giao n tieng anh 4 tuan 10 21 Thuy van

1.Structure: I can… 2.Vocabulary: Verbs recycled write, draw, sing III/ Teaching Aids: CD tracks 49 - 50, Number flashcards 45- 53 IV/ Steps of teaching: 1.Warm up and reviews: - Recite [r]

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- Identifying foods and asking about likes and dislikes

II/ Language contents:

2.Vocabulary: Foods and drinks: rice, meat, carrots, yogurt, fish, bread

III/ Teaching Aids: CD tracks 23- 25, My friends flashcards 20 - 25; Story Poster

3;

IV/ Steps of teaching:

1.Warm up and reviews:

- Sing Open my lunch box! to revise the food vocabulary they already know Ask

What other food words do you know? Make a list on the board.

2 Presentation:

- Use flashcards 20-25 to elicit the vocabulary for this lesson Hold them up one at

a time and ask What's this? Model any words children don't know Hold the

flashcards up in a different order and repeat.

3 Practice:

Listen , point and repeat.

-Ask children to look at the pictures of the different food items Play the first part

of the recording for children to listen and point to the appropriate picture Play the second part of the recording for children to

1.Structure: Yes, I do No, I don’t.

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repeat Play the recording all the way through again for children to listen and point and then repeat the words in chorus.

Listen and chant.

- Play the recording for children to listen to the chant They can clap the rhythm as

they listen Play the chant a second time for children to say the words This time they can point to the correct flashcard as they hear the word Repeat (more than

once if necessary)

-Lesson One – Period 38

I/ Aims:

3;

- Ask children to say the chant again When they hear the name of a food they like,

they rub their tummies When they hear the name of a food they don't like, they shake their heads

2 Presentation:

Listen and read

- Use Story poster 3 to present the story Ask Where are the

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family? What's happening? Encourage predictions from different members of the

class Ask children to look at the poster while you play the recording for them to listen Point to each speech bubble in turn as you hear the text Ask

comprehension questions, e.g Does Billy like carrots? Does Billy like yogurt?

Does Billy eat his carrots? Where does the yogurt go?

3 Practice:

-Ask children to work in pair the dialogue.

- Ask children to work in groups of 4 – 6 In turns, they talk about the food they

like or dislike A secretary takes notes of the likes/ dislikes Ask one child from each group to report before the class

4 Production:

Play What have I got? with the class (see page 20) If they name the food within

three guesses, they get one point If they don't, you get one point Hold up each flashcard in turn so that children can only see the back Ask different children

What's this? Children answer Is it a ? until the object has been guessed correctly.

Keep a record of the score on the board

V/ Extension: -

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Thursday, November 3 rd , 2016

Unit 3: ( cont )

Lesson Two – Period 39

I/ Aims:

3;

- Draw foods from the previous lesson on the board Have children guess what it is.

Ask individual children to tell the class I like / don't like carrots, etc

2 Presentation:

Listen to the story again and repeat.Act

- Point to Story poster 3 and ask children what happened in the story Cover the

poster and ask children which types of food appeared in the story

- Ask children to open their books and check how many items of food they

remember Play the recording, pausing for children to repeat Ask children to work

in groups of 4 to play the parts of Rosy, Billy, Mum and Dad Children act out the story Ask some of the groups to act before the class

Look and say

-Use different flashcards to elicit sentences and questions with the same pattern,

e.g Do you like meat? Yes, I do, or No, I don't

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Ask children to look at the short answers to the questions do + not = don't

3 Practice:

- Ask children to work in their pairs They take turns to ask the questions E.g Do

you like (ice-cream)? Their partner will answer about themselves E.g Yes, I do./

No, I don’t.

-Lesson Two – Period 40

I/ Aims:

3;

- Ask children to work in their pairs They take turns to ask the questions E.g Do

you like (ice-cream)? Their partner will answer about themselves E.g Yes, I do./

No, I don’t.

2 Presentation:

Write:

- Write some gapped sentences on the board, e.g Do you like bread / rice? Elicit

the answers E.g nod your head for Yes, I do and shake your head for No, I don't

Children look at the pictures and write the answers

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1 Yes, I do 2 No, I don't 3 No, I don't 4 Yes, I do.

3 Practice:

Look at the picture again.

- Ask children to look at the pictures Point to the different types of food for

children to name them Model the dialogue Children work in pairs, take turns to

ask Do you like ? and replies Yes, I do or No, I don't.

1 Do you like meat? Yes, I do 2 Do you like rice? Yes, I do.

3 Do you like ice cream? Yes, I do 4 Do you like yogurt? No, I don't.

S Do you like bread? Yes, I do 6 Do you like tomatoes? No, I don't.

- Ask children to read the cues and order the words to have complete sentences

Children then work in pairs and compare the answers with their partner Ask some

of the children to write them on the board

2 Yes, I do 3 Do you like carrots? 4 No, I don’t

5 Do you like bread? 6 Yes, I do

4 Production:

Game: Play Find someone who… Ask children to work in groups of 4- 6, asking

about likes and dislikes and take notes of them E.g (Tom) Do you like carrots?

(Mary) Yes, I do Tom then writes Mary in the Find s/o who… column and carrot

in the likes column Ask children to do the activity at the same time Encourage

them to ask about different foods

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2.Vocabulary: Foods and drinks: milk, juice, water

III/ Teaching Aids: CD tracks 26-27, My friends flashcards 26- 28.

- Play Bingo (see page 21) with the food words children have learnt so far in the

course If necessary, show them flashcards 20-25 without saying the words

2 Presentation:

- Use flashcards 26-28 to introduce the three new words Hold up the cards one at a

time and say the words for children to repeat Play Slow reveal (see page 20)

Children shout out the name of the drink they see

3 Practice:

Listen, point and repeat.

- Ask children to look at the pictures and play the first and second parts of the recording as children point to the words Play again for children to repeat the words Point to the flashcards on the board in turn

-1.Structure:

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Lesson Three – Period 42

I/ Aims:

III/ Teaching Aids: CD tracks 26-27, My friends flashcards 26- 28.

-Use flashcards 20-28 to review food and drinks words Hold up the cards one at a time and ask children to say the words Put the flashcards on the board and point

to them in a different order for children to say the words again

2 Presentation:

Listen and sing.

- Use the song worksheet (without opening the Class Book) where children listen

and fill in the correct words After that ask children to sing along with the CD and then sing together without the CD audio

3 Practice:

Sing and do.

- Ask children to look at the pictures and decide together on what the actions should be (see suggestions below) Practise the actions with the class Play the recording for children to listen and do their actions

4 Production:

1.Structure:

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Ask some of the children to report before the class.

- Phonics - CVC words /e/, Speaking and writing skills

III/ Teaching Aids: CD tracks 28- 29, Phonic cards 7 -9.

- Ask children if they can remember the words from the lesson that contained the

sound (cat, man, and fan) Play the CD and say the chant from page 17 to revise

the sound /æ/

2 Presentation:

Listen, point and repeat

Game: Children work in groups of 4 -6 Each child writes a list of food and drinks they know Encourage them to write down different kinds of food and drinks In

turn, each child asks Do you like (water)? to his/ her friends The friends then say Yum! (for a food or drink they like) and Yuck! (for a food or drink they don't like).

The child takes notes of his/ her friends’ names and their likes/ dislikes

1.Structure:

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-Hold up the bed, pen, and red phonics cards, one at a time, saying the words for

the class to repeat Ask children what they think today's letter is (e) and what sound

it makes (/e/) Ask children What's the vowel? to elicit e.

- 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 inchorus Play the recording all the way through for children to point to the words and then repeat them

3 Practice:

Listen and chant

- Children join in with the chant Put the three cards around the room and childrenpoint as they say the chant

-Lesson Four – Period 44

I/ Aims:

- Phonics - CVC words /e/, Speaking and writing skills

III/ Teaching Aids: CD tracks 28-29, Phonic cards 7 -9.

- Read out these sentences in turn: This is my pen The apple is red It's my pen Is

Ken in bed? You've got ten pens Ask children to tap the table when they hear a

word with the /e/ sound They then say the sound and repeat the word.

1.Structure:

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2 Presentation:

Read the chant again.Circle the a in the middle of the words.

