Giáo án Lesson 3

T greets the class, shows the toy box and says: “Let’s play Hide and show! Guess what it is!”

T hides a toy behind the board and shows a small part of it. T asks: “What is it?”

T leads the chant: “Top, top, top! Turtle, turtle! Tiger, tiger! Teddy bear!” with actions. T asks Ss to repeat after each word.

T praises the class and says: “Great! Today we will learn how to say what we can see.”

T shows the picture of a tiger and says: “I can see a tiger.” T asks Ss to listen carefully and point at the picture.

T presents the new words one by one (tiger, top, turtle, teddy bear). T models the pronunciation and asks Ss to repeat in chorus, then in groups and individually. T writes the sentence “I can see a …” on the board and explains the meaning: “Mình nhìn thấy một …”.
T asks: “What can you see?” Ss answer. T points to apple and explains: “We say an apple, not a apple.”

T plays the game “Magic box”: T puts a toy in the box, one S looks inside and asks “What can you see?”, and the other Ss answer “I can see a …”.
T asks Ss to guess what toy is in the box.

T summarises: “We use I can see a + toy or animal to say what we can see. Before apple, we use an.” T writes the common mistakes on the board: “I see a top” (missing can) and “I can see tiger” (missing a).

T plays the audio of the dialogue. T asks Ss to listen and point at the pictures in the book when they hear the toys.

T plays the audio again, pausing after each line. T asks Ss to repeat. T explains: “What can you see? means Con nhìn thấy gì?”. T models the dialogue with one S as Nam and T as the mother.

T asks some pairs to act out the dialogue in front of the class and gives feedback on pronunciation. T says: “Now, change the toys and make a new dialogue!”

T praises good pairs and reminds Ss to use the words in the dialogue: “I can see a …” and “What can you see?”.

T sings the first verse once and does the actions (spin for top, roar for tiger).

T sings line by line and asks Ss to repeat. Then T sings the whole song with Ss. T divides the class into two groups: Group 1 sings the top verse, Group 2 sings the tiger verse.

T asks Ss to make new verses with turtle (slow, slow, slow) and teddy bear (hug, hug, hug). T sings with the class.

T praises the class and says: “You can sing the song at home with your family.”

T gives out Worksheet 1 and explains the instructions. T plays the first recording and asks Ss to choose the picture A, B or C.

T plays the recordings for Exercises 1, 2 and 3. After each recording, T pauses and asks Ss to check their answers with a partner.
T plays the dialogue for Exercise 9 and asks Ss to decide True or False.

T calls on Ss to give answers and writes the correct answers on the board. T asks Ss who has a different answer to explain.

T summarises the key words and sentences and gives feedback on listening skills.

T gives out Worksheet 2 and explains: “Read carefully, then write or circle the answer. Work alone first, then check with a partner.”

T walks around, helps Ss with difficult questions and reminds Ss about the word order: I + can + see + a + noun. T asks: “Why do we say an apple?”

T calls on Ss to read their answers and checks with the whole class. For Exercise 8, T asks: “Is the sentence correct? Why?”

T praises the class, reviews the structure “I can see a + noun” and reminds Ss to use an before apple.

T divides the class into groups of four and gives each group a large sheet of paper and coloured pencils. T explains the task and models one example on the board.

T monitors groups and helps Ss spell the names of toys correctly. T asks: “What can you see in your poster?”

T invites one or two groups to show their posters and say the sentences aloud. T asks the class: “Can you see a top?”

T praises all groups and explains the homework: “Walk around your house or school and say three sentences: I can see a …”.