Let s learn unit 6

Aims: By the end of the lesson Students’ll be able to ask about the Main : Speaking; Reading.. Aims: By the end of the lesson Students will be able to sing “How’s the weather?” song.II..

I. Aims: By the end of the lesson Students’ll be able to ask about the

III Steps of teaching:

a Present the dialogue.

T uses puppets to give the example

Then guides Students to practice

S1: How’s the weather?

S2:(nhin ra cua so) It’ssunny

Aims: By the end of the lesson Students’ll be able to ask about the

Main : Speaking; Reading.

Sub : Writing; Listening.

Steps of teaching:

1 Warm up Walk and talk T:What’s it?

and Review

2'

S1: It’s a pen Is it apencil?

a Present the dialogue.

T uses puppets to give the example

Then guides Students to practice

S1: How’s the weather?

S2:(nhin ra cua so) It’ssunny

Date up Planning: :27/ 10/ 2008

Date up Teaching:

Grade: 4 Period: 19 Unit: 6 Lesson: LET’S TALK Aims: By the end of the lesson Students’ll be able to ask about the

a Present the dialogue.

T uses puppets to give the example

Then guides Students to practice

S1: How’s the weather?

S2:(nhin ra cua so) It’ssunny

S1: Let’s play!

S2: OK

Main : Speaking; Reading.

Sub : Writing; Listening.

III Steps of teaching:

Focus Activities Contents

a introduce the vocabulary.

T draws some pictures on theboard Students read each wordtwice

T :( shows the picture) It’s rainy

Group A: How’s the weather?

Group B: It’s sunny

Group A: How’s the weather?

Group B: It’s sunny

Group A: How’s the weather?

GroupB: It’s sunny, It’s sunny today

(rainy; windy; cloudy; snowy)

4 Extension

10'

Back-to-back activity

Students practice in pairs

S1: How’s the weather?

S2: It’s sunny

… … …5.Homewor

I Aims: By the end of the lesson Students will be able to sing “How’s the weather?” song.

II Knowledge: a Vocabulary:

- Rainy; windy; cloudy; snowy

b Structure:

- How’s the weather? It’s rainy

c Skills:

Main : Speaking; Reading.

Sub : Writing; Listening.

III Steps of teaching:

a introduce the vocabulary.

T draws some pictures on theboard Students read each wordtwice

T :( shows the picture) It’s rainy

Group A: How’s the weather?

Group B: It’s sunny

Group A: How’s the weather?

Group B: It’s sunny

Group A: How’s the weather?

GroupB: It’s sunny, It’s sunny today

(rainy; windy; cloudy; snowy)

4

Extension

10'

Back-to-back activity

Students practice in pairs

S1: How’s the weather?

S2: It’s sunny

… … …

I.Aims: By the end of the lesson Students’ll be able to count and describe a situation.

II Knowledge: a Vocabulary:

- Cloud; flower(s); tree(s); puddle(s)

b Structure:- How many clouds are there?

- There are (six) (clouds)

- Oh, no! There is one (big)(cloud)

c Skill: Main: Speaking; Reading.

Sub: Writing; Listening.

III Steps of teaching:

a introduce the vocabulary.

T explains the vocab by using thepictures

Students read each word twice

b Present the answer pattern with plural nouns.

Puppet B: one, two, three, four,five, six There are six clouds

… … …Puppet A:(show the picture):How many flowers are

S2: There is one puddle

… … …

3 Open

your book

4'

+ Students open their book on page

48 and listen the tape

- How many clouds are there?

- There are six clouds

- oh, no! There is one big cloud

4

Extension

5'

Droll and tell

Students practice in pairs

S1: There is one (tree) andthere are (two) (flowers)

… … …5.Homewor

I.Aims: By the end of the lesson Students’ll be able to count and describe a situation.

II Knowledge: a Vocabulary:

- Cloud; flower(s); tree(s); puddle(s)

b Structure:

- How many clouds are there?

- There are (six) (clouds)

- Oh, no! There is one (big)(cloud)

c Skill:

Main : Speaking; Reading.

Sub : Writing; Listening.

III Steps of teaching:

a introduce the vocabulary.

T explains the vocab by using thepictures

Students read each word twice

b Present the answer pattern with plural nouns.

question-and-T gives example

Students practice

c Present the answer pattern with singular nouns.

S1: There are four trees How many puddles are there?

S2: There is one puddle

+ Students practice in group

* Grammar:

- How many clouds are there?

- There are six clouds

- oh, no! There is one big cloud

4

Extension

5'

Droll and tell

Students practice in pairs

S1: There is one (tree) and thereare (two) (flowers)

… … …5.Homew

I Aims: By the end of the lesson Students’ll be able to count.

II Knowledge:

a Vocabulary:

- Cloud; flower(s); tree(s); puddle(s)

b Structure:

- How many flowers are there?

- There is one flower

c.Skill:

Main : Speaking; Reading.

Sub : Writing; Listening.

+ Students pracetice ingrouStudents

Drall and tell

Students practice in pairs

- How many flowers are there?

- There’s one flower

2008 Unit : 6 (cont) Lesson

- How many flowers are there?

