Unit 9 lop 4 moi

Procedure : Stages Steps of activities Work arrangement Warm-up Get Ps in two groups to change the following Individually words into the plural form: Whole class Desk Desks Board Pen Boo[r]

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Theme Two : Me and My School UNIT 9: IN MY CLASSROOM

Lesson 1: Parts 1,2( P 60)

Week:14 - Period: 55 Planning date : 20 /11 / 2012 Teaching date: 22/ 11/ 2012

I Aims: At the end of the lesson ,Ss can be able to :

- Ss will be able to identify classroom objects

II.Language Focus:

- Structure: 1 • What is it?

- It’s a new clock

2 • What are they?

- They’re benches

- Vocabulary: clock, board, painting, cupboard, map, bench, behind.

III.Resources: Pictures , flashcards ,poster, CD player

IV Procedures:

Stages Activities Work

arrangement

Part 1- Look,

listen and

repeat

Pre-task

-Introduce the topic: In my classroom -Pre-teach vocabulary:

Singular nouns Plural nouns

board: bảng  boards painting: bức tranh  paintings cupboard: tủ đựng đồ  cupboards map: bản đồ  maps bench: ghế dài  benche s

- Check by" Slap the board”

- Set the scene with the picture (in book) and ask :

Who are they?

What are they talking about? ( In Vietnamese)

-Build the dialogue (Page 12) -Playing the CD

-Ask Ss to listen to the CD and repeat, then play the roles (Quan, Phong and Li

Li ) -Model sentences:

Whole class

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A : What is it?

B : It’s a new clock

-Check form /usage/meaning -Have Ss copy down

-Set the task in part :Look and say

Part 2- Look

and say

Task cycle:

-Run through the pictures of things

-model the first part : What is it? / What are they ?

Ask Ss to repeat in Chorus/individual ,then model the last cues

-Model the second part:

It’s a new clock / They are clocks

-Practice in exchange: T- S,S-T,H-H,S1-S2

-Practice in pairs( open /closed): S1-S2 S1: What is it ? / What are they ?

S2: It's a new clock / They are clocks

-Read the whole sentences they have learnt.-feedback

Whole class

Whole class/individually Pair work

Whole class

Language

focus:

-Ask Ss to remind the structure once again:

A: What is it? What are they ?

B: It’s a new clock / They ‘re clocks

-Have Ss copy the structures down

Whole class

Follow up Reinforcement: Game: Physical Line -

up

- Play in groups of four/ five

- Rules: T gives each group one set of

pieces of paper having words on them, each group member picks up one or two pieces of paper Then the pupils in each group put their pieces of paper together in order to make sentences

E.g What are they?

They’re maps

- When the time is up, call on two groups

to demonstrate the game at the front of the class The rest of the class observe and give comments

– Have the whole class repeat all the

Whole class

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sentences to reinforce their pronunciation.

Home link - Learn vocabulary Model sentence and

write each word into 3 links -Ask Ss to do the exercise A/ P43 in the workbook at home

-Prepare lesson 1 Part 3-4

Lesson 1: Parts3,4( P 61)

I.

Aims: At the end of the period, pupils will be able to:

- Ss will be able to identify classroom objects

- recall the vocabulary learnt in the student book

II

Language focus: Structure:

1 • What is it?

- It’s a new clock

2 • What are they?

- They’re benches Vocabulary : clock, board, painting, cupboard, map, bench

III.

Resources : flashcards, CD player , pictures

IV.

Procedure :

Stages Steps of Activities: arrangement Work

Warm-up : - Having pupils play the game: hang man

( using the word : cupboard)

Whole class

Part 3- Talk

Pre- task :

-Introducing the new lesson -Having Ps look at the pictures on page 61, identify the name of things and describe content

of in each picture

- Pointing to picture a, ask Ps what they should say to fill the speech bubble, repeat the correct sentence a few time

- Explaining how to do the part 61

Individually Whole class Whole class

Task cycle : -Doing the task: Have Ps tell about the pictures

-Planning report:

+ Inviting some Ps to tell in each picture Individually

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+ Asking Ps to practice + Monitoring the activity and offer the help , correct pronunciation error(s) when necessary

+ Making a few questions to check their comprehension of the language( the usage and the meaning of the sentence)

+Calling on some volunteers to demonstrate the task at the front of the class

Groups

Whole class Whole class

Language

focus :

- Asking Ps to focus on the structure once again

- Having Ps copy the structure in their notebooks

Whole class

- Part 4:

Listen and tick

Pre – listening

- Having Ps identify countries and characters in

8 pictures

- Asking Ps to explain how to do

- Asking Ps to guess the result

Whole class Individually

While –

listening

- Playing the CD and having Ps tick the correct pictures

- Asking Ps share their result to each other

Individually

Post – listening - Having Ps to give the answer

- Asking Ps to give the remarks and shows the

result

Transcript:

1

A : What’s it ?