-Children look at the pictures Point to each one for children to say the word Pay

attention to the e and the /e/ sounds Model a pair of rhyming words Ken and pen

to show how they rhyme Ask children to draw lines to match the other rhyming words Go through the answers with the class

3 Practice:

Match the words that rhyme:

- Remind children of the letter a and /æ/ from unit 2 Contradict them with the letter e and /e/ Ask children to do exercise 3 Children look at the pictures and

write the word that rhymes

4 Production:

Phonics game: Ask children to work in groups of 4- 6 Ask each group to find

more rhymed words (a and /æ/ or e and /e/) Ask one group to say the words for the class to tap the table when they hear e and /e/ and clap their hands when they hear a and /æ.

V/ Extension:

- Children say and write the words Put children in pairs Ask them to point and say the words

1 Bed, red 2 Pen, Ken

- Children do the exercise and write in the missing words to complete the chant Children can compare their work in pairs and join in the chant with the class as a whole

1 red 2 Ken 3 bed

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- Identifying foods and talking about likes and dislikes, Reading skills

2.Vocabulary: Menu, hungry, dessert, cafe

III/ Teaching Aids: CD tracks 30.

-Play A long sentence (see page 21) with food and drinks words to energize the class and revise vocabulary from the unit E.g (Teacher) In my lunch box I've got a

sandwich (A child continues), In my lunch box I've got a sandwich and a banana

Continue until children can't think of any more words

2 Presentation:

What food do you like? Point and say.

- Ask Do you go to cafes? What kind of food can you eat in a café? Tell children to

imagine they are in a café What kind of food would they order? Ask them to look

at the text on the black background and teach the word menu.

Listen and read

- Ask children to look at the menu Check understanding of the different

categories: food, desserts, and drinks Ask children to work in pairs They take

1.Structure:

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turns to point to the types of food they like on the menu and say the words Ask some of the children to tell the class which food they like.

3 Practice:

- Ask children to look at the photos of Sally and Emma Ask what they are looking

at (menus) Elicit that they are talking about the food they like on the menu Play

the recording for children to listen and follow the text in their books Play the

recording a second time, then check comprehension, e.g Does Emma like ice

cream I fish? Does Sally like apple juice? Who likes bananas - Emma or Sally?

- Ask children to look at the different types of food in the table Ask children to read the text and tick () the food that the children like and cross () the food theydon't like Go through the answers with the class

-Lesson Five – Period 46

I/ Aims:

- Identifying foods and talking about likes and dislikes, Reading skills

2.Vocabulary: Menu, hungry, dessert, cafe

- Tell children to close their books Tell them that you are going to play the

recording 30 again Ask them to say the words Yum! and Yuck! to show that they like or don't like foods Play the recording again; they say Yum! or Yuck! when

they hear the foods Emma and Sally like or don't like

2 Presentation:

1.Structure:

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- Children read the poem and pick up the food and drinks words in the poem They

then work in pairs and compare the answers

Eggs, bread, tomatoes, grapes, ice cream, orange juice, fish, rice, carrots, yogurt, apple, water

Ask children to put the words into different categories: food, drinks, desserts…

3 Practice:

-Talking about likes and dislikes: Give students the PMB activity 2 worksheet (p 13) Children draw a smiley (for the food and drinks they like) or a sad face (for the food and drinks they dislike) Children then work in pairs, ask and answer about likes or dislikes

4 Production:

Game: Children sit in groups of 4-6 Give a blank piece of paper to each child and

ask them to draw a table similar to the one in their Class Books, write the names oftheir friends Children take turns to ask their friends which foods they like / don't like The others should listen Everyone completes the information in their charts Children continue until all the members of the group have described the foods theylike and don't like, and the table is complete

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Thursday, October 24 th , 2016

Lesson Six – Period 47

I/ Aims:

- Identifying food, talking about likes and dislikes, Listening and speaking skills

2.Vocabulary:

- Ask children to name as many types of food from the menu in the last lesson as

they can Put the relevant flashcards on the board Use the words on the board to

play Order the letters (see page 20)

2 Presentation:

Listen and draw  or 

- Ask children to look at the photograph of the father and daughter in Exercise 1

Ask children what they think they are doing (they are looking at a menu)

- Tell children that the girl is going to tell her dad what food she likes and doesn't like and children must listen and draw a smiley if the girl likes the food and a sad face if she doesn't Play the recording for children to point to the foods, then pause after the first item to show the example answer Play the recording again for

children to complete their answers Give feedback

1. 2  3  4  5  6 

1.Structure:

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3 Practice:

- Model the dialogue Ask a pair of children to read the dialogue Children work in

pairs, take turns to ask and answer the question What do you like? using the food

and drinks on the menu Encourage children to say which kinds of food they don't like as well Ask some pairs to talk before the class

-Lesson Six – Period 48

I/ Aims:

- Identifying food, talking about likes and dislikes, Listening and speaking skills

2.Vocabulary:

- Ask children to work in groups of 4- 6 Tell them that they are going to make

menus for their own cafe Give each child a piece of plain paper and each group a set of coloured pencils Children think of a name for their cafe and write it at the top of their menus Children write their menus and illustrate them Collect the menus and display them on the wall

2 Presentation:

- Elicit to show three of the contractions are short for (not) Children circle n’t and

match the sentences with contractions to the ones with full forms Allow time for

children to finish the exercise Check together Ask What letter is missing? (o) to focus on the contraction n’t.

1.Structure:

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3 Practice:

- Remind children of the contraction n’t Ask them to read the sentences and circle the contraction n’t Check the answers with a partner.

- Children now read the sentences, rewrite them in short form with the contraction

n’t Check the answers with a partner.

- Ask children to draw the smiley or sad face next to the food they like or dislike

Children work in pairs, ask and answer the questions What do you like? What

don’t you like? To talk about the food they like or dislike.

- Ask children to draw the food and drinks they like or dislike They then write

about themselves, using I like… I don’t like…

4 Production:

Likes or dislikes: Ask children to work in groups of 4 -6, take turns to ask and answer about the food and drinks they like or dislike Children take notes of their friends’ likes or dislikes They then report before the class

V/ Extension:

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Week 13:

Monday, November 21 st , 2016

Review 1 Period 49 - 50

I/ Aims:

- Review the knowledge in Units 1, 2, 3

2.Vocabulary: Descriptive adjectives: long, short, blond, brown, curly, straight,

big, little, tall

- Shapes of the things: square, circle, triangle, rectangle

- Animals: elephant, giraffe, monkey, tiger, snake, parrot

- Body parts: face, nose, ears, arms, legs, eyes, hands, fingers

- Food and drink: rice, meat, carrots, yogurt, fish, bread, milk, juice, water

III/ Teaching Aids: teacher’s book, sts’ books

- Singing the song “It’s square!”

-Guess “What animals has teacher got ?”

1.Structure: He’s/She’s got short hair.

He/She hasn’t got long hair

I like monkeys

I don’t like tigers because they’re big

Do you like carrots ? Yes, I do

No, I don’t

6 What do you like ? - I like yogurt

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2 Presentation:

Circle the odd one out Write

Write: It’s got / It’s hasn’t got

1 It’s got / It’s hasn’t got

2 It’s got / It’s hasn’t got

3 It’s hasn’t got / It’s got

4 It’s hasn’t got / It’s got

Look at the pictures Read and circle

1 Like – like – don’t like

2 don’t like- like - like

Look at the pictures and write

Write and letters

1 Ben 2 Daniel 3 Grace 4 Alfie

5 Sophie 6 Emily

Listen and write the names

1 Daniel

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2 Emily

3 Ben

4 Grace

5 Alfie

6 Sophie and Ben

Listen and write

1 There is 1 carrot

2 There are 6 triangles

3 There are 8 tomatoes

4 There are 2 circles

5 There are 3 ice creams

6 There are 4 squares

4 Production:

Listening:

1 How old is Jade? 8

2 What is Jack’s friend called? Danny

3 How many parrot has the zoo got? 3

4 What’s the tiger’s name? Khan

5 How old is it? 10

V/ Extension:

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Thursday, November 24 th , 2016

Unit 4: Tidy up !

Lesson One – Period 51

I/ Aims:

- Identifying things in a bedroom

2.Vocabulary: My bedroom: rug, bed, cupboard, shelf, pillow, blanket

III/ Teaching Aids: My bedroom flashcards 29-34; Story Poster 4; CD tracks

36-38; PMB p 16_ Extra Activity 1 Worksheet

- Sing Come into my house from page 56 to warm the class up and revise houses

vocabulary Tell children that today's story is about keeping your bedroom tidy

Talk about bedrooms with children Ask What's in your bedroom? Is it tidy or

messy?

