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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 1 A1- 2 - Reading a description of a school with practice in possessive ‘ s’ to talk about possessions.
P.44 Lesson 2 A3- 4,6 - Reading a text about school to understand
details and get further practice in numbers and school vocabulary.
P.45-46
Lesson 3 B1- 5 - Cardinal numbers, ordinal numbers and Which- questions to talk about school.
P.47-48 Lesson 4 C1- 3 - Ask and answer about daily routines. P.49 Lesson 5 C4- 8 - Ask and answer about the time. P.50-51
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Date of preparing: 05/10/2017 Period 20
Unit 4: Big or Small
Lesson 1 :
A1-2A.Objectives:
1. The aims: By the end of the lesson, Sts will be able to practice reading comprehension a description of a school , using possessive of nouns.
2. skills: Practice listening skill,writing, speaking skill. reading skill 3. Needing to get the knowledge:
+ Standard knowledge: to be + Adj: affirmative statement and question.
- to be + adv of place, where.
+ Advanced knowledge: new><old, near><far from your house.
4. language focus:
*Vocabulary: big >< small, in the country/ in the city.
* Grammar: - to be + Adj: affirmative statement and interrogative statement.
- to be + adv of place, where.
5. Attitude: Help ss to have good consciousness in order to talk about Thu’s and Phong’s schools.
B. Methods:
- Model-Talk-Practice, individual work, pair work
- Some techniques can be used: Palmanism, lucky numbers, questions and answers.
C. Preparations:
1. Teacher: Text-book, lesson plan, pictures, poster, radio, cards...
2. Students: Text-books, notebooks, exercise books...
D. Contents:
I. Organization: (1') - Greeting
- Checking attendance
Class Date of teaching Absent students 6A
6B 6C II.Warm-up: (5')
- T’s instruction check - Ss play in groups: A-B - Praise the winner III. New lesson (35')
Teacher and student’s activities Contents Step1. Pre- reading (10’)
+ Pre teach: Vocab
- Elicit words from the students - (realia)
- (antonym) - Translation)
I. Vocabulary
I Lan He you she
His My your Her Lan’s
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- (antonym)
- Ss read the voacb chorally then individually
- Checking the vocab: What and where
+ Open – Prediction
Teacher’s instruction: you are going to read a conversation between Thu and Phong. They are talking to each other about their school. Before reading you should predict and match Phong’s school and Thu’s school with its characters
Check Ss understanding (?) What do you have to do now?
- Call on Ss to go to the board to match( one by one)
Step 2. While reading (15’) - Ask Ss to open their books and read the text silently then check their matching
- Have Ss correct their matching + Comprehension questions
? Do you answer them now?(yes) - Ask Ss to work in pair to ask and answer the questions
(open pairs- closed pairs) + Answer key:
a. Yes, it is.
b. No, it isn’t.
c. It is in the country.
d. No, it isn’t.
+ Yes/no question answer drill - Run through all word cues - T models first
- Ss work in groups exchange - Ss work in pairs : - open pairs- closed pairs
Step 3. Post- reading (10’)
- Ask Ss to write a paragraph (5 sentences) about Thu and
I. Vocabulary - big (adj): to, lớn - small (adj): nhỏ, bé
- in the country: ở nông thôn - in the city: ở thành phố II. Open- predition
III. Answer the question. A2/P.44 IV. Practice
Example Exchange
S1: Is phong’s school small?
S2: Yes, it is Word cues:
- Thu’s school/ big.
- Your house/ small.
- Your brother’s school/ small - Your school/ in the country.
- Your sister’s school/ in the city.
V. Writing .
- Phong’s school isn’t big. It is small. It’s in the country.
- Thu’s school isn’t small. It’s big. It is in the city
In the country
In the city
small big Phong’s school
Thu’s school
Big Small In the city In the country
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Phong’s school
- Have 2 Ss go to the board to write
- Get the whole class check and correct their writing
IV. Summary(2’): to read the text and understand the description of a school with practice in possessive “ s” to talk about possessions.
V. Homework(2’)
- Learn by hear the Vocab.
- Answer the questions from a d in to your not book.
- Do Ex1- 2/.p.22( exercise note book).
- Prepare : A3,4,,6
T. guides Ss how to do the homework E. Evaluation
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Date of preparing: 05 /10 /2017 Period 21
Unit 4: Big or Small
Lesson 2 :
A3,4,6A . Objectives:
1. Aims: Reading a text about school to understand details and get further pratice in numbers and school vocabs.
2. Practising skill:
- Practice listening skill,writing, speaking skill. reading skill.
