Sách giáo viên tiếng anh 4 theo chương trình mới của bộ giáo dục

BỘ GIÁO DỤC VÀ ĐÀO TẠO HOÀNG VĂN VÂN (Tổng Chủ biên) - NGUYỄN QUỐC TUẤN (Chủ biên) PHAN HÀ - ĐỖ THỊ NGỌC HIỀN - NGUYỄN SONG HÙNG ĐÀO NGỌC LỘC - TRƯƠNG THỊ NGỌC MINH Với cộng tác COL GILLESPIE CARMEL HERON NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM Sách được Hội đồng Anh hỗ trợ chuyên môn chuyên gia tư vấn tham gia đọc góp ý, thẩm định The publisher and authors are grateful to the special assistance of the British Council in Viet Nam and, in particular, to the British EFL consultants for their invaluable contribution to the development and completion of this primary English textbook series CONTENTS Introduction Unit Good Morning How Are You? 16 Unit My New Friends 23 Unit My Birthday 30 Unit Things I Can Do 37 Unit Our Hobbies 44 Review 50 Unit My School 56 Unit My School Subjects 63 Unit My School Timetable 70 Unit In My Classroom 77 Unit 10 My Classmates 84 Review 90 Unit 11 My Daily Activities 16 Unit 12 Jobs 23 Unit 13 Favourite Food and Drink 30 Unit 14 My Mother 37 Unit 15 Festivals 44 Review 52 Unit 16 Zoo Animals 57 Unit 17 My Area 63 Unit 18 My Clothes 70 Unit 19 A Picnic 77 Unit 20 Travelling 84 Review 91 INTRODUCTION Tiếng Anh is the second of the three-level English coursebooks for Vietnamese primary school pupils learning English as a foreign language (EFL) The book follows a systematic, cyclical and theme-based syllabus, approved by the Ministry of Education and Training in August, 2010, which takes a thorough development of skills, but gives particular emphasis to listening and speaking at the early stage The whole coursebook reflects the carefully sequenced pedagogy of warm-up, presentation, practice, application and assessment to develop language and developmental skills through four macro themes - Me and My Friends, Me and My School, Me and My Family, and Me and the World Around Twenty richly illustrated, cross-curricular and theme-based units focus on offering pupils motivation, memorable lessons and a joyful learning experience of English Clear lessons follow a logical progression and include a wide range of learning styles with activities that help pupils to develop coordination, critical thinking, pre-language skills as they learn to speak and understand English Singing activities, total physical response (TPR), chants, and exciting games reinforce previously learnt vocabulary, motivate pupils and help them to build confidence in communicating in English UNIT COMPONENTS Tiếng Anh - Student’s Book includes twenty units and four reviews Each unit offers pupils a sense of security through predictable activities which are systematically sequenced from listening to speaking, reading and writing Each unit is organized around a familiar topic and consists of three lessons Each lesson provides materials for two periods (or eighty minutes) of class contact After the warm-up step with a song or a game, conducted by the teacher, the presentation part of the unit begins with Look, listen and repeat This part is colourfully illustrated to set up the situation in which English is used The input language is mostly presented in the form of a dialogue to make language realistic that motivates and engages pupils’ interest in their learning English Pupils look at the picture(s) which set(s) the context for understanding the text, listen to the recording and repeat the dialogue to get inputs for the next part This part provides the vocabulary for pupils to speak English using sentence patterns Specially chosen words are linked up with their meanings through a variety of appealing illustrations This is an interractive activity that is conducted in pairs or groups Finally, the pair or group demonstration in front of the class offers pupils the feelings of security, achievement and confidence in using the new language This part provides pupils with an opportunity to speak English freely in different contexts, using the language they have learnt in the previous part It also helps to reinforce pupils’ understanding and memory This part aims at developing pupils’ listening skills It is designed to focus pupils’ attention on the language competence introduced and practised in the previous parts It is also a flexible means of checking pupils’ comprehension Firstly, this part provides a reason and purpose for listening Then, it requires pupils to listen and put a tick in the chosen box as they listen After that, they trade their answers in pairs or groups for correction Finally, a few individuals are selected to report their work in front of the class This part gradually introduces pupils to the sounds of English through a phonics chant that presents one or two sound features at a time Phonics provides a useful tool for pupils to rely on when they come across new vocabulary in listening, speaking, reading and spelling Troublesome