Bài giảng Lesson plan

is classroom? - Say aloud the cardinal numbers from 1 to 10. - Read aloud. Give remarks. Practice counting with the partner. Say the ordinals without the book. Look at the picture and guess. Retell the usage of “have/ has”. Complete the dialogue in pair. Listen and answer. Unit 4: BIG OR SMALL? Lesson: MY CLASS Cardinals Ordinals one 1st first two 2nd second three 3rd third four 4th fourth five 5th fifth six 6th sixth seven 7th seventh eight 8th eighth nine 9th ninth ten 10th tenth Have/ has : I/ you/ we/ they +have He/ she/ it + has Questions: Do +you/ they +have…? Does he/ she/ it +have? Thu: Is your school big? Phong: No. It’s small. Thu: How many floors does it 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. Use the suggested words to form the dialogue. Thu: your school/ big? Phong: No/ small. Thu: How many floors it / have? Phong: It / two floors. Thu: Which class/you ? Phong: I/ class 6A Thu: Where/ your classroom? Phong: It/ the first floor. 4. Free- practice: Gives the suggested words, asks the sts to build the dialogue again. Calls some pairs to practice in front of the class. 5. Consolidation: Asks the whole class to retell the ordinal numbers from 1 to 10. Look at the chart and build the dialogue in pair. Say in choral. Takes notes. 4. Homework:5ms - Ask the students to: + Learn by heart the ordinals and do the exercise (B3, B4/ page 39, 40) in the workbook. 5. Self-evaluation: The teacher should note the sts to pronounce the ending syllable of the ordinals to distinguish with the cardinals. LESSON PLAN Unit 4 (CON'T) : BIG OR SMALL? Period : 24 Date of preparation: ………./………./2004 Date of teaching : ………../………./2004 Classes : 6a1,2,3,4,5. Aims and objectives: Language content: To introduce some new words relating to everyday activities in the morning. Language function: Describing everyday activities. Educational aim: To make the sts aware of building a scientific timetable for themselves. Language: Vocabulary: get up, brush, wash, get dressed, have breakfast, teeth, face, everyday. Structures: What do you do every morning? Skills: Integrated skills Educational factor: Knowing how to set up a scientific timetable getting ready for school. Teacher’s and students’ preparation: Method : Communicative Approach Techniques : Explanation, repetition, pair work, picture and action. Materials needed : Textbook, pictures. Students' preparation: New words at home. Previous exercises: Do the exercise (B3, B4/ page 39, 40) in the workbook. Procedures in class: Stabilization: (2ms) a) Warm up: Good afternoon class! How are you today? b) Checking absence: Who's absent today? Checking up previous knowledge: (5ms) Calls two students to go the board and write down the ordinals from 1 to 10. Asks them some questions relating to the school and class. Gives remarks and marks. New lesson: (33ms) Time Teacher’s activities Students’ activities The lesson content A/ GETTING READY FOR SCHOOL. Lead-in: Pasts some pictures on the board. Calls a student to go to the board and put them in order of morning activities. Gives feedback. Pre -practice: Teaches new words by using pictures on the board. New words: Get up {explanation} Get dressed {picture} Brush (my) teeth {action} Wash (my) face {action} Have breakfast {explanation} Go to school {picture} Guides the class to read aloud the text. Calls two students: One in the role of Ba talks about himself. The other retells Ba’s activities. Shows the sts the chart. Asks them to look at the chart and give their own remarks On the form of verb in two columns. The meaning of the simple present tense. Presents some important points on the board. Notes the sts the pronunciation of “s/es”. Controlled - practice: Asks the sts to work in pair, practice asking and answering about their morning activities. What do you do every morning? I get up. Then … - Calls some pairs to practice in front of the class. Free- practice: Asks the sts to do the exercise on the chart. More exercise: Nam (get) …up early every morning. They (go) … to school. I (brush) … my teeth every morning. He (have) … two rulers. We (wash) … every morning. 5. Consolidation: Teaches the sts to sing the song on the chart. WAKE UP, WAKE UP Wake up, wake up, brush your teeth Get up, get up, get up quick Wake up, wake up, wash your hands Get up, get up, get up quick Wake up, wake up, wash your face Get up, get up, get up quick Wake up, wake up, go to school Get up, get up, get up quick. Look at the board. Go to the board and put the pictures in order. Look at the board, listen and copy down. Read aloud the text. Look at the chart and give the remarks. Copy down. Practice with the partner. Do the exercise on the chart. Match the words in column A with ones in column B. Sing the song. Take notes. Unit 4: BIG OR SMALL? Lesson C(1+2+3): GETTING READY FOR SCHOOL New words: Get up Get dressed Brush (my) teeth Wash (my) face Have breakfast Go to school Grammar: The simple present tense What do you What does he do every do every morning? morning? I get up. He gets up. I get dressed. He gets dressed. I brush my teeth. He brushes his teeth I wash my face. He washes his face. I have breakfast. He has breakfast. I go to school. He goes to school. Usage: express habits Form: I/ you/ we/ they + V(inf) He/ she/ It + V(s/es) 4. Homework:5ms - Ask the students to: + Do the exercise (C2/ page 41) in the workbook. 