Unit 4. My classroom

T asks Ss to practice asking and answering the questions about them in pairs and then before class.. T and students correct the answers T asks Ss to ask and answer about their school.[r]

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UNIT 4:

*Division of lessons :(5 periods) Lesson 1: A 1,

2 Lesson2: A 3, Lesson3: B1, 2, 3, 4, Lesson4: C1, 2, Lesson5: C4, 5, 6,

Week: Unit 4: Period: 21 Date: 04.10.2011

Lesson 1: A 1, 2 I Aims:

By the end of the lesson, Ss will be able to talk about Phong’s and Thu’s school (position and size)

II Language contents:

Grammar: It is big, is it small?

Where is the school? It is in the city

Vocabulary: big, small, in the city, in the country, near, far, new, old III Techniques: R & R, brainstorming, dialogue build, questions and answers IV Teaching aids: pictures, cassette tape, cards of numbers.

V Procedure:

Teacher’s and students’ activities Contents

T asks Ss to introduce oneself and their family

T elicits the new words from Ss (meaning and pronunciation)

Rub out and remember

T sets the scene: T asks Ss some questions, Ss listen and answer them

“How many classroom in Phong’s school?, Is it big?”

“How many classroom in Thu’s School?, Is it big?”

T asks Ss to listen and repeat the text after

1 Warm up :( 5’)

Ex: My name is Nga There are people in my family I am twelve and I am a student 2 Presentation(12’)

 Pre-teach vocabulary : - big (adj)# small(adj) - new # old

- near # far - city (n): - in the city: -(the)country (n): - in the country :  Checking vocabulary :

 Set the scene:

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the tape

Some Ss read the text aloud

T asks Ss to read the text about Phong and Thu again and then ask and answer the

questions on page 44 in pairs and play the roles before class

T and Ss correct the answers

T asks Ss to introduce about their school Ss introduce it before class

Write a passage about your school in the notebook

Prepare : lesson A 3,

3.Practice(15’)

 Answer the questions : Yes, it is

2 No, it isn’t

3 It is in the country No, it isn’t

4 Consolidation (10’)

Ex: My name is Lan This is my school My school is small It is in the country It is new There are classrooms in my school 5 Homework(3’)

 Comments

Lesson 2: A 3, 4 I Aims:

By the end of the lesson, Ss will be able to describe about Phong’s and Thu’s school and their school (teachers, students, classroom…)

II Language contents:

Grammar: Review: How many…?, “There is”, “there are” Vocabulary: review: about ordinal numbers

about school, class, teacher, student… about prepositions (A5)

III Techniques: brainstorming, dialogue builds, questions and answers IV Teaching aids: pictures, cassette tape, cards of numbers.

V Procedure:

T asks Ss to review the numbers

T elicits the new words from Ss (meaning

1 Warm up (5’) Revision: Numbers

2.Presentation(12’)

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and pronunciation)

T asks Ss to match the words in column A with their meanings in column B

T asks Ss some questions ; Ss listen and answer them:

“Where you live? Is your school big?

How many classrooms are there? How many students are there?”

T reads the text; Ss listen and repeat after the tape Ss read the text aloud before class

T asks Ss to practice asking and answering the questions in pairs and then before class (A2)

Ss write the answers on the board T and students correct the answers

T asks Ss to practice asking and answering the questions about them in pairs and then before class (A4)

Ss write the answers on the board T and students correct the answers T asks Ss to ask and answer about their school

Write a paragraph about the school Prepare: lesson 3: B1,2,3,4,5

classroom bảng school học sinh student bàn

book phòng học board trường table sách  Set the scene :

3.Practice (15’)  Answers:

1 There are eight classrooms There are four hundred students There are 20 classrooms

4 There are nine hundred students  Answers:

1 It is in the country

2 There are ten classrooms There are hundred students

Ex: How many students are there? How many classrooms are there? Is your school big?

Is it in the city? 5.Homework(3’)

 Comments

Lesson 3: B1, 2, 3, 4, 5 I Aims:

By the end of the lesson, Ss will be able to ask and answer about the school (grade, class, and floor) of Phong, Thu and oneself

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Grammar: Wh-questions (Which grade/ class are you in? Where is your classroom? How many floors does your school have?

Vocabulary: cardinal numbers (from 1st to 10th) to have, grade, class, floor

Review: my, your, his, her

III Techniques: gap-filled, dialogue builds, questions and answers. IV Teaching aids: pictures, cassette tape, cards of numbers.