B : It’s the map of Viet Nam

2

A : What are they ?

B : They’re benches

3

A : Is it the new table ?

B : No, it isn’t It’s old

4

A ; Are there two new boards in the classroom ?

B : Yes, there are

Answer :

1 b 2 a 3 a 4 b

- Showing the transcript on the board

- Asking Ps to play roles

Individually

Pair work

Home link: -Asking Ps to greet each other formally Individually

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-Asking Ps to do exercise 1 ( part B) on page 44 Individually

COMMENTS - ……… Teacher(s)

………

……

I Aims: At the end of the period, pupils will be able to:

-Pronounce correctly the sounds of the letter s

-Listen for specific information

II Language focus:

-Phonics: pens/s/ books/s/

-Structures: Where are the pens /the books /the desks ?

They’re on the books /the desks / the classroom

III Resources : Flashcards, puppets, CD player, a large-sized sheets of

paper

IV Procedure :

Stages Steps of activities Work

arrangement

Warm-up Get Ps in two groups to change the following

words into the plural form:

Board Pen Book Map Clock

Individually Whole class

Part1- Listen

and repeat

Pre-task

-Have Ps focus on the letters colored differently in the two words pens and books -Introduce the sounds pens /pens/ and books /buks/.

Whole class

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Task cycle -Have Ps practice the focused sounds

carefully (first in isolation and then in the words pens and books )

-Put the large-sized sheet of paper with the chant on the board and explain the meaning and usage:

•Where are the pens /the books /the desks?

They’re on the books /the desks / the classroom

-Play the CD twice and ask to repeat

-Call on some groups to recite the chant in front of the class, the rest of the class clap their hands at rhythms

Whole class Group work

Part 2 - Listen

and draw

Pre-listening

-Introduce the lesson

-Have Ps identify the classroom objects and guess the missing objects in the classroom

-Give the requirement of the listening task ( listen to the description of the classroom and draw one or two of the missing objects)

While-listening -Play the CD twice and have Ps draw the

classroom object(s)

-Have Ps compare their answers with their partners

Individually Pair work

Post-listening -Play the CD and give the suggestions:

Aboard on the wall Two maps on the wall

A pen on the table Two books on the table

-Show the transcript on the board and have

Ps read in chorus

Whole class

Home link -Prepare lesson 2/P 3&4/Unit9

-Have Ps do exercise B2 / 44 in Workbook

-Have Ps to talk about the locations of their own classroom objects

Individually Individually Individually

Comments ……… Teacher(s)

Theme Two : Me and My School UNIT 9: IN MY CLASSROOM

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I Aims: At the end of the period, pupils will be able to:

- Read the short paragraph for the specific information

- Play a game

* Structure: Review the structure: There is………

There are………

* Vocabulary: Numbers (1-100), the picture of Uncle Ho

Preposition: in, on, at

III Resources: Flashcards, puppets, 3 large-sized sheets of paper.

IV Procedure:

arrangement

Warm-up -Have Ps talk about the locations of their

own classroom objects

Whole class

Part 3 –

Read and

circle

Pre-reading

-Introduce the new lesson

-Teach the vocabulary:

+Numbers (1-100) : (picture) +The picture of Uncle Ho: (picture)

+Prepositions: in, on, at: (explanation)

- Review the structure:

There is………

There are………

-Give the requirement of the reading task (reading the text about Hoax and circle A,

B, or C to complete the sentences)

Whole class

While-reading

-Read the text and ask to repeat.