sounds to Vietnamese pupils are carefully selected from the material in each unit to be focused on, and presented in a chant for pupils to practise pronouncing the focused sound(s) in a natural and motivating fun way This part provides the development of listening skills Like the listening part in Lesson it is designed to provide a reason and purpose for listening It is also a further means of checking pupils’ listening comprehension The activity requires pupils to listen and number the correct boxes as they listen After that, they trade their answers in pairs or groups for correction Finally, a few individuals are selected to report their work in front of the class This part aims at developing reading abilities The reading text is often based on the vocabulary and structures that pupils have previously acquired to make the activity achievable Reading comprehension at this level is often checked by matching pictures to texts and vice versa or completing the missing words in a sentence At this level, pupils are often required to read aloud at the after-reading stage to reinforce their pronunciation ability This part is specially developed to provide additional material to keep pupils motivated and activated after the writing activities Games are enjoyable and useful tools to encourage pupils to participate in the use of English for entertainment They also help to develop pupils’ social skills such as taking turns, cooperating, listening to others, and observing the rules of the game Many games can help to develop the memory and concentration skills as well This part provides additional language input for listening and speaking activities New vocabulary, e g plural form of nouns, pronouns, or verbs, is presented in already learnt sentence patterns Pupils look at the pictures to study the contextualized input language, listen to the teacher’s explanations and then to the recording for the first time After that, they listen again and repeat each line of the dialogue, and then the whole dialogue This part provides the practice of additional language input Pupils practise speaking, using the new material to recall and memorise vocabulary and structures in an expanding network of meanings As structured, this is an interractive activity in pairs or groups It is followed by a pair or group report to the class that promotes the pupils’ feelings of security, achievement and confidence in using English This part follows the listening and speaking activities in the previous sections to reinforce the lear nt material Writing activity at this level of English learning is aimed to support and consolidate oral and aural activities That is a reinforcement of the understanding and spelling of familiar vocabulary and sentence patterns Pupils are required to write the missing words in structures that are previously lear nt or to write simple answers with “yes”, “no” or a single word, e.g a noun, a preposition, and a verb This part is specially developed to provide additional material to keep pupils motivated and inspired after the reading activities Like chants, songs are natural, spontaneous, and enjoyable ways to learn English Pupils like music and learning popular rhymes can help them to develop their awareness of English stress, rhythm and intonation This activity also enables an interaction and cooperation among individual pupils in the same class SKILLS AND LANGUAGE TEACHING in Tieng Anh I Teaching Listening In Tiếng Anh 4, listening is one of the two communicative skills to receive more emphasis Through listening, pupils become familiar with the sounds, the stresses, the rhythms and the intonation of English When listening, children are actively engaged in constructing meaning and making sense of what they hear, using their knowledge and the clues provided by the context So it is very important to teach pupils to be aware of  the reason for and purpose of listening;  the content of the listening text; and  the speaker’s voice There is a three-staged plan in teaching listening: before, while, and after listening •Before listening aims  to motivate and engage pupils in the listening activity;  to establish a reason for listening;  to encourage pupils to predict the listening content, using a poster or situational illustrations in the Student’s Book such as puppets, realia and flashcards; and  to introduce new language or vocabulary which occurs in the listening text •While listening aims to help pupils  say the words and/or the sentences correctly;  understand spoken English; and  develop a sub-listening skills such as listening for gist or listening for details •After listening aims  to help pupils show their listening comprehension in front of the class; and  to provide a follow-up spoken/written activity such as speaking, or writing down what pupils have listened II Teaching Speaking Speaking in Tieng