3. Needing to get The knowledge:.
+ Standard knowledge: Describe Phong’s and Thu’s school ( teacher, student, class).
"How many", "there is", "there are".
+ Advanced knowledge: answer questions about their own school.
4. Basic language:
*Vocabulary: numbers, hundred, school vocab, preposition of place
* Language focus: "How many", "there is", "there are".
5. Attitude: Help ss to have good consciousness in order to understand details and get further pratice in numbers and school vocabs.
B. Teaching- aids:
Lesson plan, textbooks, pictures, poster.
C. Methods:
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- Model-Talk-Practice, individual work, pair work.
- Some techniques can be used: Bingo, answers given, transwriting.
D. Procedure :
I. Organization: (1') - Greeting.
- Checking attendance.
Class Date of teaching Absent students 6A
II.Warm-up: (5')
*Jumbled Word
T’s instruction: I have some Jumbled Word. The letters in each word are not in order. Now you’ll go to the board and rearrange these letters in the correct order to make the meaning full words.
roomswscla classroom sutdent student
sked desk
dredhun hundred gib big
malls small - Check Ss understanding.
- How may Jumbled words are there?(7).
- What do you have to do now?
- Ss go to the board to do( turn by turn).
III. New lesson(35')
Teacher and student’s activities Contents Step 1. Pre- reading(10’)
T. sets the scene:
Last period. You have known a short description of Phong’s school and Thu’s school. Today the writer tells us more about their schools.
+ Open prediction
First, you should predict and fill in the gaps with the information you know.
Check. (?) how many gaps are there?
(?) What do you have to do now?
- Divide the class into 2 team ,deliver the hand out to them.
Ask Ss to discuss and fill in the hand outs.
Get 2 team’s keys show on board.
I. Fill in the gap with suitable words about Thu’s school and Phong’s school.
Phong’s school is in the(1)...It is (2) ...There are(3)...classrooms.
There are (4)………. hundred student in the school.
Thu’s school is in the (5) ...It is (6) ....There are (7)...classrooms.
There are (8)...hundred students in the school.
Team A Key Team B
1 country
2 small
3 eight
4 four
5 city
6 big
7 twenty
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Step 2.While- reading(15’)
- Ask Ss to open their books and read the text silently then check their reading.
- Get Ss to check their prediction after reading.
- Give feed back and correct.
*Comprehension Question
- Have Ss read the text gain and answer the questions.
- First, ask Ss to work in closed pairs to ask and answer the questions.
- Then , Ss play the game Lucky Number.
- T’s introduction
(?) How many questions are there?
(?) How many numbers are there?
(?) How many lucky numbers are there?
(?) Who is the winner?
N01: Qc No6: Lk N02: Qd No77: Qa N03: Lk No8: Lk N04: Qe No9: Qb N05: Qg No10:
Step 3. Post- reading(10’)
- Ask Ss to write a paragraph (4-5 sentences) telling about their school - Divide the class into 2 groups to write.
- Get Ss writings check.
8 nine
II Answer the questions(poster)
a. How many classrooms are these in Phong’s school?
b. How many students are there in Phong’s school?
c. How many classrooms are there in Thu’s school?
d. How many students are there in her school?
e. Is your school in the country or in the city?
f. How many classrooms are there in your school?
g. How many students are there in your school?
Lucky Number.
1 2 3 4 5
6 6 7 8 9
Team A- Team B III Writing
IV. Summary( 2’): Ss can write a paragraph about their school V. Homework( 2’)
- Revise the Vocab
- Answer the questions A3,4 in your notebooks
- Write a short paragraph about your school
- Do Ex5,6/P.18-19( exercise notebook)
- Prepare:B1-5
E. Evaluation:
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Date of preparing: 05/10/2017 Period 22
Unit 4: Big or Small
Lesson 3 :
B1, 5A. The aims and objectives:
1.The aims.: By the end of this lesson, Ss will be able to improve listening skill by listening to a dialogue about school and "How many, which" questions to talk abschool and class.
2. Practice skill:
- Practice listening skill,writing, speaking skill. reading skill 3. Needing to get the knowledge:.
+ Standard knowledge: Ordinal numbers and “ which” questions to talk about school.
+ Advanced knowledge: Ordinal numbers and “ which” questions to talk Ss’
school.
