( Tuần 1) (1982382013) ( Giáo trình anh văn 4 tiếttuần) SEMESTER 1 – Starter Unit – Lesson 1 Period 1 Lesson 1 Objectives: Understanding a short story Topic – Language target Resources and Teaching Aids Key Activities KEY LANGUAGE FOCUS: Listening Reading KEY VOCABULARY Class Book characters cousin brother brown green curly hair eyes ADDITIONAL VOCABULARY friends everyone bedroom teddy bear under SENTENCE PATTERN I’ve got… He’s got… This is …. This isn’t.. Where’s … Resources: CLASS BOOK p.4 WORKBOOK p.4 Teaching Aids: CD tracks 12 Hello flashcards 14 Introduction Say Hello to all the children and elicit Hello in response. Ask every child to say Hello to the other children. Ask the children How are you? And ask them to ask and answer each other. Show the flashcards and elicit the names of the characters and some information about them. Development Recording 1: Say Open your books, and mime the action. Children point to the characters and say the names. Play the first part of the recording and model pointing to the pictures as you listen. Recording 1: Children listen and chant along. Recording 1: With the children think of some actions for the song and play again as they sing along and do the actions. Recording 2: Ask the children to look at the story on p 4 in their Class Book. Who can you see? Ask the children what they can see in each picture. Play the recording and point to the pictures. Play it again and ask children to point to the pictures. Children follow the words as they listen in their Class Books. Consolidation Write: Do exercise 1 in the Workbook. Find and circle: Do exercise 2 in the Workbook. Personalization: Ask individual children to describe the child sitting next to them HeShe’s got …. SEMESTER 1 – Starter Unit – Lesson 2 Period 2 Lesson 2 Objectives: Listening to descriptions and describing people. Topic – Language target Resources and Teaching Aids Key Activities KEY LANGUAGE FOCUS: Listening – Speaking Writing KEY VOCABULARY Family members hair eyes curly straight long short brown green black grey ADDITIONAL VOCABULARY bed SENTENCE PATTERN …’s got … eyeshair. This is …. Resources: CLASS BOOK p.5 WORKBOOK p.5 Teaching Aids: CD tracks 23 Introduction a Draw you family tree on the board and elicit the family members. Talk about and describe 2 of your family. aRecording 2: Ask the children what they can remember about the story from the last lesson and some questions, Who has got curly hair? Play the track again for the children to listen and act. Development aCircle true or false: The children do exercise 2, reading the story again to help them. a Ask children to look at the vocabulary and picture in Exercise 3. Ask them to guess who the people are. Ask individual children to describe a person in the picture. aRecording 3: Play the track and pause after each sentence for the children to write the numbers on the pictures. Play again for the children to check their answers. aPair work: Ask 2 children to read the sentences in exercise 4 to the whole class. Get the children to work in pairs and take it in turns to point to a person in the picture and describe them to their partner. Consolidation a Writing: Ask the children to open their workbooks to page 5. Do exercise 1. Put students in pairs to practice the story. Students then do Exercise 2. aWriting: Ask the children to exchange workbooks and look at the picture of their partner drew. Ask them to write 3 sentences about their partner e.g. This is …. He is …. He has got … SEMESTER 1 – Starter Unit – Lesson 3 Period 3 Lesson 3 Objectives: Vocabulary review, Speaking and listening skills Topic – Language target Resources and Teaching Aids Key Activities KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY Numbers 1120 Colours tiger monkey giraffe elephant snake parrot ADDITIONAL VOCABULARY SENTENCE PATTERN How many … are there? There are … What colour is …? It’s …. Resources: CLASS BOOK p.6 Teaching Aids: CD track 4 Numbers flashcards 1120 Extra Practical Classroom Activities Bingo Introduction Play Bingo. Give the children the Bingo worksheets. Ask them to cut up the pictures and choose 9 to put on their grid. Call out the words one by one and the children cross them off if they have them. The first child to complete a row of 3 wins. Use the number flashcards to elicit numbers 1120. Give a flashcard to 10 different students in the class and get them to stand up when they hear their number. Development Pairwork: Ask the children to open their class book on p 6. Ask them what they can see in the picture and how many. Tell the children to work in pairs and do exercise one, asking and answering about the picture. Recording 4: Look at the pictures in exercise 2 and get the children to point to the cars when you say the number. Play the track and the children listen and point. Ask children what colour number 11 etc is. Ask 2 children to ask and answer across the class. The children work with a partner and ask and answer using the pictures in exercise 2. Consolidation Writing: The children do exercise 3. Play Count off: Get the children to stand up and count from 120 around the class as they clap. Start again when you reach 20, clapping faster. If a child gets the number wrong or doesn’t say it on the clap, they have to sit down. SEMESTER 1 – Starter Unit – Lesson 3 Period 4 Lesson 3 Objectives: Writing and speaking skills and practice of the structure there is, there are Topic – Language target Resources and Teaching Aids Key Activities KEY LANGUAGE FOCUS: Writing speaking KEY VOCABULARY Numbers 120 animals ADDITIONAL VOCABULARY zoo open SENTENCE PATTERN There is are … Resources: WORKBOOK p.6 Teaching Aids: Numbers flashcards 120 Introduction Choose 12 items of vocabulary singular and plural nouns e.g. books, pen to review. Ask the children to make 2 columns on their paper and to write there is at the top of one column and there are at the top of the other column. Dictate the singular and plural nouns to them. They listen and write the words in the correct column. Show numbers flashcards again and elicit the numbers 120. Show the flashcards out of order and ask students to say the numbers together. Development Exercise 1: Ask the children to open their workbooks on p 6 and look at the picture in exercise 1.Ask them what they can see in the picture and how many. The children do exercise 1. Exercise 2: Children write the numbers. Consolidation Pair work: Draw a quick picture of a zoo on the board. As a whole class, tell them to draw some animals from your zoo e.g. there are 2 birds. Ask the children to draw 3 different animals for their zoo. The children decide how many of each animal are in their zoo and write the number next to the animal. The children work in pairs A and B and sit back to back. They cannot look at each other’s pictures. A tells B what and how many animals to draw for their zoo e.g. There is one elephant.