- Practising cardinal numbers, Ordinal numbers and “ which” questions to talk about school. Preparations[r]
(1)UNIT 4: BIG OR SMALL? I/Objectives :
1.(Theme)2: Education- School facilities and activities 2 Competences: - Describe location and size of school
- Describe location of objects - Identify possession
- Spell words - Describe everyday activitives - Ask for and say the time
3.Skills: *Speaking
- Ask and say the time - Identify possession
- Describe school timetables - Describe classrooms
Listening:Listen to monologues / dialogues within 50 words for general
information
Reading : Read dialogues within 80 words for general information
Writing:Write sentences or a paragraph within 50 words with idea/ word or pictur
cues
4.Grammar:
- Simple present: have, get up, brush, wash, go
- Wh-questions: What time? How many? Which? - Yes / No questions: Do / Does - Possessive case - Adjectives: big, small, beautiful
- Prepositions of time: at, on, in - Prepositions of places: at, on, in
5.Vocabulary: - Words describing school facilities: school, classroom, floor, …
- Ordinal numbers to tenth - Words describing time: (a quarter) to, past, half past,
…
II Unit plan:
Lesson A1- - Reading a description of a school with practice in possessive ‘ s’ to talk about possessions
P.44 Lesson A3- 4,6 - Reading a text about school to understand details and
get further practice in numbers and school vocabulary
P.45-46 Lesson B1- - Cardinal numbers, ordinal numbers and
Which-questions to talk about school
P.47-48 Lesson C1- - Ask and answer about daily routines P.49 Lesson C4- - Ask and answer about the time P.50-51
(2)Unit : Big or small? Lesson 1: A1- (P 44) A The aims of the lesson
Knowledge
+ The aims: Reading a description of a school with practice in possessive ‘ s’ to
talk about possessions
*Vocabulary: big >< small, in the country/ in the city
* Language focus: - to be + Adj: affirmative statement and interrogative statement - to be + adv of place, where
Skills : - Practice listening, speaking, reading, writing.
Attitude: Help ss to have good consciousness in order to talk about Thu’s and Phong’s schools Ss love school and class
B Preparations
1.Teacher : posters, computer, Lesson plan, textbooks, pictures, speaker Students: Unit A1-2
C Methods:
- Model-Talk-Practice, individual work, pair work
- Some techniques can be used: Palmanism, lucky numbers, questions and answers
D Procedure :
I.Organization: ( minute) - Greeting: Good morning! - Who’s absent today?
Class Date of teaching Absent students
6A 21/10
6B 20/10
6C 21/10
Teacher’s activitives Ss’ activitives
II Revision: (5m) Pelmanism:
I Thu He You She
His My Your Her Thu’s
Eg I – My (My book) ; Hoa – Hoa’s (Hoa’s pen)
(3)III New lesson:
*Step 1.Presentation:
*Aim: -SS can understand and pronounce the new words about personal information
- T introduce the content of the lesson, SS guess to complete the table
*Methods: R & R, gap fill Individual
* Time: 12’ * Procedure
1 Vocab: (6m)
- T elicits the new words from ss
big (a): to, lớn (picture) small(a): nhỏ,bộ (antonym) Where .? ( translation) : đâu
in the country: nông thôn (picture) in the city: thành phố (antonym) Checking vocab: R-0-R
2 Prediction:
- Ask Ss to look at the picture p.44 + Who’s this? ( Phong) + Is it Phong’s school? ( Yes, it is) + Who’s this? ( Thu)
+ Is it Thu’s school? ( Yes , it is) Matching:
small
big Phong’s school
Thu’s school
In the country in the city * Step While reading:
*Aim: -SS can understand and pronounce the new words about personal information
- T introduce the content of the lesson, SS guess to complete the table
*Methods: R & R, gap fill Individual
* Time: 12’ * Procedure
- Ask Ss to read A1 and correct their predictions Comprehension question: A2p.44 a)- d) Lucky numbers
1 Is Phong’s school small? LN!
SS: choral, individual repetition, then copy
T- WC
Individual work
Individual work, pair compare
Team work
(4)3 Is Thu’s school small? Where is Phong’s school? Is Thu’s school in the country? LN!