- There is one flower

c.Skill:

Main : Speaking; Reading.

Sub : Writing; Listening.

+ Students pracetice ingrouStudents

Drall and tell

Students practice in pairs

* Grammar:

- How many flowers are there?

- There’s one flower

I Aims:

By the endof the lesson Students’ll be able to ask about location.

II Knowledge:

a.Vocabulary:

- in; on; under; by

b Structure: - Where’s the kite?

- It’s in the tree

- Where are the books?

- They are under the table

III Steps of teaching:

1 Warm up

and Review

3'

Students practice in pairs S1: How many flowers are there?

S2:There are / there is …

… … …

2

Presenttation

10' a. vocabulary introduce the

Students read each wordtwice

b present the singular question-and-answer

pattern.

T gives example

Students practice ingrouStudents

c present the plural question-and-answer

pattern.

T uses the puppets to guideStudents practicing

* vocab:

- in; on; under; by

PuppetA: ( chỉ vào quả bóng) Where is the ball?

PuppetB:( chỉ vào quả bóng và cái túi) the ball is on the bag

… in; under; by

GrA: Where is the ball?

GrB: It’s under the bag

… … …

PuppetA: Where are the books?

PuppetB: They are on the table

… under; by

Students practice in pairs.

* Grammar:

- in; on; under; by

- Where’s the kite?

- It’s in the tree

- Where are the books?

- They are under the table

S1: Where are the rulers?

S2: They are under the desk

I Aims:

By the endof the lesson Students’ll be able to ask about location.

II Knowledge:

a.Vocabulary:

- in; on; under; by

b Structure: - Where’s the kite?

- It’s in the tree

- Where are the books?

- They are under the table

III Steps of teaching:

1 Warm up

and Review

3'

Students practice in pairs S1: How many flowers are there?

S2:There are / there is …

- in; on; under; by

PuppetA: ( chỉ vào quả bóng) Where is

question-and-answer pattern.

T gives example

Students practice ingrouStudents

c present the plural question-and-answer

… in; under; by

GrA: Where is the ball?

GrB: It’s under the bag

… … …

PuppetA: Where are the books?

PuppetB: They are on the table

* Grammar:

- in; on; under; by

- Where’s the kite?

- It’s in the tree

- Where are the books?

- They are under the table

S1: Where are the rulers?

S2: They are under the desk

… … …

Kí duyệt của tổ trưởng Kí duyệt của hiệu phó CM

Ngày tháng năm 2010 Ngày tháng năm 2010

- Where’s the kite?

- It’s in the tree

c Skill:

Main : Speaking; Reading.

Sub : Writing; Listening.

II Steps of teaching:

1 Warm up

and Review

3'

Students practice in pairs S1where is the desk?

S2:It’s by the chair

… … …

2 Presentation

10'

a introduce the situation.

Students describe the picture

T gives example

b practice.

Students practice in pairs

T: Where is the notebook?

Students: It’s on the desk

GrA: Where is the ball?

GrB: It’s in the bag

10' + T describes situation.

+ play the tape, Students listen andshow on the persons in the book

+ Students practice in groups

- Where’s the kite?

- It’s in the tree

- Where are the bicycles?

- They are by the chair

S1: Where are the pens?

S2: They are on the desk

Main : Speaking; Reading.

Sub : Writing; Listening.

III Steps of teaching:

1 Warm up

and Review

Students practice in pairs S1 where is the desk?

S2: It’s by the chair

3 Open your

book + Students open their book on page51 and listen to the tape

+ Students practice in groups

Octopus

PencilQuestionRuler

4 Extension Walk and talk

Students practice in pairs

5.Homework Ask Students to learn the lesson by

Main : Speaking; Reading.

Sub : Writing; Listening.

III Steps of teaching:

a present the commands.

T uses TPR to make examplesStudents practice in chorus

T: ride a bicycle and climb a tree

Students: Ride a bicycle and climb a tree

Group B : ride a bicycle.

… … …S1: climb a tree

+ Students practice in groups

Students practice in pairs

S1: Can you play with a yo-yo?S2: Yes, / no …

a Vocabulary: Play tag; Ride a bicycle; Fly a kite.

b Structure: can he/she …?

c Skill:

Main : Speaking; Reading.

Sub : Writing; Listening.

VI Steps of teaching:

Focus Activities Contents

1 Warm up

and Review

3'

Students practice in pairs

Using picture to review Can he…?Can she…?

… … …

2 Presentation

10'

a present the commands.

T uses TPR to make examplesStudents practice in chorus

Group B : Play tag, Ride a bicycle; Fly a kite

S1: Play tag, Ride a bicycle; Fly akite

Students practice in pairs

S1: Can you play with a yo-yo?

I Aims: By the end of the lesson Students’ll be able to review describing the weather and counting.

II Knowledge:

a Vocabulary:

b Structure:

c.Skill:

Main : Speaking; Reading.

Sub : Writing; Listening.

II. Steps of teaching:

Dialogue musical chairs

T checks and gives marks

- How’s the weather?

- Where’s the kite?

2’ heart.

Students do all exercises in theexercise book