Giáo án Tiếng Anh 6 - Units 4: Big or small - Huynh Ngoc - Trường THCS Da M'Rong

I/ Objectives.

1/ Educational aim.

 Ss should love their school, class.

2/ Tecahing aim.

 By the end of the lesson, ss will be able to ask and answer about position and character of something, use the possession of noun, and ask and answer about quantity.

II/ Preparations.

Textbook, pictures, tape, cassette, chalk.

III/ Procedures.

 

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Week: 7 Date of P: 17/09/10
Period: 19 Date of T: 20/09/10
 UNIT 4: BIG OR SMALL
 A.1.2 Where is your school?.
I/ Objectives.
1/ Educational aim.
 Ss should love their school, class.
2/ Tecahing aim.
 By the end of the lesson, ss will be able to ask and answer about position and character of something, use the possession of noun, and ask and answer about quantity.
II/ Preparations.
Textbook, pictures, tape, cassette, chalk.
III/ Procedures.
Teacher’s activities
Student’s activities
1/ WARM - UP . (5’).
- Have ss paly game “pelmanism”.
I
THU
SHE
YOU
HE
HIS
MY
YOUR
HER
THU’S
- Have ss listen and repeat.
2/ PRE – READING. (10’).
- Request ss to look at 2 pictures (A1).
- Ask ss to give comment on the 2 schools (position, character).
- Present new words.
+ big (adj)
+ small (adj)
+ city (n)
+ country (n)
- Have ss listen and repeat
- Ask ss to predict about 2 schools with cues given.
 Phong’s school
 Thu’s school
 + big + small 
 + in the city + in the coutry
- Present the possession of nouns.
Ex: Lan’s pen / Hung’s book
+ This is Nam’s school bag
- Ask ss to give form
- Request ss to introduce the other’s school things.
- Give questions to ask ss, presenting the way to answer.
+ Is your school big?.
=> Yes, It is
=> No, It isn’t
- Have ss listen and repeat
- Give questions to ask ss
+ Is your school big / small?
+ Is your school in the city / country?
+ Where is your school?
- Revise the structures.
How many + plural noun + are there?.
=> There is one
=> There are two
3/ WHILE – READING. (18’).
- Have ss introduce the contents of two pictures.
- Let ss listen to the tape and repeat
- Ask ss to read the text A1 individually
- Tell ss to work in pairs asking and answering the questions
- Get feedback
a. Yes, it is
b. No, it isn’t
c. It is in the country
d. No, it isn’t
- Have ss read the text A3 individually
- Request ss to do exercises in pairs
- Call some pairs to practice asking nad answering before class
- Make corrections
a. There are eight classrooms in Phong’s school
b. There are four hundered students in his school
c. There are twenty classrooms in Thu’s school
d. There are nine hundered ss in her school
- Have ss talk about Phong’s school and Thu’s school in Vietnamese.
4/ POST – READING. (10’).
- Have ss work in pairs asking and answering about their school
- Call some pairs to ask nad answer
- Make corrections if necessary
- Ask ss to write a paragraph (3=> 4 sentences) about their school.
Ex: My school is in the country. It’s small. There are 11 classrooms, There are five hundered ss in the school.
- Call some ss to read their writings
- Make corrections
5/ HOMEWORK. (2’).
- Tell ss learn by heart new words
- Do exercises A1.2
- Prepare B1.2.3
- Play game
- Look at two pictures
- Comment
- Listen and take notes.
- Listen and repeat
- predict
.
name’s + noun
Ex:
S1: This is Lan’s ruler
S2: That is Ba’s ruler
- Listen nad repeat
=> Yes, it is / No, it isn’t
- Introduce
- Repeat
- Read individually
- Pair work
- Take notes
- Talk about Phong’s school and Thu’s school
- Pair work
- Correct
- write
- Read the writings
- Write homework
IV/ Comments.
.
Week: 7 Date of P: 21/09/10
Period: 21 Date of T: 24/09/10
 UNIT 4: BIG OR SMALL
 Lesson 2: B. My class. (B1.2.3.4.5).
I/ Objectives.
1/ Educational aim.
2/ Teaching aim.
 By the end of the lesson, ss will be able to ask and answer about grade, class and describe school.
II/ Preparations.
 Textbook, tape, chalk, cassette, pictures.
III/ Procedures.
Teacher’s activities
Student’s activities
1/ WARM - UP . (5’).
- Have ss look at the picture B1.
- Give questions to ask ss
+ Is the school big or small?
+ How many floors are there?
- Have ss tell the position of class 7C
- Introduce the lesson
+ The way to tell the position of class. (the floor it is on).
+ The way to describe a school (How many floors it has)
2/ PRE – LISTENING. (10’).
- Point at the picture and say
+ This school is big. There are one, two, three, four floors.
Note: floor (n)
- Present ordinal numbers
First
Second
Third
Fourth
Fifth
- Have ss listen and repeat
Ex: The first floor
 The second floor
Note: grade (n)
 class (n)
