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I/ Overview 1. Objectives: By the end of the lesson, students will be able to: - Listen and imitate the way to introduce things in the room. - Comprehend the listening and number the pictures. 2. Language focus: a) Vocabulary: things in the room - a TV - a bed - a chair - a table b) Structures: There is / There are … … 3. Teaching / learning aids: - Stereo, tape for unit 9, pictures of section B1, pictures of things in the room, pictures B3, S-card /t∫/ (chair) 4. Anticipated problems: - Students may forget to put the nouns in plural when using There are … II/ Procedures: Time allocation Content Teacher s activities’ Students activities’ 5 minutes Warm up: Hang man • living room • Bedroom • Bathroom • kitchen - Prepare some cards with names of rooms found in a house. - Select a card and draw the corresponding number of dashes on the board. - Invite a student to call out a letter. If the letter is found in the word, write it on the appropriate dash. If it is not, wrtie it at the side of the board and draw the first stroke of the picture of the ‘hangman”. - The class wins ifthey are able to complete the entire word before the “hangman” picture is complete. - Otherwise, the teacher wins. - Look at the board - Call out the letter 7 minutes New words • a bed • a TV • a table • a chair (use S-card to help students pronounce better) - Show a picture of a bed and say in your language: - Ask some your languagequestions: + What is it? + Listen and repeat: a bed - Have students repeat the word in chorus (twice). - Call some students repeat individually. (2 students) - Ask for the meaning. - Answer in your language - It s a bed’ - Repeat in chorus. - Repeat individually - Say the meaning - Have students copy down. (Do the same with the other words) - Have the whole class read the new words chorally. (twice) - Call some students to read individually. - Copy down - Read the words in chorus - Read individually 2 minutes Checking vocabulary: Matching - Show the picture SB1, and ask students to stick the English words to the appropriate things in the room. - Go to the board and stick the words to the appropriate things. 9 minutes Structure (SA1) 1) There is a bed in the room. 2) There are two chairs in the room. - Have students look at the picture and ask some questions in your language - Who is she? - What is it? - What are there in her room? - How does Mai say to describe her room? Look at the book and listen. - Ask students to look at the book and listen to the tape (twice). - Have students repeat in chorus. (twice) - Ask students to read in silence and find out the new structures that Mai uses to describe her room - Then write the structures on the board. - Ask students to look at the picture and find out the differences when using There is / There are - Explane in your language + A bed is singular, two “ ” “ chairs is plural.” → There is + a + (n) / There are + (two) + (ns) Note: in is a preposition of “ ” place, means ë trong“ ” - Call 2 – 3 students to read the paragraph again. The others listen and comment. Answer in your language She is Mai It s her bedroom’ There is a bed. There are two chairs. There is a TV. - Look at the book and listen to the tape. - Repeat in chorus. - Read silently - Find out the new structures - Copy down. - Discover the differences bewteen there is / there are - Listen - Read individually 9 minutes Practice (SB2) picture drill - Ask students to look at the pictures (SB2) read the words - Use There is / There are … to introduce things in the room. - Model and have them repeat: There is a TV in the room - Ask them to do the same with the other things in chorus. - Students work in small groups (3 - 4 students in each), take turns talk anout things in the room. Each student speaks a sentence. - Move around and observe. - Read the words in the picture - Repeat - Make sentences - Work in groups, talk about things in the room. - Have some students from each group speak out their work, the others listen and comment. - Some students speak out, the other listen and comment. 4 minutes Production (SB3) listening - Students discuss to find out what the pictures are about and what they have to do. - Play the tape twice, students listen and number the pictures. - Have students compare their answers with the partner. - Give feedback. (If the time is enough, have students describe the pictures using the structures they have learnt This is / There is / … … There are …) - Discuss to find out the task - Listen to the tape and number the pictures. - Compare in pairs. - Speak out the answer. 5 minutes Other activity Noughts and crosses - Prepare a square with 9 small squares inside. - Each square contains a word - Divide the class into two teams (O and X groups). Ask them to make sentences, using There is / There are … - One correct sentence is one mark (O or X) - The team with a line of three O / X first is the winner. - Team work 1 minutes Homework - Use there is / there are to talk about things in their house. - Ask students to do Ex.6 (P.64) workbook. - Write down the hoework on the board. - Copy down. Comments: Slap the table: − Divide the class into groups of 4 – 5 students. − Deliver each group a series of pictures (3 – 4) − A student calls out a word, the others listen and slap the appropriate picture. − The slowest/incorrect student has to make a sentence with the given word. − The student has just made the sentence calls out an other word. Noughts and crosses - Prepare a square with 9 small squares inside. - Each square contains a word - Divide the class into two teams (O and X groups). Ask them to make sentences, using There is / There are … - One correct sentence is one mark (O or X) - The team with a line of three O / X first is the winner.