Anh is of two forms: spoken interaction and spoken production The first refers to the ability to ask and answer questions and handle exchanges with others The second refers to pupils’ ability to produce language appropriately and correctly Speaking in Tieng Anh includes: •Pronunciation is learnt through dialogues, games, rhymes and songs Through these forms pupils get familiar with the stress, rhythm and intonation patterns of English in a natural way It is crucial to provide pupils with lots of models and to build up their confident acceptance of approximate pronunciation Insistence on young learners’ correct pronunciation is likely to bring about a counter-effect •Repetition helps pupils to memorise vocabulary and ‘chunks’ of language Repetition and classroom routines build up an expanding repertoire of English that helps pupils to understand and respond to a situation as a part of communicative interaction in class The best strategy is to provide lots of opportunities for pupils to practise with a secure feeling through choral repetition of action rhymes and games It is also important to establish some classroom routines such as greetings and saying goodbyes at the beginning and the end of the lessons, asking for permissions, saying common classroom expressions such as I don’t understand; Could you say it again, please?; May I ask you a question? or in answering a question, I don’t know; I think/guess ; and Perhaps , •Speaking activities are designed to foster active listening Pupils learn to take turns and respect others’ opinions when practising in pairs and/or groups It is advisable to remember the following sequences when conducting a speaking activity  Make clear the purpose of a speaking activity Elicit talks from pupils the context of the speaking activity, using a poster or pictures from the Student’s Book, realia, etc  Model the focused language several times, using a demonstration pair and the vocabulary sets provided in the Student’s Book  Ask pupils to repeat in chorus before doing pairwork or groupwork and focus on stress, rhythm and intonation Offer help, when necessary, to make pupils feel secure and promote their confidence in speaking •After speaking includes some remedial work as well as follow-up activities in the form of a writing or a reading task or an integrated activity III Teaching Reading In developing reading skills in English, pupils are taught to read aloud, following the pictures and the texts in their Student’s Book This provides an implicit opportunity for pupils to get familiar with conventions of print and text The reading text is based on the familiar language materials which have been orally/ aurally practised, and the use of a whole-word sign recognition as well as phonics The use of phonics is usually most effective when embedded in a context such as a rhyme or a chant  Explanations should be given to pupils when they not understand the meaning of a word Some reading strategies such as focusing on familiar words, guessing unfamiliar words in a logical context, and looking at cued pictures for meaning should be taught to pupils The reading activities in Tieng Anh aim to help pupils to develop sub-skills such as skimming for gist and scanning for details Teaching reading, like teaching other skills, can be staged into before, while and after reading •Before reading prepares a motivating and interesting atmosphere Elicit from pupils before they are going to read a text, using a poster, puppets, the pictures from the Student’s Book, realia, etc Encourage pupils to guess what the text is about before reading it LESSON Duration: periods Objective: Pupils will be able to ask and answer questions about someone’s preference Warm-up: Ask pupils to sing the song Two Little Children Going to the Park on Page 63 Listen and repeat • Ask pupils to open their Student’s Book on Page 64 Tell them to identify the characters in the picture (Quan and Phong) Tell them that they are going to listen to and repeat the dialogue between Quan and Phong • Play the recording through or read the dialogue aloud for pupils to listen as they follow the dialogue • Play the recording again or read the dialogue aloud, pausing after each line for pupils to repeat • Divide the class into two groups Ask the groups to repeat Quan’s and Phong’s parts Repeat the step, but this time tell the groups to swap their roles • Read or play the recording again for the class to repeat the dialogue Correct pupils’ pronunciation mistakes when necessary Look and say • Ask pupils to look at Pictures a, b, c, and d on Page 64 Get pupils to identify the sport or activity in each picture (Picture a: football/volleyball; Picture b: badminton/ table tennis; Picture c: singing/dancing; Picture d: fishing/swimming) Tell them that they are going to practise asking and answering questions about someone’s preference, using