Tài liệu Giáo án family and friend 2 lớp 4

American Family and Friends Lesson Plans and Worksheets Grade 4 Written by Oxford University Press Semester 1 – Week 1 – Lesson 1 Objectives: Students can identify everyday activities and understand a short story Topic – Key Language UNIT 8 WHAT TIME IS IT? Lesson 1 Resources Resources: Textbook: FAMILY AND FRIENDS 2 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 8 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 do 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 1 of 183 chant as a class without the recording. Think of actions to go with the chant. Listen again and students do the actions. DEVELOPMENT Lead-in: Use story poster 8 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 do you go to school? What do you have for breakfast. Elicit the differences between the pictures and what your students do / 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 2 of 183 Unit 8 Lesson 1 1. Match them up! Match the actions and pictures. put on our clothes wash our face comb our hair brush our teeth 2. Draw a picture! What else do you do 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 3 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 4 of 183 Semester 1 - Week 1 – Lesson 2 Objectives: Students can say what people do at different times of the day; ask and answer what time it is Topic – Key Language UNIT 8 WHAT TIME IS IT? Lesson 2 Resources Resources: Textbook: FAMILY AND FRIENDS 2 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 do 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 5 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 8 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 8 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 6 of 183 Unit 8 Lesson 2 1) Listen to your teacher and draw the right time on the clocks 2) Answer the questions a) What time do you get up? I get up at _________________________ b) What time do you have breakfast? I ______________________ at ____________________ c) What time do you go to school? I _____________________________________________ Page 7 of 183 Semester 1 – Week 1 - Lesson 3 Objectives: Students can identify different times of the day and use these phrases in the context of a song Topic – Key Language UNIT 8 WHAT TIME IS IT? Lesson 3 Resources Resources: Textbook: FAMILY AND FRIENDS 2 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 do you do (in the morning), I get up / have / go / do / 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 8 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 do for each verse of the song (see below). Play the recording for the students to listen and do their actions. Song actions Divide the class into four groups to do actions as follows: Group 1: What do you do 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 do 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 9 of 183 routines. Time to talk! Student Audio CD, Unit 8, Tracks 50 & 51 Story time: Homework = Workbook p.57 Page 10 of 183 Unit 8 Lesson 3 Put the activities under the correct heading: in the morning in the afternoon in the evening I go to bed I go home I go to school I get up I do my homework I have my dinner I learn at school I have my breakfast I have my lunch Page 11 of 183 Semester 1 – Week 1 - Lesson 4 Objectives: Students can differentiate and pronounce sounds /sm/, /sn/, /st/, and /sk/ Topic – Key Language Resources UNIT 8 WHAT TIME IS IT? Lesson 4 Resources: Textbook: FAMILY AND FRIENDS 2 Student Book p.57 Workbook p.57 PHONICS Integrated skills: speaking, listening, reading Key vocabulary: smile, snow, star, sky (+ time for) Sentence Patterns: Look at the (snake) In the (snow) It’s time for bed Materials: CD Tracks 89-91 Phonics Cards 21-24 (smile, snow, star, sky) Key Activities INTRODUCTION Weather Report: Weather song or chant Warm up and review: 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. Stop the Bus Put the class into teams, and make sure each team has a pen and piece of paper. Draw the following table on the board: Animal Food Something Action Outside Students should copy the table on their piece of paper. Say a letter. Students have to race to write one thing beginning with that letter on their paper, e.g. Animal Food Something Action Outside Cat Cake Car Cry The first team to finish shouts ‘Stop the Bus’. Have them read out their list. Drill pronunciation of all the words. Make sure you use the letter ‘s’ as this may elicit today’s vocabulary / phonics focus. Lesson presentation: Lead-in: Teach the sounds and letters for this lesson using the phonics cards. Hold up the first card and say Letters s and m make the sound /sm/. Say the Page 12 of 183 sound for the children to repeat several times. Repeat the procedure with the other phonics cards. Hold up each card one at a time and say the words for the students to repeat. Listen, point and repeat: Ask students to look at the pictures in their student books. Play track 89. Students listen and point then repeat the sounds and words. Listen and Chant: Play track 90 for students to listen to the chant the whole way through. Play the chant