V Procedure:

T asks Ss to review the numbers from one to ten

Setting up the scene: T asks Ss some questions

 Where is your school?  Is it in the city?

 How many floors does it have? T asks Ss to listen to the dialogue and repeat then practice playing the roles before class

T asks Ss to complete the table in their exercise books and then write down on the board.(B2)

T asks Ss to write sentences about them T asks Ss to complete the dialogue and then practice playing the roles in pairs, before class Ss give the missing words on the board T and Ss correct the answers.(B5)

T asks Ss to practice asking and answering the following questions

Do the exercises again

1 Warm up (5’)

Numbers: from to 10 2 Presentation(12’)

 Pre-teach vocabulary

-Cardinal numbers (1st –10th). - to have:

- grade: - floor:

 Grammar:

Which grade/class are you in? I am in grade/class…

Where is your classroom? It is on the first floor

How many floors does your school have? It has two floors

 Check vocabulary :  Set the scene:

“Thu and Phong are talking about the school and class Guessing what they are talking about.”

3 Practice (18’)

Ex: I am in grade  Answers

not (small) / does / has / are / am / is / on

a Is your school in the country or in the city?

b Is your school big?

c How many floors does your school have?

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Preparing: lesson

 Comments

Week: UNIT4: Period: 24

Date: 11.10.2011

Lesson4: C 1, 2, 3 I Aims:

By the end of the lesson, Ss will be able to talk and write about Ba’s and their activities in the morning

Grammar: What you every day? – I get up What does Ba every day? - He gets up

Vocabulary: get up, get dressed, brush teeth, wash face, have breakfast, go to school III Techniques: brainstorming, picture drill, dialogue build, questions and answers

IV Teaching aids: pictures, cassette tape, cards of numbers. V Procedure:

T asks Ss to look at the pictures on the board and say what they every morning (in English or in Vietnamese)

Picture drill T sets the scene:

“Every morning, Ba and I something Listen and talk about this.”

T asks Ss to listen and repeat after the tape and practice reading the sentences under each picture Then say before class (B1)

T asks Ss to ask and answer the question: “What you every morning?” in pairs and then before class.(B2)

1 Warm up :( 5’) Ex: I get up 2 Presentation(12’)

 Pre-teach vocabulary : - get up:

- get dressed: - brush … teeth: - wash … face: - have breakfast: - go to school:  Grammar:

What you every morning? I get up

What does Ba every morning? He gets up

 Check vocabulary  Set the scene :

3 Practice :( 15’)

 Example exchange :

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T asks Ss to write five sentences about Ba The write these sentences on the board

T and Ss correct the answers

T asks Ss to talk about their activities in the morning

T asks Ss to play the chain games T and Ss correct the answers

Saying the morning activities Preparing lesson

Ex: Every morning, Ba gets up.

4.Consolidation(10’): Ex: S1: I get up

S2: I get up and I get dressed

S3: I get up, I get dressed and I brush my teeth

S4: ……… 5.Homework(3’)

 Comments

Week: UNIT 4: Period: 25 Date: 12.10.2011

Lesson 5: C4, 5, 6, 7 I Aims:

By the end of the lesson, Ss will be able to talk about the time and the time of the daily activities of Ba and themselves

Grammar: What time is it? It’s …

What time you get up? I get up at What time does Ba get up? He gets up at Vocabulary: review: numbers

III Techniques: brainstorming, dialogue build, questions and answers IV Teaching aids: pictures, cassette tape

V Procedure:

T asks Ss to review the numbers they have learnt

T gives the example; Ss listen and observe the rule

1 Warm up (5’) from to 100 2.Presentation:(12’)  Pre-teach vocabulary

- time(n): - o’clock: - half - past  Grammar :

-What time is it? It’s ten o’clock

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T sets the scene: T shows the clock and elicits the answers from Ss

Ss practice asking and answering the time in pairs and then before class

T asks Ss to listen and read the time after the tape Ss read the time aloud before class Ss practice asking and answering the time Ss play the roles before class

Ss read the text about Ba on page 51: “What time does he his activities.”

T asks Ss to ask and answer with the partners about the time they often the activities

Ss say the activities and the time they often in the morning

Asking about the time Preparing : unit

 Check vocabulary

 Set the scene:

*What time is it? It’s ten o’clock *What time is it? It’s half past ten It’s ten thirty 3.Practice:(15’)

Ex: What time is it? It’s ten o’clock

 Answers

a I get up at……

b I have breakfast at…… c I go to school at…… 4.Consolidation(10’) Ex: