I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

-        understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on quantities of things in a room;

-        correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room;

-        enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context.

Core competencies

decision making, teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication, planning and organization

General competencies

Listening: listen and repeat

Oral communication: let’s talk

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Responsibility: appreciate kindness

II. RESOURCES AND MATERIAL:

-        Student’s book Page 24

-        Audio Tracks 32, 33

-        Teacher’s guide Pages 172, 173, 174

-        Website sachmem.vn

-        Flashcards/pictures and posters (Unit 14)

-        Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 13, Lesson 1.

-        Ask pupils to sing the song.

-        Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Chant and do activities (Unit 13, Lesson 3).

-        Ask pupils to chant and do the actions in Unit 13, Lesson 3 in groups.

-        Give points and encourage them.

Option 3: Game: What room is this?

-        A picture is hidden behind some coloured squares.

-        Pupils choose a square to open, then try to guess what the room behind is.

-        Teacher shows the whole picture then asks pupils to say out loud the name of the room.

Whole class

Group work

Individual work/ Teamwork

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on quantities of things in a room

b. Input:

– Context a: Mai: This is my bedroom. There’s a desk in the room.

– Context b: Mai: There are two chairs in the room.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on quantities of things in a room.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen.

Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the sentences There’s a desk in the room and There are two chairs in the room. Tell pupils that they are used to talking about quantities of things in a room.

Whole class

Whole class

Whole class

/ Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room

b. Input:

– Picture cues: a. a desk           b. a bed

                           c. two doors     d. two windows

– Speech bubbles:

There’s _____ in the room.

There are _____ in the room.

Audio script:

a. a desk         b. a bed             c. two doors        d. two windows

There’s a desk in the room.

There are two doors in the room.

c. Outcome:

Pupils can correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room.

d. Procedure:

Step 1: Have pupils look at Picture a and elicit the name of the thing in the room. Have the class listen to the recording and repeat the word a few times. Then let them work in pairs, pointing at the pictures and saying the words until they feel confident.

Step 2: Model by getting pupils to point at the sentence There’s _____ in the room. in the first bubble. Have them point at Picture a and elicit the missing words (e.g. a desk). Then get pupils to listen to the recording and repeat the sentence There’s a desk in the room. a few times until they feel confident. Go around and offer help or correct pupils’ pronunciation. Repeat the same procedure with Picture b.

Step 3: Repeat Steps 1 and 2 with Picture c. Remind pupils that the structure There are _____ in the room. is used with more than one thing (e.g. Pictures c and d). Let pupils listen to the recording and repeat the sentence There are two doors in the room. a few times until they feel confident. Repeat the same procedure with Picture d.

Step 4: Give pupils time to work in pairs or groups, pointing at the pictures and saying the quantities of the things in the room. Go around and offer help.

Step 5: Invite a few pupils to point at the pictures and say the quantities of the things in the room in front of the class.

Game: What’s missing?

-        T divides the class into 2 teams: BOYS and GIRLS.

-        T shows 4 pictures on the board. Take out 1, then 2 pictures then ask pupils to find out what is/ are missing.

-        Members of each team try to say out loud the missing room as fast as possible.

Whole class

/ Pair work

Whole class

/ Individual work

Whole class

/ Individual work

Pair work

Individual work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context

b. Input:

– Picture cue: some things in a bedroom

– Speech bubbles:

There’s _____.

There are _____.

c. Outcome:

Pupils can enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context.

d. Procedure:

Step 1: Have pupils look at the things in the bedroom and elicit their names. Draw pupils’ attention to the singular things (e.g. a bed, a desk) and multiple things (e.g. two chairs, two windows).

Step 2: Model by getting pupils to point at the gapped sentence There’s _____. in the first bubble. Then point at one thing in the bedroom (e.g. a bed), and say There’s a bed in the room / bedroom.

Step 3: Repeat the same procedure with the gapped sentence There are _____. in the second bubble and one plural thing (e.g. two chairs) and say There are two chairs in the room / bedroom.

Step 4: Give pupils time to practise in pairs or groups. One pupil points at and says the quantities of things in the room / bedroom and the others listen and make comments.

Step 5: Invite a few pupils to say the quantities of things in front of the class.

Extension: If time allows, encourage pupils to point at and say about the things in the classroom.

E.g. There is a board in the classroom.

Game: Look and say

-        Divide the class into 2-4 teams.

-        Show the pictures on the screen. Ask pupils to look at the arrows pointing to things in the room. Pupils have to say the corresponding sentences.

-        One pupil from each team comes to the front and says.

Whole class

/ Individual work

Whole class

/ Individual work

Individual work/ Whole class

Pair work/ Group work

Individual work

Group work

/ Individual work