giáo án family and friend 2 lớp 4

American Family and Friends Lesson Plans and Worksheets Grade Written by Oxford University Press Semester – Week – Lesson Objectives: Students can identify everyday activities and understand a short story Topic – Key Language UNIT WHAT TIME IS IT? Lesson Resources Resources: Textbook: FAMILY AND FRIENDS Student Book p.54 Workbook p.54 WORDS Integrated skills: speaking, listening, reading Key vocabulary: get up, have breakfast, go to school, go home, have dinner (+ at night, go to bed) Sentence Patterns: What time is it? It’s … o’clock He (goes to bed) at (eleven) o’clock Materials: CD Tracks 83-85 Story Poster Flashcards 64-68 Everyday Activities Key Activities INTRODUCTION Weather Report: Weather song or chant Warm up and review: Teach the children the song ‘This is the way ’(see http://learnenglishkids.britishcouncil.org/en/songs/the-way ) if you are unsure of the tune The lyrics and activities can be found in worksheet one This will warm the class up and introduce the idea of everyday activities Ask the children what other things they everyday to elicit today’s vocabulary Lesson presentation: Introduce the vocabulary by using flashcards 64-68 Listen, point and repeat: Put the flashcards around the room Play audio 83 Ask the students to point to the flashcards as they hear the words and repeat Take the flashcards down and give them to different children Ask them to come and put the flashcards on the board in the order that the activities happen in a day Drill the pronunciation, focusing especially on the end consonant sounds What’s Missing? Put the flashcards on the board Ask the students to close their eyes and put their heads on their desks Take away one flash card Shout “What’s Missing?” Students look at the board and put their hand up when they know which everyday activity is missing Practice through a chant: Track 84- Play the recording and teach the chant Play the recording again for the students to repeat the phrases in the pauses in the chant Students say the Page of 183 chant as a class without the recording Think of actions to go with the chant Listen again and students the actions DEVELOPMENT Lead-in: Use story poster to present the story Ask students to name as many things in the poster as they can Order the story: Hide the poster Photocopy and cut-up the six story-pictures from student book p.54 Give one set of story pictures to each pair Play track 85 Students listen and order the story Check in their books Students listen again and repeat each line after the character Practice the dialogue: Put students into groups of four and assign each student a character (mom, dad, Rosy, Alice) CONSOLIDATION Comprehension Check: Ask questions to check comprehension, e.g What does Alice want to do? Who gets up / has dinner at seven o’clock? Can the girls listen to music? Personalization: Look again at the pictures on the top of page 54 Ask questions such as What is the boy wearing? Do you wear blue pajamas to bed? How you go to school? What you have for breakfast Elicit the differences between the pictures and what your students / have / wear etc Now ask students to draw pictures to represent them getting up / having breakfast / going to school Story time: Homework = Workbook p.54 Page of 183 Unit Lesson 1 Match them up! Match the actions and pictures put on our clothes wash our face comb our hair brush our teeth Draw a picture! What else you in the morning? Draw a picture Now sing the song again with your action! This is the way we on a warm and sunny morning! Page of 183 Song Words This is the way we brush our teeth Brush our teeth, brush our teeth This is the way we brush our teeth On a warm and sunny morning This is the way we wash our face Wash our face, wash our face This is the way we wash our face On a warm and sunny morning This is the way we comb our hair Comb our hair, comb our hair This is the way we comb our hair On a warm and sunny morning This is the way we put on our clothes Put on our clothes, put on our clothes This is the way we put on our clothes On a warm and sunny morning Page of 183 Semester - Week – Lesson Objectives: Students can say what people at different times of the day; ask and answer what time it is Topic – Key Language UNIT WHAT TIME IS IT? Lesson Resources Resources: Textbook: FAMILY AND FRIENDS Student Book p.55 Workbook p.55 GRAMMAR Integrated skills: speaking, listening, writing Key vocabulary: gets up, has breakfast, goes to school, has dinner, gets home Sentence Patterns: What time is it? It’s … o’clock He (goes to bed) at (seven) o’clock Materials: CD Tracks 85-86 Flashcards 64-68 Everyday Activities Key Activities INTRODUCTION Weather Report: Weather song or chant Warm up and review: Students sing the song and the actions for ‘This is the way’ from the previous lesson Hand-out the cut-up story from the previous class Students put it in order, listen to track 85 and check Lesson presentation: Lead-in Introduce the sentence patterns Draw a big clock on the board Draw hands on it pointing to seven o’clock Ask students ‘What time is it?’ Students tell the time using the structure ‘It’s … o’clock’ Get one student to play teacher – they draw the hands on the clock and ask ‘What time is it?’ They choose students to answer Students then play this game at their desks in pairs Human clocks Show children how they can become clocks using their bodies, with their arms being the hands of the clock Say different times Students make the time using their bodies Then in pairs, one student makes the time, and asks their partner ‘What time is it?’ Their partner guesses the time Ask children to look at the pictures in the Let’s Learn! Box Ask What can you see? Listen to the story and make the times Students listen again to the story on page 54 When they hear a time, they make the clock with their bodies DEVELOPMENT Listen and say Ask students to look at the pictures in the Let’s Learn! Box Ask What can you Page of 183 see? Play track 86 pausing after each question and sentence for children to point to the picture and repeat Use the flashcards and the clock on the board to elicit other sentences For example, the flashcard ‘go to school’ and the clock reading o’clock – He goes to school at eight o’clock Make sure you drill the third person /s/ Look and say Ask the students to look at the clocks in the pictures Ask one student to stand up Point to the first clock and ask What time is it? to elicit It’s five o’clock The class repeats in chorus Drill the pronunciation, paying close attention to the /s/, /v/ and /k/ sounds Repeat with the other times Students ask and answer in pairs Write Draw the time on the clocks Ask students to look at the pictures and identify the different activities Ask one student to read the example for the class Show them the time on the clock next to the picture Ask students to look at the pictures, complete the sentences, and draw the times on the clocks Monitor and help where necessary Have the students check their answers in pairs before checking whole class CONSOLIDATION Comprehension Check: Mime game Have two students come to the front of the class One student makes a clock with their arms, the other student mimes an everyday action The rest of the class guesses the sentence Consolidation: Listen to Time to Talk! Student Audio CD Unit Tracks 48 &49 Personalization: Extra Worksheet – students draw the times on the clock then write sentences about themselves Story time: Homework = Workbook p.55 Page of 183 Unit Lesson 1) Listen to your teacher and draw the right time on the clocks 2) Answer the questions a) What time you get up? I get up at _ b) What time you have breakfast? I at c) What time you go to school? I _ Page of 183 Semester – Week - Lesson Objectives: Students can identify different times of the day and use these phrases in the context of a song Topic – Key Language UNIT WHAT TIME IS IT? Lesson Resources Resources: Textbook: FAMILY AND FRIENDS Student Book p.56 Workbook p.56 SONG Integrated skills: speaking, listening, reading Key vocabulary: in the morning, in the afternoon, in the evening Sentence Patterns: What you (in the morning), I get up / have / go / / learn Materials: CD Tracks 87-88 Flashcards 64-68 & 68-71 Everyday Activities & Times of the Day Key Activities INTRODUCTION Weather Report: Weather song or chant Warm up and review: Put the children into teams Hand out mini white-boards and markers (or big pieces of scrap paper if you don’t have any mini white-boards) Tell them you are going to write a sentence on the board and they have to try and be the first team to write the correct sentence on their mini white-board / paper When they have corrected the sentence, they should hold it up so you can see it Use these sentences: What time is? It’s seven clock I go school at eight o’clock He have breakfast He has dinner seven o’clock He go to school at nine o’clock Award points to the team who corrects the sentences first Lesson presentation: Lead-in Use flashcards 69-71 to introduce the new vocabulary Hold up the cards one at a time and say the phrases for times of the day for students to repeat Drill the pronunciation by clapping out the rhythm Have students clap out the rhythm with you Matching: Put flashcards 68-71 on the board Give flashcards 64-68 to five different students They come to the front of the class and put their activity below the appropriate time of the day, e.g the student with the flashcard gets Page of 183 up puts their flashcard below in the morning DEVELOPMENT Categorize: (see extra worksheet) Put students into pairs Hand out one cutup worksheet per pair Pairs put the activities under the correct heading – in the morning / in the afternoon / in the evening Be aware that there may be some differences depending on the students’ differing timetables Listen and Check: Students listen to the song and check their activities are in the correct column They then listen again and hold up the correct sentence when they hear it Listen and Sing: Play track 88 (song) the whole way through once for children to listen Then play it again as they follow the words in their books Read each line in the song aloud for children to repeat after you Play the recording for the children to sing along Sing and do: Ask the students to look at the pictures and tell you which action they should for each verse of the song (see below) Play the recording for the students to listen and their actions Song actions Divide the class into four groups to actions as follows: Group 1: What you in the morning / afternoon / evening? - mime a ticking clock with hands Group 2: I get up – stretch; I have my breakfast – eat; I go to school – walk Group 3: I have my lunch – eat; I learn at school – open a book; I go home – walk Group 4: I my homework – write; I have my dinner – eat; I go to bed – pull the covers over CONSOLIDATION Extra writing worksheet, Photocopiable Resources page 16 (TR CD-ROM) Cut and make 1, Photocopiable Resources page 34 (TR CD-ROM) – Students work in groups to cut out the clocks and hands and put them together Students can then use their clocks to ask each other questions about their daily Page of 183 Can you make up your own tongue twisters using the words above? In small groups write a tongue twister then swap with another group and see if they can say it! Page 168 of 183 Semester – Week 30 – Lesson & Objectives: To develop skills Topic – Key Language UNIT 12 You’re sleeping! Lesson 5&6 Resources Resources: Textbook: FAMILY AND FRIENDS Student Book p 96, 98 & 99 Workbook p 98 & 99 WORDS Integrated skills: speaking, listening, reading, writing Key vocabulary: Recycled vocabulary Extra: play (n), year, wolf, hood, costume, proud, act (v), hard work, ready Sentence Patterns: Recycled structures seen previously Key Activities INTRODUCTION Weather Report: Weather song or chant Warm up and review: Worksheet and chant Give out the extra worksheet and encourage children to complete as many words as they can from memory Check in pairs then open their books to page 96 to check against the book Play track 154 and encourage children to sing along with the chant Lesson presentation: Materials: Additional worksheet Tracks: 154, 158, 159 Lead-in Write on the board ‘Our School Play’ and elicit the meaning If you have had a school play in your school talk about it with the students Have they seen a school play? Have they performed in one? Ask children to open their books to page 98 and look at the pictures in the article What kind of text is this? Do they know the characters in the story? What story is it? [Little Red Riding Hood] Do they know what happens in the story? DEVELOPMENT Look at the pictures What are the children wearing? Ask children to look at the pictures again What’s he / she wearing? Page 169 of 183 Listen and read Write the following comprehension questions on the board Who was Katie in the school play? What did she wear? Does she like her English class? Play track 158 and let children listen and follow the texts in their Student Books Play the recording a second time then elicit the answers to the questions Read again Circle the false word and write the correct word Ask children to close their books Write the example sentence from the Student Book onto the board Ask children Is the sentence correct? Invite a child to come to the front of the class to circle the incorrect word A second child writes the correct word next to the sentence Write some of your own sentences on the board and repeat the process Katie was the wolf The families were sad and proud of the children Katie loves acting Spanish stories Ask children to look at the exercise in their Student Books Allow time for them to re-read the text then circle the incorrect word in each sentence and write the correct one next to it Go over the answers with the class Listen and write T (true) or F (false) Ask children to look at the pictures in exercise page 99 Tell children they are going to listen to a recording of a girl talking about her school play Play the recording for children to listen and point to the pictures Play the recording a second time for children to decide whether the pictures contain the correct information Stop the recording after the first sentence Show children the first picture and ask Is this true? (yes) Point