2 Presentation:

- Use flashcards 29-34 to elicit the vocabulary for this lesson Hold them up one at

a time and ask What's this? Model any words children don't know Hold the

flashcards up in a different order and repeat

3 Practice:

Listen , point and repeat.

- Ask children to look at the pictures of the different bedroom objects Play the first

part of the recording for children to listen and point to the appropriate picture Play

1.Structure:

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the second 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.

Listen and chant.

- Play the recording for children to listen to the chant They can clap the rhythm as

they listen Play the chant a second time for children to say the words This time they can point to the correct flashcard as they hear the word Repeat (more than once if necessary)

-Lesson One – Period 52

I/ Aims:

2.Vocabulary: My bedroom: rug, bed, cupboard, shelf, pillow, blanket

36-38; PMB p 16_ Extra Activity 1 Worksheet

- Ask children to say the chant again to review my bedroom words.

2 Presentation:

Listen and read

- Use Story poster 4 to present the story Ask Where are Rosy and Grandma?

Where’s Billy? What rooms can you see? Encourage predictions from different

1.Structure:

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members of the class Ask children to look at the poster while you play the

recording for them to listen Point to each speech bubble in turn as you hear the

text Ask comprehension questions, e.g Is Rosy’s room tidy? What does Rosy do?

Is the flat tidy? Why is the kitchen messy?

3 Practice:

-Ask children to work in pair the dialogue.

- Ask children to look at the pictures carefully, read and draw things (pillow,

blanket, book, pen, T-shirt, teddy) in the bedroom Children then work in pairs to

compare their works

4 Production:

My bedroom: Draw a large rectangle on the board Tell the class that it is a

bedroom Invite individual children to come to the front of the class and draw the

different things in the rectangle, e.g Max, please draw a cupboard Rebecca,

please draw a bed Continue until the bedroom is complete.

V/ Extension: -

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- Identifying things in a bedroom.

2.Vocabulary: : My bedroom: rug, bed, cupboard, shelf, pillow, blanket

36-38;

- Play a game of Snap! (see page 19) using flashcards 29- 34 to energize the class

and revise the vocabulary from the previous lesson

2 Presentation:

Listen to the story again and repeat.Act

- Point to Story poster 4 and ask children what happened in the story Cover the

poster and ask children which bedroom objects appeared in the story

- Ask children to turn to the story on page 30 of their Class Books Play the

recording, pausing for children to repeat Divide the class into groups of three to play the parts of Rosy, Grandma, and Billy Children practise acting out the story

in groups, then before the class

Look and say

1.Structure: There’s …, There are…

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- Use different flashcards to elicit the pattern There's and There are Say different

sentences using plural and singular objects, e.g There's a book on the desk There

are some pens on the book Pay attention to the contraction: There’s = There is

3 Practice:

- Ask children to work in pairs They turn back to the story on page 30 of their

Class Books Children take turns to tell each other about the things they can see,

e.g There's a shelf There are six books.

-Lesson Two – Period 54

I/ Aims:

2.Vocabulary: : My bedroom: rug, bed, cupboard, shelf, pillow, blanket

36-38;

- Remind children of the pattern There’s (There is) or There are

2 Presentation:

Write:

1.Structure: There’s …, There are…

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- Write three or four gapped sentences on the board using bedroom objects, e.g

_a cupboard _ two pillows _a bed _two rugs Point to each sentence in turn and ask There's or There are? Complete the sentences on the

board and say them with the class Ask children to do Exercise 3 individually Go through the answers with the class

3 Practice:

Look at the picture again.Point, ask and answer.

