write the names of Freddy’s friends. Then color the pictures.
aWrite and draw: Give students the PMB activity 2 worksheet. Children read the description of each person, draw the picture and colour it. They then work in pairs to check each other’s work.
Consolidation
aFind someone who: Children work in groups of 4-6. Ask them to draw a table of 6 columns (long/ short/ blond/ brown/ curly/ straight). One child in the group says Find someone who has got short hair. The others will shout the name of the person with short hair. They write the names in the appropriate columns.
Ask one child from each group to report before the class.
( Tuần 5) (17/09-21/09/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 6 - Period 18
Lesson 6 – Listening Objectives: - Asking and Answering questions about appearance, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Appearance;
ADDITIONAL VOCABULARY
 Jumper
SENTENCE PATTERN
I've got..;
She's got;
He's got...
Resources
CLASS BOOK p.13
Teaching Aids:
- CD track 13
Introduction
a Ask a child to come before the class. Ask the class to describe him / her, e.g. She's got blond hair. She's got blue eyes. She's tall. Repeat with other children. 
a Ask children what they can remember from the reading text in the previous lesson. Encourage them to describe as many of Sally’s friends as they can.
a Ask children to look at the picture on page 13. Point to the different children for the class to describe them. Explain that they are the same children from the previous lesson. Ask what their names are.
Development
aRecording 13: Tell children that they are going to hear a recording of people describing the children in the picture. They must number the children in the order they hear them described. Check together. 1 Sally 2 Peter 3 Toby 4 Isabel
aExercise 2: Model correct intonation of the speech bubbles for the class. Ask a pair of children to read the dialogue aloud for the class. Ask children to work in pairs; take turns to ask and answer similar questions about the children in Exercise 1. Ask some of the pairs to ask and answer questions for the class.
a Exercise 3: Copy I've got blue eyes and She's got black hair onto the board. Circle I've and She's. Ask children what the long forms are. Write the long forms next to each sentence. Children do Ex 3. Go through the answers. 1 b 2 d 3 a 4 c
• Ask children what words 's and ‘ve are short for (has and have) They fill in the answers in their books. 's = has, 've = have
Consolidation
a Sentence circle: Children work in groups of 2 desks. Ask the first child to make a sentence to describe himself. I have (I’ve) got one sister. The second child reports the first one’s word. He has (He’s) got one sister. Then this child describes himself for the third one to report. And this continues. Children take turns to report the others’ descriptions and describe themselves.
SEMESTER 1 – Unit 1 – Lesson 6 - Period 19
Lesson 6 – Listening Objectives: - Describing someone's appearance, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Appearance;
ADDITIONAL VOCABULARY
 Jumper
SENTENCE PATTERN
I've got..;
She's got;
He's got...
Resources
WORKBOOK p.13
Teaching Aids:
- PMB p.3 Values worksheet
Introduction
a Sentence circle: Children work in groups of 2 desks. Ask the first child to make a sentence to describe himself. I have (I’ve) got one sister. The second child reports the first one’s word. He has (He’s) got one sister. Then this child describes himself for the third one to report. And this continues. Children take turns to report the others’ descriptions and describe themselves.
Development
aExercise 1: Children read the sentences and then write the short form.
aExercise 2: Children think about a best friend. Circle the words to describe this friend.
aExercise 3: Ask children to draw the friend, color and write sentences about this friend. Ask each child to find a partner and read the sentences to their partner.
Consolidation
aValues: Give a copy of the Values worksheet to each student. Ask them to follow the instructions and circle the good actions, eliciting some of them before they start the activity. Check the answers together as a class.
Then ask them to do exercise 2, draw a friend and write sentences to describe him/ her. 
SEMESTER 1 – Unit 2 – Lesson 1 - Period 20
Lesson 1 - Words Objectives: - Identifying and describing zoo animals
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Zoo animals: elephant, giraffe, monkey
Descriptive adjectives: big, tall, little
ADDITIONAL VOCABULARY
 Zoo, funny
SENTENCE PATTERN
I like; 
I don't like; 
Resources: 
CLASS BOOK/ p. 14
Teaching Aids:
The zoo flashcards 11-16; Story Poster 2; 
CD tracks 14-16; 
PMB p. 8_ Extra Activity 1 Worksheet
Introduction
aSing It’s a square! (p.106) to warm the class up.
aTalk about zoos with children. Ask Do you like zoos? What animals can you see at the zoo? Use flashcards 11-13 to elicit the zoo animals for this lesson. Hold them up one at a time and ask What's this? Model any words that children do not know. Use flashcards 14-16 to elicit the adjectives. Hold them up one at a time for children to say the words.
Development
aListen, point and repeat. Ask children to look at the flashcards of the different animals and the adjectives. Play the 1st part of the recording for children to listen and point to the appropriate card. Play the 2nd part of the recording for children to repeat. Play the recording all the way through again for children to listen and point and then repeat the words in chorus. 
a Listen and chant. Play the recording for children to listen to the chant. Play the chant a second time for children to say the words. 
aListen and read. Use Story poster 2 to present the story. Ask Who can you see? Where are they? What's happening? Encourage predictions from different members of the class. Ask children to look at the poster, listen to the recording, point to each speech bubble. Ask Where is Rosy and her family? Does Billy like elephants / giraffes / monkeys? Why?/ Why not? Ask children to open their Class Books, listen again and follow the words in the story.
Consolidation
a Extra Activity 1. Ask children to work in pairs, read and draw two routes to the ice cream shop, choose their own route and then talk to their partner.