Unit 12: Where’s my books?

Division of lessons:
Lesson 1: Period 83: Section 1, 2, 3
Period 84: Section 4, 5, 6
Lesson 2: Period 85: Section 1, 2, 3
Period 86: Section 4, 5, 6
Lesson 3: Period 87: Section 1, 2, 3
Period 88: Section 4, 5, 6

Week:…
Period:… Date of teaching:…/…/…

UNIT 12: WHERE’S MY BOOKS?
Lesson 1 (Section 1,2,3 )
I.Aim
By the end of the lesson, students will be able to ask and answer the question about the location of things in the house.
II. Language content
1. Vocabulary: Where, chair, poster, bed, picture, coat, ball, here, there
Sentence pattern: Where’s the book?-It’s here/there.
3. Skill: listening, speaking
III. Resources and teaching aids
-Resources: students’ and teacher’s book
-Teaching aids: pictures, projector, tape, and cassette.
IV. Techniques: what and where, ask and answer
V. Procedure
Warm up: Read the chant “ Is there a garden”
Look, listen and repeat.
Ask Ss to identify the characters in the picture on page 18 and what they are saying.
Set the scene “you are going to listen to Peter and his mother ask and answer questions about the location of things in the house.
Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Peter’s part, the other repeats his mother’s part.
Have whole class repeat all the phrases a few times to reinforce their pronunciation.
3. Point and say
- Have ss look at pictures on Page 18. Elicit the characters in the pictures and their names.
Teach vocabulary:
Where chair
Poster bed
Picture coat
Ball here
there
Check vocab: what and where
-Introduce the model sentence: Where’s the book? -It’s here/there.
-Ask ss to guess and complete the speech bubbles.
- Model: Call someone to practice in front of the whole class. Practice in group. Allocate the parts of the characters the boy and the girl to the pupils. Ask them to point the pictures and act out the dialogues. Monitor the activity and offer help.Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary.
- Call on some groups to perform their task at the front of the class. The rest of the class observe and give comments.
- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation.
4 Let’s Talk
Ask students to look at the pictures in the book. Ask them to identify the characters in the pictures.
Ask Ss work in pair to ask and answer questions about the location of things in the house. Call some pairs to act out
Correct their pronunciation
5. Homework
- Do exercises in workbook; learn by heart the new words
VI. Comments
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Week:…
Period:… Date of teaching:…/…./….

UNIT 13: WHERE’S MY BOOK?
Lesson 1 ( Section 4,5,6)
I.Aim
By the end of the lesson ss will be able to ask and answer questions about the location of things in the house.
II. Language content
Vocabulary: none
Sentence pattern: none
Skills: listening, reading, speaking
III. Resources and teaching aids
-Resources: students’ and teacher’s book
-Teaching aids: cassette, projector, tape.
IV. Techniques
V. Procedure
1. Warm up: Unscramble words
a. osprte - poster
b. deb - bed
c. airhc - chair
d. icputre - picture
e. oatc - coat
f. allb - ball
2. Listen and tick
- Have ss look at pictures 1, 2 and 3 on page19 of the Student Book. Elicit the identification of the characters in the pictures and the characters’ words. Tell ss that they are going to listen to the recording and tick the pictures they hear. Guess the answer
- Play the recording 2 times for ss to listen and tick the boxes. Check their guess. Compare the answer with the partner.
- Play the recording again and check their answers.
- Ask some questions to ensure ss’ comprehension of the listening text.
Keys: 1. 2. 3.
3. Read and complete
- Have ss open their books to Page 19.Get Ss to identify the characters in the pictures and what they are saying mention the distance between the hand and the thing in picture.
Tell Ss that they are going to read and get information to write the given words in sentences 1, 2,