4. Language focus.
* Vocabulary: to have, grade, class, floor
* Gramma: - Review: How many...?- There is/ There are...
- New structure: Which grade/ class...?
How many...do/does...have?
5. Attitude: Help ss to have good consciousness in order to Listening to a dialogue about school to understandthe details.
- Practising cardinal numbers, Ordinal numbers and “ which” questions to talk about school.
B. Preparations:
1. Teacher: Text-book, lesson plan, pictures, poster, radio, ...
2. Students: Text-books, notebooks, exercise books...
C. Methods: Matching, Board Drill D. Procedures:
I. Organization: ( 1') - Greeting
- Checking attendance.
Class Date of teaching Absent students 6A
6B 6C II.Warm-up: ( 5') Answer my questions:
How are you?
Where is your school?
How many students are there in your school?
How many teachers are there in your school?
III. New lesson ( 35')
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Teacher and students’ activities Contents Step 1. Pre - listening(10’)
+ Pre teach: Vocab./ ordinal numbers.
- T uses some techniques for eliciting New Vocab.
- Ss read the Vocab after the teacher.
- Ss read the Vocab chorally then individually.
-> Checking Vocab: What and Where + Predict Dialogue.
T: We are going to listen to a
conversation between Thu and Phong Before listening you predict which
words will fill in the gaps.
-> Check:
? What do you have to do now?
Ss: Predict and fill in the gaps.
- Ss predict and give their ideas.
- T gets Ss’ predictions and writes on the board.
Step 2. While – listening(15’)
- T reads the dialogue or play the tape.
- Ss listen to the dialogue carefully, then
check their predictions.
- T calls on Ss to give their answers after.
Listening.
- Give feedback and correct.
+ Complete the table.
- Ask Ss to look at the table and complete the table.
3. Post listening: (10’)
- Board –drill with the table above.- - Elicit from the students to give
I. Vocabulary.
The first = 1st The second = 2nd The third = 3 rd The fourth = 4th The fifth = 5th The sixth = 6th The seventh = 7th The eight= 8th The ninth = 9th The tenth = 10th - floor: ( n) tầng - have (n): có
- grade: ( n): khối, lớp II. Complete the dialogue.
Thu: Hello, Which grade are you in?
Phong: I'm in grade (1)…6..
Thu: And which class are you in?
Phong: (2)…6A….what about you?
Thu: I'm in grade (3) …7.., class (4)…
7C…….How many floors does your school have?
Phong: (5)…Two…It is a small school.
Thu: My school has ( 6)…
four……..floors and my classroom is on the (7).second… …floor. Where’s your classroom ?
Phong: It's on the (8)…
first……….floor.
III. Complete the table.
Grade Class Classroom’s floor
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+ Writing:
- Ask Ss to use the information in the table to write about Thu, Phong and themselves.
Eg:
Thu is in grade 7. She’s in class 7C.
Her classroom is on the second floor.
Thu 7 7C 2nd
Phong 6 6A 1st
You 6 6A 3rd
IV. Practice
Example exchange.
S1: Which [ grade] is Thu in?
[ class]
S2: She is in [ grade 6]
[ class 6A]
S1: Where's [her] classroom?
S2: It's on the [first] floor.
V. Write it up.
IV. Summary( 2’): listening to a dialogue about school and practice V. Homework( 2’)
- Learn by heart all ordinal number and write each word two line.
- Do B5/P.48 in your exercise book.
E.Evaluation:
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Date of preparing: 05/10/2017 Period 23
Unit 4: Big or Small
Lesson 4 :
C1, 3A. Objectives:
1. Aims: By the end of the lesson, ss will be able to ask and answer about the daily routines to talk about habitual actions with the simple present tense.
2. Practice skill: Practice listening skill,writing, speaking skill. reading skill.
3. Needing to get the knowledge:.
+ Standard knowledge: Talk/ Write about Ba’s and Ss’ daily routine.
+ Advanced knowledge: Tell about Ss’daily routine.
4. Basic language:
*Vocabulary: get up, get dressed, wash face, brush teeth, have breakfast, go to school.
* Language focus: What do you/ does Ba do every day? I get up/ Ba gets up.
5. Attitude: Help ss to have good consciousness in order to ask and answer about the daily routines to talk about habitual actions with the simple present tense.
B. Teaching- aids: Lesson plan, textbooks, pictures, poster.
C. Methods:
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- Model-Talk-Practice, individual work, pair work.
- Some techniques can be used: Jumbled words slap the board,chain game…
D. Procedures:
I. Organization: ( 1') - Greeting.
- Checking attendance.