- Ask ss to listen to the tape and complete the table.
3/ WHILE – LISTENING. (15’).
- Teacher read Dialogue
- Give answer key
name
grade
class
Classroom’s floor
Thu
7
7C
second
Phong
6
6A
first
You
- Have ss work in pairs practicing the dialogue
- Call some pairs to speak
- Ask ss to make questions from the statements as follows
+ I am in grade 6
+ I am in class 6A1
+ There are two floors in my school
- Give questions to ask ss
+ Which grade is Phong in?
 Class
+ Which grade is Thu in?
- Present two forms of “have”
+ I /We/You/They + have
+ She / He /It + has
Ex: I have a book
 My school has two floors
4/ POST – LISTENING. (13’).
- Request ss to work in pairs talking about Thu and Phong and their school
- Call 2 pairs to speak
- Have ss work in pairs talking about their school due to the cues.
Cues:
+ Which grade/ class are you in?
+ Where is your classroom?
Call some pairs to speak
Ex:
- Call ss to read in front of class
Ex:
+ I’m in grade 6
+ I’m in class 6A
+ My classroom is on the first floor
- Look at the pictures
- Tell the position of class 7C
- Look at the picture
- Listen and take notes
- Listen and repeat
- Individual work
- Listen to Teacher Read
- Pairwork
=> Which grade are you in?
 Class
=> How many floors are there in your school?
- Take notes
- Pair work
- Speak in front of class
- Pair work
S1: which grade are you in?
S2: I’m in grade 6
S1: which class are you in?
S2: I’m in class 6A
S1: Where is your classroom?
S2: It’s on the first floor
- Individual work
- Read the sentences
- Write homework
5/ PRESENTATION. B.4.5
-Ordinal numbers.
1st = the first 6th = the sixth
2nd = the second 7th = the seventh
3rd = the third 8th = the eight
4th = the fourth 9th = the ninth
5th = the fifth 10th = the tenth
- Listen to the tape once.
- Rub out and remember the ordinal numbers.
- Ask SS to read them in front of the class.
- Using pictures to introduce the new topic.(School’s picture)
- Using the flash cards to introduce a new school. 
- How many floors does the school have ?
. It has two floors.
Have Ss listen to answer the questions.
.Which grade is Thu in ?
.Which class is she in ?
-Have the SS listen/repeat the sentences.
Play the tape.
Have the SS listen and repeat.
6/ PRACTICE.(16’).
Have the SS play the roles of Thu & Phong. (pair work)
Call some SS to read the dialogue.
Ask SS to read the dialogue and fill in the blanks.
Handouts given.
Thu: Is your school big?
Phong: No. It’s small
Thu: How many floors does your school have?
Phong: It has two floors.
Thu: Which class are you in?
Phong: I am in class 6a.
Thu: Where is your classroom?
Phong: It’s on the first floor.
Listen to the tape again to check the answers.
-Read the dialogue again then answer the questions.
Call some SS to answer.
Make correction.
-Call SS to ask/ answer.
Ask ss to complete the dialogue using the cues.
7/ PRODUCTION. (6’).
Have the SS talk freely.(ask/answer about themselves and their school.
Call some SS to talk before the class.
8/ HOMEWORK. (2’).
Tell ss learn by heart new words
Prepare: C.1.2.3
-Listen and repeat.
- Pay attention to the pictures to identify which floors they are.
The third floor
The second floor
The first floor
The ground 
- Listen to the tape and answer the questions.
- She is in grade 7.
- She is in class 7C.
- work in pairs.
Group work.
Thu: Is your school big?
Phong: No. It’s small
Thu: How many floors does your school have?
Phong: It has two floors.
Thu: Which class are you in?
Phong: I am in class 6a.
Thu: Where is your classroom?
Phong: It’s on the first floor.
.S1 : Is your school big ?
.S2 : No, 
. S1 : How many floors  it have ?
. S2 : It  two floors.
. S1 : 
* Free talking.
. Where is your school ? 
. How many desks 
- Write homework.
IV/ Comments.
..
...
..
Week: 8 Date of P: 25/09/10
 Period: 23 Date of T: 28/09/10
 UNIT 4: BIG OR SMALL
 Lesson 4: C. Getting ready for school. (C1.2.3).
I/ Objectives.
1/ Educational aims.
 Students should have a plan for everyday activities.
2/ Teaching aims.
 By the end of the lesson, SS can ask and answer about everyday activities.
II/ Preparations.
Textbook, tape, chalk, cassette, pictures.
III/ Procedures.
Teacher’s activities
Students’ activities
Aên saùng
Ñi hoïc
Maëc quaàn aùo
Thöùc daäy
Röûa maët
Ñaùnh raêng
1/ WARM UP.(5’).
- Have ss play game “ slap the board”
 - Use the pictures C 1/p.49.
 (to) get up
 (to) get dressed
 (to) brush your teeth
 (to) wash your face
 (to) have breakfast
 (to) go to school.
2/ PRESENTATION.(15’).
- Introduce new words.
+ get up (v)
+ get dressed (v)
+ brush (v)
+ teeth (n)
+ breakfast (n)
+ go (v)
+ face (n)
+ wash (v)
- Play the tape for the students
- Introduce new structures