-Have Ps read the text and complete the sentences individually

-Have Ps to work in pairs to discuss the answers

Whole class Individually Pair work

Post -reading -Invite some Ps to report their answers to

the class and explain why to choose -Announce the answers to the class and give the explanations

1.C 2.B 3.A 4.C

Individually Whole class

Part 4 - Let’s -Introduce the game “ drawing” and Whole class

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play explain how to play it (drawing pictures

of their classroom as much as possible and saying the words of the classroom objects while doing them )

-Divide the class in to three groups with three large-sized sheets of paper and have

Ps take part in the game

-Have the groups stick their large-sized sheets of paper with the pictures of the classrooms on the board

-Have Ps look at the pictures, asking and answering questions about the locations

of the classroom objects

Ex : Where is the board ? Where are the maps ?

Group work Whole class

Home link -Ask Ps to talk about the locations of the

things in their houses

-Ask Ps to do exercises C1 / 45 in WB

Individually

I Aims : At the end of the period:

- Pupils will be able to ask and answer questions about the quantities of the classroom objects

II Language focus :

*Structure: A: How many books are there in your schoolbag?

B: Ten (books)

*Vocabulary: heavy, why

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III Resources : Posters, flashcards, puppets, CD player.

IV Procedure :

arrangement

Warm-up -Have Ps play the game “Brainstorming” by

using the words of classroom objects

-Feedback

Whole class

Part 1 -

Listen and

repeat

Pre-task

-Introduce the new lesson -Teach vocabulary:

(Meaning/Pronunciation/Stress) +Heavy: (mime / explanation) +Why : (explanation)

-Set the scene: Nam and Tom are in the schoolyard, there are many books in Tom’

schoolbag and they are talking about that

-Build the dialogue (page 64) -Play the CD

-Have Ps listen to CD and repeat

-Set the task:

Whole class Individually Whole class

Whole class Pair work

Part 2 - Look

and say

Task cycle

-Modeling the structure:

A: How many books are there in your schoolbag?

B: Ten books

-Check form / usage / meaning -Have Ps identify and count the classroom objects in the pictures page 64 ( one board, one cupboard, ten desks, twenty chairs, three books, two paintings….)

-Technique: model the structures:

T-Ps, Ps-T, P1-P2 -Do the task: Have Ps practice in pairs to ask and answer about the quantities of the

classroom objects by using the provided words

-Plan report: Invite some pairs to perform the task at the front of the class

Whole class

Whole class Pair work

Pair work

Classroom objects

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Language

focus

-Have Ps focus on the structures once again and copy the structures in the notebooks

Whole class

Follow-up Have Ps play the game: “ Matching” Whole class Home link - Have Ps learn by heart the new words and

structures

- Ask Ps to do exercises C2 / 45 in WB

- Have Ps prepare lesson3/ P3 & P4 of Unit 9

I Aims : At the end of the period, pupils will be able to :

-Write a simple paragraph about the classroom

-Play the game

* Structure: Touch the door / Point to the map / Walk on the floor

III Resources : Posters, flashcards, puppets, CD player.

IV Procedure :

arrangement

Warm-up -Have Ps play the game “ Slap the board” Whole class

Part 3 - Write

Pre-writing

-Introduce the new lesson

-Have Ps look at the paragraph outline and the picture of part 3 on page 65 ,then discuss what to do

- Give the requirement of the writing task ( filling in the blank spaces with the suitable information, for example, the location of the board and the quantities of the classroom object)

-Ask some questions to elicit :

•Where is the board?

•How many tables are there in the classroom?

•How many benches are there in the

Whole class Whole class Whole class

Whole class

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While-writing -Ask Ps to do the task individually

-Ask Ps to share their results in pairs

Individually Pair work Post -writing -Have some Ps write their sentences on the

board and feedback

-Ask one or two Ps to read their completed paragraphs to the class

Part 4 - Let’s

play

-Introduce the game “ Action game” and

explain how to play it ( the teacher says one sentence and the Ps act out, if the pupil who acts out correctly and quickly will get one point.)

-Divide the class into three groups and some representatives of each group take part in the game at the front of the class

-Say the sentences aloud and get Ps to act out:

 Point to the map /board /door

 Touch the door

 Walk on the floor

 Open your books

 Close your book

-Remark and congratulate the winner on their best results

Whole class

Whole class Home link Have Ps sing the chant in Action Game with

actions at home

- Do exercise D1/ 46 in workbook

Prepare Lesson1/P 1,2 /Unit 10

Individually Individually

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