Class Date of teaching Absent students 6A
6B 6C II.Warm-up: ( 5')
- Which class are you in?
- Which grade are you in?
- Where is your classroom?
III. New lesson: ( 35')
Teacher and Ss’ activities Contents
Step 1. Presentation(12’) + Pre teach.
- T uses the pictures on P.49 and elicits the new words.
- Ss: repeat the whole class &
individually
+ Checking new Vocab Slap the board
I. Vocabulary.
- get up(v): thức dạy
- get dressed(v): mặc quần áo - brush my teeth(v): đánh răng - wash my face(v): rửa mặt - have breakfast(v): ăn sáng - go to school(v): đi học
+ Presentation text. C1/P.49 -T sets the scene: Draw the pictures of Mai and Ba and says:
“ This is Ba and this is Mai. Mai is asking Ba about his habitual action - Check:
? Who are you?
? What are they talking about?
- T elicits the model sentences from the students.
- Have Ss get Ss in chorus or in pairs
+ Concept check:
II. Model sentences.
Mai: What do you do every morning?
Ba: I gets up.
Form:
What do you do every morning?
I + V( bare-inf)
- > Use: To talk and answer about habitual action
Eg:
Hoa: What does Ba do every morning?
Lan: He gests up/ brushes his teeth
Form:
- What does (Ba, She, He) do every
thức dậy đi học
đi học
ăn sáng
rửa mặt
đánh răng mặc quần áo
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( Meaning/ form / use/ pro.)
- T explains the simple present tense of the ordinary verb.
2. Practice. (15’) a. Gap – fill.
- Show the word cues on the board and ask Ss to fill in each gap with a suitable word or phrase.
- T models first. Then Ss take turns to do.
b. Asking and Answering
- Gets Ss to ask and answer about Ba’s routines using the word cues above.
- T models first – Ss repeat.
- Ss work in groups to ask and answer.
1/2 of class: ask 1/2 of class: answer
exchange
-T. calls on some pairs of students to demonstrate the exchanges.
3. Production(8’)
- T divides the class into two groups: A, B.
- Ask Ss to go to the board to write the things they do every morning.
Ss take turn to go to the board to write.
- T WC: correct and give mark.
- Praise the winner.
- Have Ss write 5 sentences about Ba’s routines begin with:
Every morning, Ba gets up. Then...
- Divide the class into 2 teams A-B.
morning?
- Ba/She/He + V<s/es>
Notes
- Nếu động từ đi sau ngôi thứ 3 số it ( He/She / It) ta thêm “s” vào sau động từ.
- Nếu động từ đi sau ngôi thứ 3 số it( He/
she/ It) mà có tận cùng là (o, s, x, ch, sh) thì ta thêm “es” vào sau động từ.
Eg: go goes do does brush brushes wash washes
Use:
Hỏi và trả lời xem 1 ngời nào đó( ngôi thứ 3 số it) làm gì vào buổi sáng.
III. Pracrice.
Example exchange.
S1: What do you do every morning?
S2 : I {get up}
Example Exchange
S1: What does Ba do every morning S2: He gets up
S1: What does he do then ? S2: Then he....
IV. Writing.
Write a paragraph about Ba’s routines begin with:
“ Every morning, Ba gets up then he..
...up ...dressed
...teeth ...face
...to school ...breakfast
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Ss in each groups takes turn to go to the board to write. The team that writes more correct and quickly is the winner.
IV. Summary( 2’): to talk about habitual actions and practise with their partners.
V. Homework( 2’)
1. Learn by heart the Vocab in Unit 4.
2. Write the things you do every morning.
3. Do C1- p.43.
E. Evaluation:
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Date of preparing: 08/10/2017 Period 24
Unit 4: Big or Small
Lesson 5 :
C4, 8A. Objectives:
1. Aims: By the end of the lesson, ss will be able to ask and answer about the time and time of daily routines.
2. Practice skill:
- Practice listening skill,writing, speaking skill. reading skill.
3. Needing to get the knowledge:.
+ Standard knowledge: ask and answer about the time, everyday actions.
+ Advanced knowledge: Ask for and say the time: It’s half past … 4. Basic language:
*Vocabulary: numbers,
* Language focus: What time is it: It's ..., - What time do you get up?/ What time does Ba get up?
5. Attitude: Help ss to have good consciousness in order to ask and answer about the time and time of daily routines.
B. Methods:
- Model-Talk-Practice, individual work, pair work.