- Ask children to sit in pairs, look at the pictures from Ex 3 They then practice

asking and answering E.g How many blankets? There’s one blanket Ask some

pairs to speak before the class

4 Production:

Game: Our bedroom: Ask children to work in groups of 4 – 6 Give each group a

blank sheet of paper Ask one child to draw a large rectangle on the sheet Tell the group that it is a bedroom Invite individual group member to identify different

things in the rectangle, e.g (Mary), There is a cupboard (David), There is a bed

Continue until the bedroom is complete Encourage children to state the position ofeach item

Ask one child from each group to come before the class and talk about their

bedroom

V/ Extension:

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III/ Teaching Aids: Number flashcards 35- 44, CD tracks 39- 40

- Revise numbers 1- 10 Ask ten children to come to the front of the class Give

each one a number flashcard and ask them to arrange themselves so they are

standing in the correct order from one to ten Chorus the numbers with the class

2 Presentation:

- Use flashcards 35- 44 to introduce the numbers 11- 20 Hold up the cards one at

a time and model the words for children to repeat Ask ten different children to come to the front of the class As before, give each one a flashcard and ask them tostand in the correct order Say the numbers with the class

3 Practice:

Listen, point and repeat.

- Ask children to look at the numbers in their Class Books Play the first part of the recording for children to point to the words Play the second part of the

1.Structure:

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recording for children to repeat the words Play the recording all the way through again for children to listen and point and then repeat.

Lesson Three – Period 56

I/ Aims:

- Using numbers 11 - 20

2.Vocabulary: Numbers 1 – 20

III/ Teaching Aids: Number flashcards 35- 44, CD tracks 39- 40

- Play Forwards and backwards (see page 21) if the class feel confident using

numbers one to ten

- Use flashcards 35- 44 to review numbers 11- 20 Hold up the cards one at a time and model the words for children to repeat Ask ten different children to come to the front of the class As before, give each one a flashcard and ask them to stand in the correct order Say the numbers with the class

2 Presentation:

Listen and sing.

- Use the song worksheet (without opening the Class Book) where children listen

and fill in the correct words After that ask children to sing along with the CD and then sing together without the CD audio

3 Practice:

Sing and do.

1.Structure:

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- Ask children to look at the pictures and decide together on what the actions should be (see suggestions below) Practise the actions with the class Play the recording for children to listen and do their actions.

- Phonics - CVC words /i/, Speaking and writing skills

2.Vocabulary: CD Tracks 41- 43, Phonics cards 10- 12

III/ Teaching Aids:

1.Structure:

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- Review the vowel and sound in the previous lesson (e) and /e/ Play the CD and say the chant from page 23 to energize the class and revise the sound /e/.

2 Presentation:

Listen, point and repeat

- Hold up the bin, fig, and tin phonics cards, one at a time, saying the words for the

class to repeat Ask children what they think today's letter is (i) and what sound it makes Ask children What's the vowel? to elicit /i/.

- 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 inthe chorus Play the recording all the way through for children to point to the

words and then repeat them.

3 Practice:

Listen and chant

- Children join in with the chant Put the three cards around the room and childrenpoint as they say the chant

-Lesson Four – Period 58

I/ Aims:

- Phonics - CVC words /i/, Speaking and writing skills

2.Vocabulary: CD Tracks 41- 43, Phonics cards 10- 12

III/ Teaching Aids:

1.Structure:

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- Read out the chant A big, big fig In a big, big tin Eat the big fig Put the tin in

the bin Ask children to tap the table when they hear a word with the /i/ sound

They then say the sound and repeat the word

2 Presentation:

Read the chant again.Circle the a in the middle of the words.

- Ask children to look at the chant again Focus attention on the circled i in the

middle of big Ask children to find and circle other examples of a in the middle of

words Go through the exercise with the class

3 Practice:

Listen to the sound and join the letters.

- Children look at the pictures Play the recording for children to listen and link theletters to find out what is in the bin Play the recording again for children to check

their answers Ask What is in the bin? (the tin) Then elicit the sounds children

heard one by one Make sure they are correctly producing and differentiating the

/e/ and the /i/ sounds each time.

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Thursday, December 8 th , 2016

Lesson Five – Period 59

I/ Aims:

- Identifying things in a bedroom, Reading skills

2.Vocabulary: Star (adj.), letter, magazine

- Play What's missing? (see page 20) to revise house and bedroom words Talk

about football with the class Ask individual children Do you like football?

2 Presentation:

What’s in the bedroom? Point and say.

- Ask children to look at the picture of the bedroom and the photo of the boy

Explain that the boy's name is Jamie Ask them to try to predict what the text is

about (Jamie is describing his bedroom) Ask What does Jamie like? Football.

1.Structure: Has got

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