7 Is your school big? + Answer key:
a Yes, it is b No, it isn’t c It is in the city d No, it isn’t
f yes, it is./ No, it isn’t *Step Post reading:
*Aim: -SS can understand and pronounce the new words about personal information
- T introduce the content of the lesson, SS guess to complete the table
*Methods: R & R, gap fill Individual
* Time: 12’ * Procedure
- T gives situation to model sentences A: Is Phong’s school small?
B : Yes, it is
A : Is Thu’s school small ? B : No, it isn’t
- Concept checking:
+, Form: ’s : dấu sở hữu cách +, Meaning:
* Yes / No question- answer Drill: Phong’s school
Thu’s school
Your school big / small ?
Your house in the city/ country ?
Your brother’s school Your sister’s school + Example exchange:
S1: Is [ Phong’s school] big ? S2 : No, it isn’t
S1: Is it in the city? S2 : Yes, it is + Chain game:
- T collects real objects from students : eg: erasers, pens, pencils ,books, bags,rulers and hold them up
(5)Example statements: S1: Dao’s pen
S2: Dao’s pen and Hai’s ruler
S3: Dao’s pen , Hai’s ruler and Dung’s pencil S4: etc
IV Sumarry: (2m)
- Asks ss what they have learnt V.Homework:
- Learn by heart the new words
- Do exersises A1,2,3 p 35-36 in work book - Prepare new lesson
*Evaluation:
(6)
Unit : Big or small? Lesson 2: A3- 4,6 (P 45- 46) A The aims of the lesson
Knowledge
+ The aims: Reading a text about school to understand details and get further
pratice in numbers and school vocabs
*Vocabulary: numbers, hundred, school vocab, preposition of place * Language focus: "How many", "there is", "there are", or question Skills : - Practice listening, speaking, reading, writing.
Attitude: Help ss to have good consciousness in order to understand details and get further pratice in numbers and school vocabs
B Preparations
1.Teacher : posters, computer, Lesson plan, textbooks, pictures, speaker 2 Students: Unit A3- 4,6
C Methods:
- Model-Talk-Practice, individual work, pair work
- Some techniques can be used: Bingo, answers given, transwriting
D Procedure :
I.Organization: ( minute) - Greeting: Good morning! - Who’s absent today?
Class Date of teaching Absent students
6A 21/10
6B 22/10
6C 22/10
(7)
Bingo: T - WC - T elicits and lists numbers on the board:
6, 8,12, 20,100,200,32,41,400,17,25,600,900,10 - Ask Ss to choose numbers from the board - T reads: 6, 25, 200,12,17,400, 8, 90, 20
III New lesson
*Step Pre – reading: (10m)
*Aim: -SS can understand and pronounce the new words about personal information
- T introduce the content of the lesson, SS guess to complete the table *Methods: R & R, gap fill
Individual * Time: 12’ * Procedure
- Introduce picture ( p45) T -WC
+ What’s it?
+ Is it Phong’s school or Thu’s school? ( in vietnamese)
Open prediction Individual
work
- Asks Ss to guess what these numbers are about, to with
schools: Pairs
compare
400 , 900 , , 20
Eg: Students, teachers, desks, windows etc *Step While reading:
*Aim: -SS can understand and pronounce the new words about personal information
- T introduce the content of the lesson, SS guess to complete the table
*Methods: R & R, gap fill Individual
* Time: 12’ * Procedure A3 (p.45)
1 Read and check: (12m)
- Asks ss to read the text and check their predictions Individual work
Guess Read
400 students
900 students
8 classrooms
20 classrooms
Answer given: (8m)
(8)b c 400
d in the city
e No, it isn’t It’s big f 20
g 900
Answer key
a Where’s Phong’s school?
b How many classrooms are there in Phong’s school? c How many students are there in Phong’s school? d Where’s Thu’s school?
e Is it small?
f How many classrooms are there in Thu’s school? g How many students are there in Thu’s school?