Which you prefer, ? – I prefer • Use the flash cards to teach the new words (table tennis, fishing, etc.) Tell pupils to repeat the words a few times • Do the task as a model, e.g Teacher, pointing to Picture a, asks: Which you prefer, football or volleyball? Pupil answers: I prefer volleyball • Ask pupils to practise asking and answering questions expressing their preferences in groups, using the sentence patterns in the bubbles and the words under the pictures as the cues Monitor the activity, offer help and correct pupils’ mistakes when necessary • Call on some pupils to perform the task in front of the class Write • Ask pupils to open their Student’s Book on Page 65 Tell them that they are going to write the sentences in an email message, using the pictures as the cues Ask pupils to discuss the way how to the task • Help pupils to identify the things they plan to for the picnic (e.g Sentence 1: take/buy fruit, cakes and sweets; Sentence 2: take a camera/take photographs; and Sentence 3: take badminton rackets, ball/play badminton, football) • Ask pupils to write the sentences individually and then exchange their answers in pairs Monitor the activity and offer help when necessary • Call on some pupils to report their answers to the class Announce the correct answers Provide explanation(s) when necessary 162 Suggested answers: We are going to take some fruit, cakes and sweets We are going to take some photographs (take a camera) We are going to play badminton and football (take badminton rackets and a ball) , Let s play Group Circle Game • Ask pupils to look at the picture on Page 65 Tell them that they are going to play the Group Circle Game • Divide the class into groups of 5-8 Tell pupils in the groups to express their own preferences, using I prefer Ask the first pupil in the group to say, e.g I like swimming How about you?, the second pupil replies e.g I prefer cycling How about you?, and the next pupil gives his/her response, and so on The pupil who cannot express his/her preferences will be out of the group Continue the game with the rest of the pupils until there is only one pupil left, and he/she will be the winner • Remind the groups that they are not allowed to repeat the answers that have been already said Follow-up • Get the winner of each group to say his/her preference Summary In this lesson, pupils have learnt: • to ask and answer questions about someone’s preference, using Which you prefer, ? – I prefer ; and • to write an email message about a futune plan Homelink • Pupils write about their family members’ preferences 163 UNIT 20 - Travelling Competences • Asking and answering questions about famous places • Asking and answering questions about trips in the past New language •Phonics/Pronunciation: bay song •Vocabulary: Imperial City, One-pillared Pagoda, cave, bay, market, town, train, resort, ancient, along, week, yesterday, month •Sentence patterns: - Where did you go? I went to Ha Long Bay - When did you come back from Ha Long Bay? I came back yesterday./Yesterday Resources • Student’s Book Tiếng Anh 4, Tập Hai, Unit 20, Pp 66 - 71 • Audio and visual aids: Recordings, stickers, flash cards, relevant postcards, a map of Viet Nam and large-sized sheets of paper for teaching vocabulary on Page 66, the chant on Page 68, and the song on Page 69 PROCEDURE LESSON Duration: periods Objective: Pupils will be able to ask and answer questions about famous places Warm-up: Get pupils to identify six cities/provinces in the map of Viet Nam (e.g Ha Noi, Hue, Ho Chi Minh City, …) Look, listen and repeat • Ask pupils to open their Student’s Book on Page 66 and look at the pictures Elicit the names of the characters (Tony and Nam) and the place (Ha Long Bay) in the postcards Then ask pupils to guess what Tony and Nam are talking about (They are talking about their trips the previous week.) • Play the recording through for pupils to listen to the dialogue • Play the recording again, pausing after each line for pupils to repeat Repeat the step when necessary • Divide the class into two groups Ask one group to repeat Tony’s part and the other Nam’s part • Check to make sure pupils can repeat and understand the dialogue 164 Look and say • Ask pupils to look at Pictures a, b, c, and d on Page 66 Make a few questions to elicit the names of the places in the photos (Picture a: Phong Nha caves; Picture b: Hoi An Ancient Town; Picture c: Hue Imperial City; and Picture d: Ben Thanh Market) Check pupils’ comprehension of the vocabulary items and ask them to repeat the words under each picture • Do the task with four pupils as a model Assign four pupils: A, B, C, and D to pretend they visited the four places in this part First, ask A: Where did you go? Get A to answer: I went to Phong Nha caves Then A asks B: Where did you go? B answers: I went to Hoi An Ancient Town Next, B asks C: Where did you go? C