out the letter T in the box Play the recording again for children to complete their answers Page 170 of 183 Go over the answers with the class Look and say Children look at exercise on page 99 and name the ‘animals’ in each picture Read the words in the word box aloud with the class Focus attention on the three speech bubbles Point to the first picture and demonstrate the activity by saying He was a lion Ask children to work in pairs and make sentences about what the children were in the play Monitor the activity and model the words where necessary Ask individual children to say the sentences for the class CONSOLIDATION Read Circle and Underline or Ask children to close their Student Books Copy the two example sentences from exercise onto the board Invite a child to come to the front and circle and in the first sentence Invite a second child to underline or Ask children which sentence is a ‘yes’ sentence and which sentence is a ‘no’ sentence Explain that the word and goes with yes sentences and the word or goes with no sentences Write some of your own sentences on the board to demonstrate e.g., I have a sandwich and cake I like music and art I can’t draw or sing I don’t like math or science Ask children to the exercise in their Student Book Monitor the activity and help where necessary Story time: Homework = Workbook p 98 & 99 Page 171 of 183 Unit 14, Lessons & Try to remember the missing words and write them in the chant The house was so messy! Hello, Mom, The party was Everyone was Each and every one But after the party, _ were on the door Food was on the And cards were on the _ The house was so _ But here is your surprise… Open the door, And open your _! Page 172 of 183 The food is in the _ The house is very There is no more to do, So come and take a seat Thank you! When you have finished check your answers with a partner then check in your book Page 173 of 183 Reading Circle Maths & Science Easter Easter Self-Reading Maths & Science Easter Easter Reading Circle Maths & Science Easter Sample Test Self-Reading Maths & Science Page 174 of 183 Semester – Week 34 – Review Objectives: To review units 13 + 14 Topic – Key Language Review Lesson Resources Resources: Textbook: FAMILY AND FRIENDS Student Book p 100 Workbook p 100 Integrated skills: speaking, listening, reading, writing Key vocabulary: Recycled vocabulary Sentence Patterns: Recycled structures seen previously Materials: Flashcards – a selection from the last two units [105 - 121] Plain paper and colored pencils Key Activities INTRODUCTION Weather Report: Weather song or chant Warm up: Speaking My Farm Encourage children to remember the farm animals we discussed in unit 13 They can look in their books to help them remember Give each child a piece of plain paper and a set of colored pencils to each group of six Ask children to draw their own farm which has their favorite things in You may want to show a picture you have made before the lesson of your farm as an example Monitor the activity and help with ideas e.g sheep in a field, trees, a picnic area etc Children in groups take turns talking about their farm e.g., These are the horses This horse is black and this horse is white They are big and fast DEVELOPMENT Circle the odd-one-out Write Write the following words on the board cow, goat, horse, floor Ask children What is the odd word out? Elicit that the word is floor and ask one child to come and write this on the board Elicit why this word is odd (the other words all relate to farm animals) Ask children to look in their Student Book at pg 100 exercise and show them the first activity Show them the odd one out is circled and written at the end of the line Page 175 of 183 Allow children time to complete the activity then go through the answers with the class Look and circle the correct word Ask children to look at the picture in exercise Ask them to tell you what they can see Try to elicit some comparisons Draw children’s attention to the first question and ask who is taller (the girl) Show children how the correct answer is circled Allow children time to complete the other sentences and check answers together Look and say Show children the speech bubble and demonstrate the activity with a child Children work in pairs and talk about the picture using exercise to help them See if children can make any other comparisons (e.g her hair is longer than her brother’s hair) Write any good examples on the board CONSOLIDATION Worksheet: Do the additional worksheet to review recent vocabulary To make the worksheet more fun and challenging for the students cut off the words from the bottom Give the students just the word search grid and ask them to put it face down on their desk in front of them Hold up the flashcard showing the picture for one