 . What do you do every morning ?
 I get up
 . What does he do every morning ?
 He gets up.
 He brushes his teeth.
3/ PRACTICE.(13’).
- Have SS practice reading Ba’s activities every morning.(C1/p 49)
- Repetition
- Have SS substitute activities.
- Have SS practice asking and answering .(Use word cue Drill )
* Example.
-Call some pairs to ask and answer before the class.
- Have SS practice asking and answering with the structure :
. What does Ba do every morning ?
 he
 she
 He / She gets up
 brushes his/ her teeth
- Word cue Drill 
4/ PRODUCTION. (10’).
+ Chain Game.
 S1 : I get up.
 S2 : I get up and I brush my teeth.
 S3 : I get up , I brush my teeth and I wash my face.
 S4 : 
Have SS tell about their activities every morning.
Say again the structures.
5/ HOMEWORK. (2’).
Tell ss write a paragraph (5-6) sentences about morning activities.
Do exercises C1.2 (Ex book).
Prepare C4.5.6.7
- play the game.
- Listen and repeat the new words.
( chorally- individually).
- Listen to the tape
- Pay attention to the structures.
- Practice with a partner
(Pair works / individually)
- Listen and repeat.( chorally)
- SS substitute activities.
 I get up He gets up
 wash my face. brushes . . .
- Question and answer Drill.
 ( Pair works)
* Example.
 S1:What do you do every morning?
S2: I get up.
S1: What do you do then ?
S2: I wash my face, I 
- Question and answer in front of the class.
( pair works)
* Example:
 S1: What does Ba do every morning ?
 S2: He gets up.
 S1: What does he do then ?.
 S2: He brushes his teeth.
-All class work.
Retell their activities every morning.
Everyday, I get up, I get dressed, I brush my teeth, I wash my face, I have breakfast and I go to school.
-Say them again.
- Write homework
IV/ Comments.
Week: 8 Date of P: 28/09/10
Period: 24 Date of T: 01/10/10
 UNIT 4: BIG OR SMALL
 Lesson 5: C. Getting ready for school. (C4.5.6.7).
I/ Objectives.
1/ Educational aim.
2/ Teaching aim.
By the end of the lesson, ss will be able to ask and answer about time and time of daily activities.
II/ Preparations.
Textbook, tape, pictures, cassette, chalk.
III/ Procedures.
Teacher’s activities
Student’s activities
1/ WARM - UP . (5’). 
Give questions to ask ss
+ What do you do every morning?
+ What does she do every morning?
2/ PRESENTATION. (15’).
- Have ss listen to the tape C4 and repeat know how to ask and answer about the time.
- Call ss to take roles reading the dialogues
- Present new words
+ late 
+ time
+ o’clock
+ half
- Have ss listen and repeat
- Play the tape C5 for ss to listen and write the numbers they listen
- Call ss to read the numbers they heard
- Ask ss to give the way to ask and answer about the time
- Give modal sentences
+ What time is it?
It’s eight o’clock
It’s ten fifteen
It’s half past ten
- Call some pairs to ask and answer C5
- Write some questions on the board for ss to guess the answer
What time does Ba get up?
What time does he have breakfast?
What time does he go to school?
- Request ss to find the answers in C6
- Introduce the function of the questions
- Call some pairs to ask nad answer with the sentences presented
3/ PRACTICE. (13’).
- Use o clock, asking ss to ask and answer about the time. (controlled by teacher)
2.10 / 6.00 / 1.30 / 8.25 / 3.15 / 9.45 / 12.40
- Ask some pairs ask and answer
- Have ss work in pairs asking and answering what time they do something
1. What time do you get up?
 have breakfast?
 go to school?
2. I get up at ..
 have breakfast at 
 go to school at ..
- Call some pairs to ask and answer
4/ PRODUCTION. (10’).
Have ss play game “noughts and crosses” on the time
6.30
7.30
9.45
7.00
11.12
12.30
8.50
4.20
6.5
- Ask ss write a paragraph about what time they do something
- Call some ss to read their paragraph
5/ HOMEWORK. (2’).
- Tell ss to write a paragraph about themselves on daily morning activities
- Do exercises C3.4 (Ex book)
Aswer.
+ I get up, then I 
+ She gets up, then she 
- listen to the tape
take roles reading
S1: What time is it, Ba?
S2: It’s eight o’clock. We are late for school
- Listen and repeat
- Listen and write down
- Read the numbers
Give questions
+ What time is it?
= Pair work
S1: What time is it?
S2: It’s ten o’clock
Guess the meaning nad to give answer
- Listen and take notes
- Ask and answer
S1: What time does Ba get up?
S2: He gets up at six o’clock
Pair work
Ex: S1: What time is it?
 S2: It’s two ten
Ask and answer
S1: What time do you get up?
S2: I get up at six o’clock
- Play game
- Write a paragraph
Ex: I get up at
 I have breakfast at .
 I go to school at .
Write homework
IV/ Comments.

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