answers: I went to Hue Imperial City After that, C asks D: Where did you go? D answers: I went to Ben Thanh Market Finally, get the whole class to repeat all the questions and answers • Ask pupils to work in pairs One pupil asks the question and the other gives the response Pupils swap their roles after the first round Monitor the activity Check pupils’ pronunciation and offer help when necessary • Select some pairs of pupils to demonstrate the task in front of the class Cultural Note: • The Imperial City (Hoàng Thành), surrounded by a wall of about kilometres with a perimeter of almost 2.5 kilometres Follow-up • Get pupils to act out the dialogue in Section Talk • Ask pupils to open their Student’s Book on Page 67 Tell them that they are going to practise talking about the places that they pretend to visit Ask them to look at the map of Viet Nam in the Student’s Book, and choose some tourist sites to practise in pairs, using postcards and the following open dialogue as a sample Pupil A: These are the postcards of my trips last week Pupil B: Where did you go? Pupil A: I went to _ What about you? Pupil B: I went to _ It was a lot of fun • Ask pupils to swap their roles after the first round Then get them to role play, using their dialogue • Select some pairs of pupils to demonstrate the task in front of the class Listen and number • Ask pupils to look at the pictures on Page 67 Tell them that they are going to listen to the recording and number the correct places on the map of Viet Nam according to the order of the information they hear • Play the recording through for pupils to listen • Play the recording again for pupils to listen and number the correct answers • Play the recording once more for pupils to check their answers 165 • Get pupils to exchange their answers in pairs Then ask some pupils to report their answers to the class • Read out the correct answers to the class Provide explanation(s) when necessary Transcript: Mai: Where did you go last week? Tony: I went to many places On Monday I went to Can Tho On Wednesday I went to Ho Chi Minh City On Friday I went to Hue And on Sunday I went to Ha Noi Answers: Can Tho Ho Chi Minh City Hue Ha Noi Follow-up • Get pupils to look for and point at the location of their hometown on the map Summary In this lesson, pupils have learnt: • to ask and answer questions about famous places, using Where did you go _? and I went to _ ; and • to listen for specific information Homelink • Pupils write the names of five places they want to visit LESSON Duration: periods Objectives: Pupils will be able • to pronounce the sound of the letters ay and the sound of the letters ng; and • to listen and to read for specific information Warm-up: Pupils play a game of Slapping the Map with some tourist sites they have learnt in the previous lesson such as Phong Nha caves, Sa Pa, Hoi An Ancient Town, Hue Imperial City, Ben Thanh Market and Can Tho Listen and repeat bay song Ha Long Bay! A great holiday! I love the cruise On a safe boat 166 Cruising along Singing a song! I can say Ha Long Bay A great holiday! • Ask pupils to open their Student’s Book on Page 68 Stick the large-sized sheet of paper with the focused sounds and the chant on to the board Draw pupils’ attention to the sound of the letters ay as in bay and the sound of the letters ng as in song Tell them to listen and pronounce these sounds correctly • Ask pupils to look at the text written on the sheet of paper Listen to the teacher’s model and repeat the focused sounds (first in isolation and then in the words bay and song) a few times • Play the recording for pupils to listen • Ask some pupils to say the sentences, paying particular attention to the pronunciation of the sound of the letters ay and the sound of the letters ng Provide help and correct mistakes when necessary Listen and tick • Ask pupils to look at the pictures on Page 68 and identify the famous places (Picture a: The Sydney Opera House in Sydney, Australia; Picture b: The Statue of Liberty in the USA (America); Picture c: Big Ben, the clock tower in London, England, (the UK); Picture d: Great Wall in China) Tell them that they are going to listen to the recording and that they should tick the correct boxes Show them how to carry out the task • Play the recording through for pupils to listen • Play the recording again for pupils to the task • Play the recording once more for pupils to check their answers • Ask pupils to exchange their answers in pairs Then get some pupils to report their answers to the class Declare the correct answers and provide explanation(s) when necessary Transcript: Boy: Girl: Boy: Girl: Girl: Boy: Girl: Boy: Where did you go last week? I went to Australia What was the trip like? Wonderful! Where did you go last month? I went to China What was the trip like? Fantastic! Answers: a b 167 Read and answer • Ask pupils to