of the words in the word search and the children race to remember the word and find it in the grid When the children have found it repeat with the next word Story time: Homework = Workbook pg 100 Page 176 of 183 Review 5, Lesson Review BAD DRY GOAT HORSE NEAT SLOW D J T B M F W Z O Z V A H M M U O C X C A O M O D O X E T Q X Q N H M S C L Z P W N J W Z V R J K L T J C W S D O O G Z D J Z Y E O N I L O B N V P O K D H S A Y U O N N Y R X S W T T K S F O W D T H I T J D D Z Y F E N Y V H G D D P A N L H L J M E R K U A H R N Q E G O O T E I U Q B Y H E Y W O N R W T C L Z W K Z R L P O B Q S Y B O Z F I V O D M S Q V S E H P X H U G O A T E D E F Z R P F M V P L H N J A O P B M V W C C Z F Z W E T H E E N S COW FAST GOOD LOUD PHOTO WET DONKEY FLOOR GOOSE MESSY QUIET Page 177 of 183 Semester – Week 34 – Review Objectives: To review unit 13 + 14 Topic – Key Language Review Lesson Resources Resources: Textbook: FAMILY AND FRIENDS Student Book p 101 Workbook p 101 WORDS Integrated skills: speaking, listening, reading, writing Key vocabulary: Recycled vocabulary Sentence Patterns: Recycled structures seen previously Materials: Children’s farm pictures from last lesson Plain paper Track 160 Key Activities INTRODUCTION Weather Report: Weather song or chant Warm up and review: Rules Writing Ask children if they can remember the rules from the farm They can look at page 93 to help them remember Tell them they are going to write ‘rules’ for their farm which they drew last lesson Tell children to use the ideas on page 93 and their own ideas The rules can be funny if they like! Give the children plain paper to write out their rules and monitor helping with ideas When they have finished share the rules in small groups or put up around the classroom and read each other’s work DEVELOPMENT Check the picture that contains the sound Ask children to look at page 101 of their Student Books Look at the pictures in exercise Children work in pairs and try to remember the names of as many of the pictures as possible Help them with any they don’t remember Tell children they are going to hear a recording and they must check the sound they hear Play the first part of track 160 and show them how the sound is from flute and the picture of the flute is checked Play the rest of the recording, stopping after each question, for children to Page 178 of 183 complete the activity Play again for them to check their answers Go through the answers with the class using the CD Read and circle the correct word Write the example sentence from exercise on the board and elicit the correct answer Ask children to look at the picture in exercise Ask them what they can see Allow them time to complete the other sentences but circling the correct answer Go through the answers together with the class CONSOLIDATION Smiley face You can play this game as a whole class first then put children into small groups to continue Think of a word from the last two units and draw a short line for each letter, one after the other Ask children to guess the letters in the secret word one by one If a child guesses a letter correctly, write the letter on the correct line If a child guesses a letter incorrectly, write a letter on the board with an X through it, and draw a large circle to represent a face With each letter that is guessed incorrectly add another feature to the face (two eyes, a nose, a smile, two ears and hair!) The game continues until either the word or the face is completed If the word is completed the class has won and if the face is completed the teacher has won Read and color: Ask children to look at ex on pg 101 and think about the last two units Ask them how confident they feel about their work Ask children to Page 179 of 183 color in the faces OK, good or excellent Story time: Homework = Workbook pg 101 Page 180 of 183 Review 5, Lesson Across An animal with a long neck The opposite of slow We walk on this in the house The opposite of bad Down The opposite of loud We wear this when it is cold The opposite of neat There are lots of these on a farm We use a camera for this 10 The opposite of wet Page 181 of 183 Reading Circle Culture Final Test Page 182 of 183 ... everyday activities and understand a short story Topic – Key Language UNIT WHAT TIME IS IT? Lesson Resources Resources: Textbook: FAMILY AND FRIENDS Student Book p. 54 Workbook p. 54 WORDS Integrated... up and review: Textbook: FAMILY AND Review /sm/, /st/, /sk/, /sn/ sounds from previous lesson: teach the students WHAT TIME IS IT? FRIENDS the following tongue twister ‘The small snake stands and. .. Students can differentiate and pronounce sounds /sm/, /sn/, /st/, and /sk/ Topic – Key Language Resources UNIT WHAT TIME IS IT? Lesson Resources: Textbook: FAMILY AND FRIENDS Student Book p.57