3. T: Where is my dictionary ?
S: It’s in the backpack.
•Look for things.
The students hide and look for the things in groups. They can give the others some clues.
For example:
This is my book.. It’s on the second desk.
Step 2: New words learning
•Show the students three pictures of rooms ( bedroom, sitting room, study)
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Bedroom |
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Sitting room |
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Study |
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•Group work:
The students choose one of the three pictures and list the things they may think the room has.
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Bedroom |
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Sitting-room |
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Study |
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•Class work: (sharing the ideas in class)
Ask the groups to share their ideas with the class. Meantime they can teach the new words.
Where is …… ? It’s ……
Where are …… ? They are…
Step 3: Activities
•Match the words with the pictures. (SectionA 1a)
•List and number the things in the pictures when you hear them. (SectionA 1b)
•Pair work:
Talk about the pictures in the textbooks and make their own conversation.
•Game: challenge your memory
Step 4: listen and read
Homework: Make a survey Interview a student / a teacher and fill in the forms
Period 2 (Section A 2a-3c)
•Sub Topic: Talk about the room
•Language focus: Talk about where the things are
•Recycled language: There is /are…
Where is …? It’s on /in /under…
Where are …? They’re in /on/under…
•language Structure: Is the book / Are the books on the desk?
Yes,… / No,… / I don’t know.
•Tasks: Listening & Making a survey
Teaching procedures:
Greetings
Step 1 Warming up
•Chatting:
Chat with the students about the things around the room by showing them pictures.
•A guessing game:
Show the students a picture of a room with a few things in it. Have them guess the places of the other things.
T: Where is the bookcase?
S: Is the bookcase near the bed?
T: Yes, it is / No, it isn’t.
•Listen and number these things. (Section A 2a )
•Listen again. Imitate the dialogue in 2b,2c.
Step 2 Memory Challenge
•A competition: The students watch a clip of the video for a few minutes.
(The video is about the teacher’s room.)
•Have a competition among groups. See who can remember all the things and places.
A: Where is / are the …? B: Is / Are the … in …?
B: I think it’s / they’re… B:Yes, …/No,…
Step 3 Activities
•Group Work:
Share the information they got from the teachers in groups.
S1: There is / are …in Mr. Mrs. … room.
S2: Where is the …?
S3: Is the … near the …?
One of the four makes a report in class. The others listen carefully and try to draw the room. They are encouraged to ask any questions.
•Pair Work:
A: I interviewed … There is a … in his room.
B: Where is the …? OR Is the … in …?
A:It’s in … OR Yes, …/No, …
A: I interviewed … There is a /an … in his room.
B: Where is the … ? OR Is the … in …?
A: It’s in …. OR Yes, … / No, ….A: I interviewed … There is a /an … in his room.
B: Where is the … ? OR Is the … in …?
A: It’s in …. OR Yes, … / No, ….Pair Work:
A: I interviewed … There is a /an … in his room.
B: Where is the … ? OR Is the … in …?
A: It’s in …. OR Yes, … / No, ….
Step 4 Self-assessment
Homework:
Homework: •Finish off the exercises in the exercises book
•Imitate & act out the dialogue in SectionA 2a & 2b.
Period 3 (Section A 4-Section B 1a-1c)
•Sub Topic Find the differences
•Language focus Tell the differences between the two pictures
•Recycled language alarm clock, video cassette, CD, math book, computer game,
•language Structure Is the book/ Are the books on the desk?
Yes,…/ No,… / I don’t know.
•Tasks Listening, comparing & sharing
Teaching procedures:
Greetings
Step 1 Warming up
•Act out the dialogue
Step 2 New words learning
•Show the students a picture of a room
•Let some able students list some new words
•Match the new words with the things in the pictures (Section B,1a )
•Pair work:
talk about the pictures ( Section B, 1b &1c)
Step 3 Find the differences (Section A 4 )
•Show the students two pictures
•Divide the whole class into two parts and show the different halves two different pictures
•Ask and answer:
(The teacher asks questions and the students answer them. They are asked to listen very carefully and remembered the things and places in another picture.)
T: Where is the computer game in Picture One? S: It’s ……
T: Where is the computer game in Picture Two? S: It’s ……
•Have a competition: One half asks, the other answers
Where is the plant in Picture One ?
What can you see near the bed in Picture Two?
•A report like this:
In Picture One, the plant is on the table, but in Picture Two it’s under the chair. …
Step 4 Group work
•Show the students a picture of sb’s untidy room.
•Group work: decorate the room for sb
Step 5 Task: rearrange one’s room
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Things
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Places
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The
places we put |
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His books are in the desk.We put his books in the bookcase. ……
Homework: To draw a picture of their own room and write a short composition about it.
You may begin like this:
…
Homework: To draw a picture of their own room and write a short composition about it.
You may begin like this:
This is …’s room. The hat is … The books are …
Period 4 (Section B 2a-3c)
•Sub Topic Asking for help
•Language focus take… to ; bring… to ; need
•Recycled language The book is on the table.
The pens are in the pencil-case.
•Language structure I need … for…
Can you bring some things to school?
Please take these things to…
•Tasks Comparing, Problem solving & sharing
Teaching procedures:
Greetings
Step 1 Warming up
•Show Tommy’s photo to the class and let the students ask any questions about Tommy.
•Discussion:
The teacher tells the students
Tommy wants something from his room for school.
Have them discuss in groups what he needs.
•Make a report:
We think Tommy may need ……, because…… ( Section B: 2a & 2b )
Step 2 Listing and writing
•Listen and circle the things Tommy really wants ( Section B 2a )
•Listen again and write down notes. ( Section B 2b )
•Make an oral report
Step 3 Section B 3a &3b
•Read the note and draw the missing things in the picture.
•Look at the picture and fill in the blanks.
Step 4 Creative Work
•Group work: Discuss what you need for the coming sports meeting
•Make a telephone call to your family
•Act out the conversation
•The others listen to the conversation and finish the telephone message
Model⑴:
Telephone Message
From : _________ To : _________
Message : I need _____________________
Step 5 Discussion
•Discuss in groups:
What do you we need in our dormitory/classroom?
We need…,because now …. We want to put it in the…. ( Make a report )
Step 6 Writing
•Write a letter to the headmaster/ classroom in groups and put in the letter box
Homework: Design your ideal room in groups
Period 5 (Section B 4-Self-check)
•Sub topic My ideal room
•Language focus The things in our nice room
•Language Structure We have a nice room.
There is / are ….
You can see the ….
•Tasks Project
Teaching procedures:
Greetings
Step 1 Recommendation
•Suppose each group is a company for renting out the rooms.
•Have a few groups recommend their rooms to the others.
•Introduction
We have a very nice room. There are lots of things in it……
( The others listen carefully and try to choose the room they want to rent.)
•Make up dialogues between the leaser and leaseholder
•See which group can lend their rooms
Step 2 Designing
•Group Work: Discuss what we can see in your room in 2050. “You can see a very great room. There is / are …”
•Make a report
Step 3 Writing
John has a nice room to rent, please help him to write a notice to describe his room.
Notice
I have a very nice room. There is a ______________________________________
Do you like it? If you like it, please call John at 730-0555.
Homework: Finish off the exercises
Write a short passage My room in 2050 & My ideal room
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Activities |
Atitude |
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Learning the words |
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Playing the game |
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Making up dialogue |
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Making a survey |
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Making a report |
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Memory challenge |
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Action |
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Discussion |
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Group work |
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Class work |
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