Giáo án Lesson 2

T greets the class with 'Hello, everyone! Let's play a Mystery box game.' T shows the box and says 'Who wants to guess?'

T lets one S take a card from the box, look at it secretly, and describe it by making a gesture or saying 'It's yummy!'. T asks 'What is it?'

T asks 'Is it pizza?' and points to the card. T praises Ss with 'Good job!' or 'Excellent!'.

T says 'Today we will learn the chant P is for pizza and the sentence I like pizza.' T writes the title on the board.

T shows the chant on the board and asks 'What letter do you see many times?' T plays the recording once and asks Ss to listen carefully.

T models the chant line by line, clapping once for each beat. T asks 'What is pop, pop, pop?' and 'What is yummy?' Ss repeat each line after T. Then T plays the recording again and Ss chant together with clapping.

T divides the class into two groups. Group A chants the first two lines and Group B chants the last two lines. T says 'Stress the p sound!' and corrects the pronunciation of the /p/ sound.

T asks 'Which food words start with p?' and writes pizza, pasta and popcorn on the board. T says 'Good! The chant has three food words.'

T shows the flashcard of pizza and says 'I like pizza.' T asks 'Do you like pizza?' and says 'I like pizza!' with a smile. T writes the sentence on the board and underlines like.

T shows the pasta and popcorn flashcards and says 'I like pasta.' 'I like popcorn.' T asks Ss to point to the picture after T says the sentence. T points to the capital I and says 'Always write capital I. Put a full stop at the end.'

T asks pairs to practise: Student A shows a card and says 'I like ___'. Student B points to the picture and repeats the sentence. T walks around and listens.

T summarises: 'I like + food. The food word is after like. Capital I and a full stop.' T writes the summary on the board.

T writes the word pasta on the board, says the letters p – a – s – t – a aloud and shows how to start the letter p at the middle line.

T asks Ss to write each word three times on their lines while saying the letters. T walks around and checks letter formation. T reminds Ss: 'Pizza has two z. Popcorn has two p.'

T shows the correct words on the board and asks Ss to check their own writing. T asks 'How many z in pizza?' 'How many p in popcorn?'

T praises Ss for neat writing and says 'Remember: write the letters carefully and say them aloud.'

T hands out Worksheet 1 and says 'Listen to the sentence. Look at the word after like. Choose the correct picture.' T plays the first recording.

T plays Ex 1 and asks 'Which picture is correct?' T pauses and gives a clue: 'The word after like is pasta.' T plays Ex 2 and Ex 3 in the same way.

T asks pairs to compare answers. T calls on two or three Ss to explain: 'Why is it C?' Expected answer: 'Because the sentence is I like pasta and pasta is the word after like.'

T confirms the key and says 'Excellent! The word after like tells you the food.'

T hands out Worksheet 2 and explains each task. T reads the instructions aloud and models Ex 4: 'I ___ popcorn. Which word is correct: have, like or see?'

Ss work in pairs to complete the exercises. T monitors and helps weaker Ss. T asks 'Which letter is missing in pa_ta?' and 'Which word is correct for Minh? Pizza, popcorn or pasta?' After pairs finish, T plays the game 'Pop-corn jump': T says the food words and Ss react (jump for popcorn, clap for pizza or pasta).

T asks a few pairs to read their answers aloud, then shows the answer key on the board. T asks 'Why is the true/false answer for c) S?' Expected answer: 'Because there is no kite in the chant.'

T praises Ss and reminds them of two common mistakes: 'Write capital I. Write two z in pizza.'

T says 'Draw your favourite food on the card: pizza, pasta or popcorn. Write the sentence on the back.' T gives Ss 1 minute to draw and write.

T says 'Walk around and say I like ___ to three friends.' T models with a volunteer: 'Hello! I like pizza.' T watches and gives help when needed.

T calls on five Ss to say their sentences aloud to the class. T asks 'Who likes popcorn?' and Ss raise their hands.

T leads the class to chant 'P is for pizza' with clapping. T gives homework: 'Sing the chant for your family. Write I like ___. three times.' T says goodbye.