open their Student’s Book on Page 69 and guess what type of text they are reading, and who the writer is Help them to find out the clues to the answers Then get pupils to read the questions quickly in order to identify the necessary information for their answers before reading the passage on the postcard • Let pupils read and the task individually Monitor the activity and offer help when necessary • Ask pupils to compare their answers in pairs Then get some pupils to report their answers to the class • Announce the correct answers to the class Provide explanation(s) when necessary Answers: Hue The Imperial City and Thien Mu Pagoda A boat cruise on the Huong River Bach Ma Resort , Let s sing Tune: Row, Row Your Boat Lyric A Train Trip • • • • • Take, take, take the train Down the lines to Hue Merrily, merrily, merrily, merrily The trip is so fun Ask pupils to open their Student’s Book on Page 69 Stick the large-sized sheet of paper with the song A Train Trip written on it on the board Tell pupils that they are going to sing the song A Train Trip Make a few questions to elicit the meaning of the song, and have pupils to repeat each line of the song Sing the song through or get pupils to listen to the recording Then play the recording or sing it again for pupils to sing along Ask pupils to sing with you or sing along the recording once more, clapping the rhythm Tell pupils to practise singing the song in groups without music Call on a group of six to sing the song in front of the class; the rest of the class clap the rhythm Summary In this lesson, pupils have learnt: • to pronounce correctly the sound of the letters ay as in bay and the sound of the letters ng as in song; and • to listen and to read for specific information related to travelling Homelink • Pupils practise singing the song A Train Trip at home 168 LESSON Duration: periods Objective: Pupils will be able to ask and answer questions about trips in the past Warm-up: Get pupils to sing and clap the rhythm of the song A Train Trip on Page 69 Listen and repeat • Ask pupils to open their Student’s Book on Page 70 Tell them to identify the answers related to the places on the postcards (and the names of the characters - Nam and Tony) Tell them that they are going to listen to the boys talk Get them to guess what the boys talk about (when Tony came back from his trip to Hoi An) Help pupils to find out the clues to their answers (When clause in the question and yesterday in the answer) • Play the recording through or read the dialogue aloud for pupils to listen as they follow the dialogue • Play the recording or read again, pausing after each line for pupils to repeat • Divide the class into two groups Ask one group to repeat Nam’s part and the other Tony’s Repeat the step, but this time tell the groups to swap their roles • Play the recording or read again for the whole class to repeat the dialogue Correct pupils’ pronunciation mistakes when necessary Look and say • Ask pupils to look at Pictures a, b, c, and d on Page 70 Get pupils to guess what they are going to practise asking and answering about Help them to find out the clues to their answers (the question word when and the time expression with last _(week/month/year) Check if pupils understand the question Then ask them to identify the places in the photos (Photo a: the clock tower of Big Ben in London; Photo b: the Sydney Opera House in Australia; Photo c: Ben Thanh Market in Ho Chi Minh City and Photo d: One-pillared Pagoda in Ha Noi) Ask pupils to repeat the time expressions a few times • Do the task with the class as a model Tell them to pretend to come back from these places Point to Photo a and ask: When did you come back from London? Class: I came back from London last Sunday Ask: When did you come back from Australia? Class: I came back from Australia last month Continue with Photo c and Photo d in the same way • Get pupils to practise in pairs, asking the question When did you come back from _?, and use the time expression under each picture as a prompt to answer Monitor the activity, offer help and correct pupils’ mistakes when necessary • Call on some pairs of pupils to perform the task in front of the class 169 Write • Ask pupils to open their Student’s Book on Page 71 and tell them that they are going to write about Linda’s trips Help pupils to identify the places in the photos (Photo a: Phong Nha caves; Photo b: Hue Imperial City; Photo c: Hoi An Japanese Bridge and Photo d: Ben Thanh Market) Let pupils the task individually and then exchange their answers in pairs Monitor the activity and offer help when necessary • Call on some pupils to report their complete sentences to the class • Select some correct sentences and have the class repeat them in chorus Provide explanation(s) when necessary Answers: She went to Phong Nha caves (on Monday) She went to Hue Imperial City (on