Giáo án Lesson 3

T says: 'Hello, class! Let's play Guess the food. Are you ready?' T shows a covered flashcard and asks: 'What is it?'

T uncovers the picture bit by bit and models: 'It's pizza. I like pizza.' T asks the class to repeat chorally, then calls some individuals.

T asks: 'Which food do you like best?' and gives praise to the groups who answer in full sentences.

T says: 'Great! Today we will learn how to say that the food is yummy and how to talk about our birthday party.' T writes the title 'My birthday party' on the board.

T shows a picture of popcorn and says: 'The popcorn is yummy.' T asks: 'Do you like popcorn?' and 'Is popcorn yummy?'

T models the word 'yummy' with stress on the first syllable and a happy face. T says 'yum, yum' and rubs the tummy to make the word memorable. T asks Ss to repeat chorally, in groups and individually. T corrects the sound /ʌ/ in 'yummy'.

T asks pairs to point at a food picture and praise it. T walks around and checks the stress and the word 'is'. Example: 'The pasta is yummy.'

T writes the structure on the board: 'The + food + is yummy.' T asks: 'What word do we use after the food?' Ss answer 'is'.

T shows a picture of a birthday party with a cake and candles. T asks: 'Is it a birthday party?' and models: 'It's my birthday party.'

T plays the audio of Let's talk twice. T asks Ss to point at the foods as they hear them. Then T reads the conversation in two roles and asks Ss to repeat each line.
T asks Exercise 9 questions: 'Is today Mai's birthday? True or False?'

T asks pairs to practise the conversation, then stand up and act it out. T gives a thumbs up to pairs with correct pronunciation.

T explains the short forms: 'It's = It is.' T asks: 'What does my mean?' Ss answer in Vietnamese or English.

T plays the song once and asks: 'What is the song about?' T shows the words on the board.

T sings line by line and Ss repeat. Then T sings the whole song with the music and Ss sing along. T asks Ss to rub their tummies on 'yum, yum'.

T divides the class into three groups. Each group sings one verse. T praises the group with the best rhythm.

T asks: 'What do we do on yum, yum?' T asks Ss to sing the song once more at the end of the activity.

T gives out Worksheet No. 1 and reads the instructions for Ex 1. T plays the audio 'The popcorn is yummy.' once.

T plays the audio for Ex 2 and Ex 6. T pauses after each sentence and asks Ss to hold up fingers A, B or C. T checks the answers with the whole class and explains the meaning 'The pasta is yummy = Mì Ý ngon quá.'

Pairs check their answers and explain to their partners why the answer is correct. T calls two pairs to report.

T shows the answers on the board and gives praise. T reminds Ss to listen to the key word after 'The'.

T gives out Worksheet No. 2 and reads the instructions for each exercise. T models Ex 5 on the board with the words 'pasta / yummy / is / The'.

Ss work in pairs to complete Ex 3, 5, 7 and 8. T walks around, helps weaker Ss and checks the word order and the word 'is'.

T calls two pairs to read their sentences and explain the answers. T asks: 'Why is it It's and not It is?'

T shows the correct answers and summarises: 'The + food + is yummy.' and 'It's my birthday party.'

T shows an example poster and says: 'This is my birthday party. The cake is yummy!' T gives out paper and coloured pencils and explains the task.

Ss draw their poster and write the two sentences. T walks around and checks spelling, capital letters and the word 'is'.

Ss show their posters to a partner and read their sentences aloud. Two or three Ss show their posters to the class.

T praises the work and sings 'My birthday party' with the class to finish the lesson. T gives the homework.