*Step Post reading: (8m)
*Aim: -SS can understand and pronounce the new words about personal information
- T introduce the content of the lesson, SS guess to complete the table *Methods: R & R, gap fill
Individual * Time: 12’ * Procedure
A4 p.46
- Aks Ss to answer questions about their own school Individual work
( a, b , c )
Transformation writing:
- Ask SS to take the first paragraph in A3 p45 and re-write it according to their own school beginning with:
my school is in the country/ city……
IV Summary: (2m)
- T asks ss what they have learnt V.Homework
- Do exercises A4-5 ( p 37-38) in the workbook - Learn by heart A6 p.46
- Prepare next lesson * Evaluation.
(9)
Unit : Big or small? Lesson 3: B1- (P 47- 48)
A The aims of the lesson
Knowledge
+ The aims: - Listening to a dialogue about school to understandthe details.
- Practising cardinal numbers, Ordinal numbers and “ which” questions to talk about school
*Vocabulary: ordinal numbers 1- 10th, to have, grade, class, floor, my, your, his,
her
* Language focus: which, where ? - How does have Skills : - Practice listening, speaking, reading, writing.
Attitude: Help ss to have good consciousness in order to Listening to a dialogue about school to understand the details
- Practising cardinal numbers, Ordinal numbers and “ which” questions to talk about school
B Preparations
1.Teacher : posters, computer, Lesson plan, textbooks, pictures, speaker Students: Unit B1-5
C Methods:
- Model-Talk-Practice, individual work, pair work
- Some techniques can be used: Rubout and remember, predict dialogue, board drill, write it up
D Procedure :
I.Organization: ( minute) - Greeting: Good morning! - Who’s absent today?
Class Date of teaching Absent students
6A 23/10
6B 23/10
6C 23/10
Teacher’s activitves Ss’ activitives
II New lesson:
*Step Pre- listening:
(10)- T introduce the content of the lesson, SS guess to complete the dialogue
*Methods: matching Individual, pair work * Time: 12’
* Procedure
1 Pre- teach vocab:
- T elicits the new words from ss T- Whole class - the first 1st
- second 2nd
- third 3rd
- fourth 4th
- fifth 5th
- grade (n): lớp (trình độ) - floor (n): tầng (lầu) *Check vocab: Matching Prediction:
- Ask SS to look at the picture (p47) T- Whole class + How many SS are there?
+ Where are they?
+ What are they talking about? ( in vietnamese) Predict dialogue: (5m)
Thu: Hello, which grade are you in? Phong: I’m in grade (1) Thu: And which class are you in?
Phong: (2) What about you?
Thu: I’m in grade(3) class (4) How many floors does your school have? Phong: (5) It’s a small school
Thu: My school has (6) floors and my classroom is on the (7) floor Where’s yourclassroom?
Phong: It’s on the (8) floor
- Ask Ss to work in pairs to predict Pair work - Asks ss to go to the board to write down their predictions
*Step While – listening: (18’)
*Aim: -SS can listen and correct their predictions , complete the table
*Methods: gap fill Individual
* Time: 12’ * Procedure
B1 p.47
(11) Grid : B2 p 48
- Ask SS to complete the table: Answer keys:
Grade Class Ffloor
Thu 7c 2nd
Phong 6a 1st
You
*Step Post – listening: 10’
*Aim: -SS can understand and practice the question with “Which” - Write the sentences about Thu, Phong and themselves
*Methods: R & R, gap fill Individual
* Time: 10’ * Procedure Board Drill
- T uses table B2 p.48 Example exchange:
S1: Which [grade] is Thu in? [ class ]
S2: She’s in [ grade 6] [ 6A ]
S1: Where’s [ her] classroom? S2: It’s on the [first ] floor Write it up:
Eg – Thu is in grade She’s in class 7A Her classroom is on the first floor
IV Summary: (2m)
- T asks ss what they have learnt
- Asks class to read ordinal numbers aloud V.Homework
- Learn by heart the new words
- Do exercises B1,2,3 p 38-39 in the workbook - Prepare next lesson C1-3
*Evaluation:
(12)