Tuesday) She went to Hoi An Japanese Bridge (on Thursday) And she went to Ben Thanh Market (on Saturday) , Let s play Smiley Face t _ • Ask pupils to open their Student’s Book on Page 71 Stick the large-sized sheet of paper with the incomplete word travelling written on it on to the board Tell pupils that they are going to play a spelling game called Smiley Face • Explain how the game is played This is a memory game reviewing the words that pupils have learnt The teacher chooses a word and writes the same number of spaces on the board, e.g travelling The class have to guess a letter one by one If the pupils guess correctly, the teacher writes that letter in the space If they guess wrongly, the teacher starts drawing a smiley face (face, eyes, nose, ears, and hair) • The game is over when either the word or the face is completed If the word is completed first, the class win If the face is completed first, the teacher wins Follow-up • Get pupils to make sentences with the words from the game Smiley Face Summary In this lesson, pupils have learnt: • to ask and answer questions about trips in the past, using When did you come back from _ (Hoi An)? and time expressions such as yesterday or last week/month/year; and • to write about someone’s strips Homelink • Pupils sing the song A Train Trip at home 170 Review Objective: In this review unit, the teacher will help pupils to revise the topics, the language competences, the language knowledge (phonics, vocabulary, sentence patterns) and the language skills (listening, speaking, reading, and writing) they have learnt from Unit 16 to Unit 20 Duration: periods Resources: • Student’s Book Tiếng Anh 4, Tập Hai, Review 4, Pp 72 – 77 • Audio and visual aids: Recordings, stickers, flash cards, and large-sized sheets of paper for the phonics, the vocabulary and the sentence patterns A SUMMARY Topics • • • • • Zoo animals My area My clothes A picnic Travelling Language competences • • • • • • • • • • Asking and answering questions about zoo animals Expressing likes/dislikes and giving reasons Making a suggestion to go to some places and responing to a suggestion Asking for and giving reasons Asking and answering questions about someone’s clothes Asking and answering questions about prices Asking and answering questions about arrangements for a picnic Asking and answering questions about someone’s preference Asking and answering questions about famous places Asking and answering questions about trips in the past Phonics look monkey books stamps green jeans what we bay song 171 Vocabulary Words to name zoo animals Words to name places Words to name clothes bear, tiger, lion, zebra, monkey, elephant, crocodile post office, cinema, shop, bookshop, supermarket, toys shop, food stall, bakery, pharmacy shirt, T-shirt, blouse, skirt, dress, jeans, trousers, shoes Words to indicate actions take, buy Words to indicate interesting places Imperial City, resort, cave, bay, market, One-pillared Pagoda Sentence patterns − What animal is that? It’s a bear − I like monkeys because they are funny − I don’t like tigers because they are scary − Let’s go to the bookshop Great idea!/ Sorry I’m busy − Why you want to go to the bookshop? Because I want some books − What’s she/he wearing? She’s/He’s wearing a T-shirt and jeans − How much is the T-shirt?/ How much are the jeans? It’s 54,000 dong./ They’re 66,000 dong − What is he/she going to do? He’s/She’s going to buy some fruit − Which you prefer, football or badminton? I prefer football − Where did you go? I went to Ha Long Bay − When did you come back from Ha Long Bay? I came back from Ha Long Bay yesterday./ Yesterday 172 B PRACTICE I Complete each word Say it aloud • Ask pupils to open their Student’s Book on Page 72 Tell them that they are going to complete the missing letter(s) in the word under each picture and say it aloud (Picture 1: _ ion; Picture 2: monk_ _; Picture 3: boo_ _; Picture 4: ma _ _; Picture 5: gr_ _n; Picture 6: j_ _ns; Picture 7: _ _y; Picture 8: _earing; Picture 9: b_ _; and Picture 10: so_ _) • Get pupils to complete the words individually, using the pictures and word cues • Ask pupils to exchange their answers with their partners and say the words aloud Monitor the activity and offer help when necessary • Call on some pupils to write the words on the board and say them aloud The rest of the class observe and give comment(s) • Announce the answers to the class Provide explanation(s) when necessary Answers: lion jeans 2.monkey why books wearing maps bay green 10 song II Complete the missing letters • Ask pupils to open their Student’s Book on Page 73 Tell them that they are going to write the missing letters in the words to complete the sentences • Help pupils to identify the situations in the pictures (Picture 1: a bear, Picture 2: two maps, Picture 3: a pair of green jeans, Picture 4: a boy and a girl holding