again, stopping after each line for children to repeat, following in their book as they do so. DEVELOPMENT Read the chant again. Circle the sounds sm, sn, st, and sk: Ask children to look at the chant again. Write the first line on the board. Ask students to find an example of the letters sm, st, sn, or sk. One student comes to the front to circle the sn in snake. Students read the rest of the chant and circle the other examples in their books. Monitor and help where necessary. Students check with their partners before whole class feedback. Listen and circle the correct sounds: Ask students to look at the pictures and say what they see in each one. Play track 91. Students listen and circle the sounds at the beginning of each word. Go over the answers with the class. CONSOLIDATION Sound students: Go around the room, assigning the letters sm, sn, st and sk to each student. Play the recording again. When children hear their sound they stand up. If they hear their sound a second time, they sit down again. Use the extra worksheet(s) for consolidation: Ask the students to try and match the pictures to the words. Help them where necessary. Now students should write the words under the correct sounds. Finally, students can try and find the words in the word search. Page 13 of 183 Story time: Homework = Workbook p.57 Page 14 of 183 Unit 8 Lesson 4 1) Match the words to the pictures: stop skate smart stamp skip snore Page 15 of 183 2) Write the words in the correct column sm sn sk st smile star snake sky 3) Find the words in the word search: s s t r e t r a e t a k y s m e r a m e t s e a o m k s t o p r n p u m i e a n s y i a h e k s a t k i l a g e t e e i a d a a e k m t i f s k s s t e k a m s stop sky skate smart star m s k i p s k s a t s p l r m p a y t a smile stamp l r a t s c n l e s snore a e o s o v s i s t snake skip Page 16 of 183 Semester 1 – Week 2 – Lesson 5 Objectives: Students can read about someone’s daily routine and find specific details in a text. Topic – Key Language UNIT 8 WHAT TIME IS IT? Lesson 5 Resources Resources: Textbook: FAMILY AND FRIENDS 2 Student Book p.58 Workbook p.58 READING Integrated skills: listening, reading, writing Key vocabulary: Review vocabulary and structures seen previously Extra vocabulary: cereal, go by bus, so Materials: CD Tracks 88 & 92 Key Activities INTRODUCTION Weather Report: Weather song or chant Warm up and review: Review /sm/, /st/, /sk/, /sn/ sounds from previous lesson – you draw or mime one of the words, students guess the word. Sing ‘What do you do in the morning’ from p.56 (track 88) Task individual students some questions about their daily routine – e.g. What do you do every day? What time do you get up / have breakfast / go to school? What does your mom / dad do every day? Lesson presentation: Lead-in: Use worksheet 5 to review / introduce the vocabulary for today’s class. Students write the words under the correct picture, then talk to their partner about the pictures. Have individual students stand up and talk about each picture as feedback. You can also take this opportunity to introduce the words ‘cereal’ and ‘go by bus’. Students then work by themselves to answer the questions. Monitor and help where necessary. Look at the pictures. Say what the girl and her mom do: Students look at the pictures on p.58. Ask the students What does Sadie do everyday? What does Sadie’s mom do everyday? DEVELOPMENT Listen and read. Play track 92 as the students read and follow the text in their books. Play again and answer any questions. Ask comprehension questions to check understanding, e.g. What does Sadie do in the morning? How does she get to school? What does Sadie’s mom do in the Page 17 of 183 morning / evening? Read again. Circle the false word and write the correct word. Ask children to close their books. Copy the example sentence from the Student Book on the board. Ask students if it is right or wrong? Ask one student to circle the incorrect word (eight) and a second student to write the correct word (seven). Write some of your own sentences on the board and repeat – e.g. She has breakfast – cereal, bread and eggs. She goes to the park at eight o’clock. Her mom starts work at two o’clock. Now ask students to complete exercise 3, p.58 in their books. Have them check their answers with their partner before checking whole class. CONSOLIDATION Reading Race: Put the students into teams. Give each team a mini white board / some scrap paper. Ask students questions about the text (see below). The first team to write and hold up the correct answer gets a point for their team. Questions What time does Sadie get up? What does she have for breakfast? What does she take to school? What is her mom’s job? When does Sadie see her mom? What does Sadie’s mom do after work? Story time: Homework = Workbook p.58 Page 18 of 183 Unit 8 Lesson 5 1) Write the words under the correct picture _____________________________ _________________________________ _______________________________ __________________________________ ______________________________ get up cook dinner go to school a doctor have breakfast Page 19 of 183