- Some techniques can be used: Number dictation, ROR, noughts and crosses, survey, picture drill.
C. Preparations:
1. Teacher: Text- book, lesson plan, radio, picture, poster ...
2. Students: Text- books, notebooks, exercise books...
D. Procedures:
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I. Organization: ( 1') - Greeting
- Checking attendance
Class Date of teaching Absent students 6A
6B 6C II.Warm-up: ( 5')
Revision: Number dictation:
- T. reads: one ten, five twenty, three fifteen, six forty, seven thirty, ten thirty, twelve twenty five.
- Ss write: 1.10, 5.20 , 3.15, 6.40, 7.30, 10.30, 12.25.
III. New lesson( 35')
Teacher and students’activities Contents Step1. Presentation(12’)
- Pre teach, vocab.
- Elicit the word from the Ss.
- Ss read the Vocab chorally then individually.
- Checking the vocab.
- What and Where.
- Presentation dialogue:C4/P.50
+ Ask Ss to look at the pictures to answer the questions?
(?) Who are they?( Ba and Lan) (?) What are they doing?(talking) (?) What are they talking about?
( about the time)
- Elicit from the students to give the model sentences.
- Ss read the model sentences in chorus then in pairs.
+ Concept checking:
+ Meaning: Ss translate the model sentences.
+ Form:
Use:
Pro:
Step 2. Practice(12’) - Picture Drill (C5/P.51) + Run through all pictures.
+ T. models first- Ss repeat.
+ Ss work in groups to practise 1/2 of class : ask
I . Vocabulary - The time: thời gian
- ( ten) o’clock: (7) giờ sáng - half past(ten): (10) giờ rưỡi - to be late for: muộn
II. Model sentences Lan: What time is it, Ba?
Ba: It’s is eight o’clock eight five half past eight.
Form:
What time is it/ What is the time?
It is + Số giờ +o’clock ( giờ đúng) Số giờ+ phút ( giờ hơn) Half past + số giờ( giờ rưỡi) Use:: Dùng để hỏi về giờ đúng, giờ hơn, giờ rưỡi.
III. Practice
1. C5/P.51(poster) S1: What time is it?
S2: It’s ten o’clock
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1/2 of class: answer;
exchange
+ Then Ss work in pairs to practise asking and answering the time
(open pairs- closed pairs) - Word cue Drill: C7/P.52 + Run through all word cues.
+ T. models first. Ss repeat.
+Ss work in pairs to ask and answer(open pairs- closed pairs).
Step 3. Further Practice: (11’) - Put the time poster on the board.
- Ask Ss to ask and answer about the time given in the box.
- Get Ss to play the game: noughts and crosses.
- T’s instruction check.
- Ss play in group: A-B
2. C7/P.52. Word cue Drill
Example Exchange
S1: What time do you get up?
S2: I get up at 6.00
* Noughts and crosses
6.10 (1) 6.30 (2) 6.45 (3) 7.00 (4) 11.00 (5) 10.30 (6) 7.15 (7) 11.20 (8) 9.30 (9) Example Exchange
S1: What time is it?
S2: It’s half past six
IV. Summary( 2’): Practise the ways telling the time.
V. Home work( 2’):
- Vocab, Make 5 sentence telling the time you get up, get dressed have breakfast, go to school, go home.
- Do Ex3/P.23( exercise note book).
- Prepare: Lesson1: A1,2
E. Evaluation:
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Have breakfast 6.15 Get up/ 6
Go to school 6.30
Go home 11.30
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Unit 4
BIG OR SMALL?
I. Objectives:
- Desoribe location and rize of school.
- Describe location of objects.
- Identify possession.
- Spell words.
- Deseribe everyday activities.
- Ask for and say the time II. Teaching aids:
Textbook, pictures, posters, cards, cassette.
III. Procedure:
Lesson 1: A1 – 2:
Reading a desoription of a school with practice in possessive ‘s” to talk about possessions.
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Lesson 2: A3 – 4,6:
Reading atext about to understand details and get further practice in numbers & school vocab.
Lesson 3: B1-5:
Listening to a dialogue about school to understand the details, practising cardinal numbers, ordinal numbers & “Which” questions to talk about school.
Lesson 4: C1-3:
Simple present tense, positive statements with “I” and vocab of routine to talk about habitual actions.
Lesson 5: C4-8
Simple present tense, positive statement with he/ she to talk about habitual actions and telling the time.