a street map, and Picture 5: Ha Long Bay) • Get pupils to complete the task individually, using the pictures and the word cues Ask them to exchange their answers with their partners Monitor the activity and offer help when necessary • Call on some pupils to write their answers on the board The rest of the class observe and give comment(s) • Announce the answers to the class Provide explanation(s) when necessary Answers: monkey maps jeans Where Bay III Listen and tick • Ask pupils to open their Student’s Book on Page 74 and look at the pictures Tell them that they are going to listen to five different dialogues and tick the correct pictures Help pupils to identify the situations in the pictures (e.g Picture a: two tigers and Picture b: three monkeys; Picture a: bookshop and Picture b: post office; Picture a: blouse, 56,000 dong and Picture b: blouse, 46,000 dong; Picture a: a boy and a girl in the zoo and Picture b: a boy and a girl on a picnic; Picture a: a cave and Picture b: a beach) • Play the recording through for pupils to listen • Play the recording again for pupils to the task 173 • Play the recording once more for pupils to check their answers • Ask some pupils to report their answers to the class Announce the answers and provide explanation(s) when necessary Transcript: Girl: Look at the monkeys Boy: Yes, I can see them very clearly Girl: They look so funny! Boy: Let’s go to the bookshop Girl: Why you want to go to the bookshop? Boy: Because I want some books Girl: OK I want some books too Girl: How much is this blouse? Man: It’s 46,000 dong Girl: 46,000 dong? OK I’ll take it Girl: What are we going to this weekend? Boy: Let’s go to the zoo Girl: I prefer going on a picnic Boy: OK Let’s go on a picnic Girl: Where did you go last weekend? Boy: I went to Quang Binh Province Girl: Where did you go in Quang Binh? Boy: I went to some caves in Phong Nha - Ke Bang Answers: b a b b a IV Read and complete • Ask pupils to open their Student’s Book on Page 75 Tell them that they are going to read about a trip to Phu Quoc Island Explain the nouns excursion and island Help them to guess what relevant information to focus on as they read the text in order to complete the table (the time and activities that her family did during their holiday) • Let pupils read the text and the task individually • Get pupils to work in pairs to discuss the answers • Call on some pupils to report their answers to the class • Announce the answers to the class and provide explanation(s) when necessary 174 Answers: Saturday evening They went to the hotel Sunday morning They went for a boat cruise Sunday afternoon They went fishing Sunday evening They had very good seafood Monday They went for an excursion Tuesday They came back to Ha Noi V Write • Ask pupils to open their Student’s Book on Page 76 Tell them that they are going to complete the text, using the pictures as cues (Pictures: The Browns; Phu Quoc Island; a boat; fishing; a calendar dated Monday) • Ask pupils to read the text and complete the sentences individually • Ask pupils to exchange their answers with their partners Monitor the activity and offer help when necessary • Get some pupils to write their answers on the board The rest of the class observe and give comment(s) • Announce the answers to the class Provide explanation(s) when necessary Answers: family Phu Quoc boat fishing Monday VI Look and talk • Ask pupils to open their Student’s Book on Page 77 Tell them that they are going to practise asking and answering questions, using the pictures as well as the open dialogues as the cues • Ask pupils to identify the pictures (Picture 1: two zebras; Picture 2: a clothes shop; Picture 3: a girl wearing a pink blouse and blue jeans and Picture 4: a boat cruising on the Huong River) • Ask pupils to work in pairs to act out the open dialogues Monitor the activity, offer help and correct pupils’ mistakes when necessary • Call on some pairs of pupils to say the sentences in front of the class Suggested answers: What; zebras to the clothes shop/shopping; a shirt/jeans, … girl, blouse, jeans Where, (the words to be filled in the last two blanks vary according to each individual pupil) 175 Chịu trách nhiệm xuất bản: Chủ tịch Hội đồng Thành viên kiêm Tổng Giám đốc NGÔ TRẦN ÁI Tổng biên tập kiêm Phó Tổng Giám đốc NGUYỄN QUÝ THAO Biên tập nội dung: LÊ THỊ HUỆ - TRẦN THU HÀ ADRIAN BELL - SELLY GREEN Thiết kế sách: NGUYỄN THỊ HỒNG VI ANDREW AGUITAR Trình bày bìa: NGUYỄN BÍCH LA Chế bản: CTCP Mĩ thuật & Truyền thông Sửa in: LÊ THỊ HUỆ - TRẦN THU HÀ Sách biên soạn, biên tập, thiết kế, minh hoạ với cộng tác NXB Macmillan Australia Macmillan New Zealand Bản quyền thuộc Nhà xuất Giáo dục Việt Nam Bộ Giáo dục Đào tạo TIẾNG ANH - Sách Giáo viên Mã số : 1G411M2 Số đăng ký KHXB : 01 - 2012/CXB/116 - 1095/GD In bản, khổ 20.5 x 29 Tại Số in In xong nộp lưu chiểu tháng năm 2012 176