5. Self-evaluation: - The sts could remember the lesson well. Lesson Plan Unit 4 (CO'NT): BIG OR SMALL? Period :25 Date of preparation: ………../………../2004 Date of teaching : ………./…………/2004 Classes : 6a1,2,3,4,5. Aims and objectives: Language content: To introduce some new words relating to time. To introduce the structure of asking for time and the ways of saying time. Language function: Asking for information. Educational aim: To make the sts aware of the importance of setting up the scientific timetable for every activities. Language: Vocabulary: to be late for Structures: What time is it? – It’s eight o’clock. What time do you get up?- I get up at six o’clock. Skills: Integrated skills Educational factor: Knowing how to set up the suitable and scientific timetable for morning activities before going to school. Teacher’s and students’ preparation: Method : Communicative Approach Techniques : Pair work, repetition, explanation and translation Materials needed : Textbook, blackboard, real object. Students' preparation: New words at home. Previous exercises: Exercise (C2/ page 41) in the workbook. Procedures in class: Stabilization: (2ms) a) Warm up: Good afternoon class! How are you today? b) Checking absence: Who's absent today? Checking up previous knowledge: (5ms) Calls two students to go to the board, ask and answer about their morning activities. A: What do you do every morning? B: I get up. Then I… What about you? A: I get up. Then I … Gives remarks and marks. New lesson: (33ms) Time Teacher’s activities Students’ activities The lesson content A/ WHAT TIME IS IT? Lead-in: Sets the situation: shows the class the picture on the page 50, asks them to guess what the dialogue is about. Says: “Today we’ll study the way of asking and answering about the time and practice asking and answering about the time and the time for morning activities. Pre -practice: Lets the sts to listen to the dialogue on the tape. Introduces the new words. New words: What time (explanation) To be late for (translation) Guides sts to practice the dialogue: The teacher in the role of the girl and the class in the role of boy and vice versa. Pair work. Presents the structure. Guides the sts to read aloud the time showed on the clocks. Introduces the question “What time is it?” Shows the class a real clock, changes the time, calls some pairs to practice ask and answer about the time shown on the clock. Controlled - practice: Guides the sts to read aloud the sentences. Ba gets up at six o’clock. Ba has breakfast at six thirty. Ba goes to school at seven fifteen. Calls two sts to repeat. Notes sts the preposition “at” Presents the question. What time do you get up? What time does he get up? Asks the sts to make the questions and answer in pair. Free - practice: Asks the sts to make an interview to their friends of time for morning activities to fill in the table. Get up Have breakfast Go to school Lan Nam Nga Questions: What time do you get up? Listen and answer. Practice the dialogue. Look at the board, listen and copy down. Read the text aloud. Work in pairs. Work with the friends. Unit 4: BIG OR SMALL? Lesson C(4+5+6+7): What time is it? New words: What time To be late for Structure: What time is it? - It’s+ giờ đúng+ o’clock Eg: It’s ten o’clock. - It’s + giờ + phút. Eg: It’s ten fifteen. - It’s + phút +Past+ giờ. Eg: It’s fifteen past ten What time…? Eg: What time do you get up? What time does he get up? à What time+ do/does+ S + V(inf) ? - S + V + at … What time do you have breakfast? What time do you go to school? Calls two sts to say their friends’ timetable for morning activities. Nam gets up at … He has breakfast at… He goes to school at … 5. Consolidation: Asks some sts their timetable for morning activities.. Report their friends’ timetables for morning activities. Listen and answer. Listen and take notes. 4. Homework:5ms - Ask the students to: + Do the exercises (C3,4,5,6/ page 41, 42, 43) in the workbook. 5. Self-evaluation: In controlled-practice, the teacher should write the time on the board, ask the students to go to the board and write down and gives feedback to help the whole class find their errors.