Giáo án Lesson 3

T greets the class with 'Good morning, everyone! Are you hungry?' T shows the flashcards of cake and grapes and asks 'What's this?'

T leads a chant: 'Yummy, yummy, cake! Yummy, yummy, grapes!' T puts a flashcard of the table in the middle and says 'Table!'

T asks 'Where can we put the cake?' and waits for an answer.

T praises the class and says 'Great! Today we will learn how to say where things are.' T writes the title 'Unit 12: At the café – Lesson 3' on the board.

T shows the real table, the box and the ball. T says 'Look! This is the table. This is the box. Listen and repeat.'

T places the cake on the table and says 'The cake is on the table.' Then T places the ball on the box and says 'The ball is on the box.' T asks Ss to repeat chorally, then in groups, then individually.
T asks 'Where is the cake?'

T puts the ball in the box and asks 'Is the ball on the box?' T corrects pronunciation of 'on' and 'table' and checks the meaning by asking 'Is the cake on the table or in the table?'

T writes the structure on the board: 'The + thing + is on the table.' and says 'On means on top of.'

T draws two columns on the board: 'ONE thing' and 'MANY things'. T shows the picture of one cake and asks 'How many cakes?'

T gives Worksheet 1 to each pair. T explains the task and checks the first item together.

T asks some pairs to read their answers aloud. T asks 'Why do we say The cake is?' and 'Why do we say The grapes are?'

T confirms the rule and says 'If one thing, use is. If many things, use are.' T gives the example 'The apple is on the table. The apples are on the table.'

T plays the audio of the conversation twice. T asks 'Where is the cake?' and 'Where are the grapes?' T explains that 'too' means 'also' (cũng vậy).

T models the roles: Dad, Ngoc, Little Ngoc. T asks pairs to practise the conversation, then swap roles.
Then T teaches the song line by line. T sings and asks Ss to clap on the beat.

T asks 'What is on the table now?' Then T replaces cake with apple and grapes with bananas, and asks Ss to say the new sentences: 'The apple is on the table.' 'The bananas are on the table.'

T praises the groups and says 'Well done! Now we can sing and talk about things on the table.' T reminds Ss to use is for one thing and are for many things.

T explains the three exercises and plays the audio for Exercise 1. T asks Ss to listen carefully and look at the options.

T plays the audio for Exercise 2 and Exercise 8. T walks around and helps Ss who are slow. T gives a clue: 'Look at the word on.'

T asks 'Which picture is correct?' and 'Is this sentence true?' T asks Ss to explain the meaning of 'on' with the picture.

T confirms the answers and writes them on the board. T says 'Good listening!'

T divides the class into groups of four. T gives each group Worksheet 2 and says 'This is a sentence game. Each team has to finish first and correct.' T models Exercise 3.

T sets the time (about 8 minutes). T walks around and checks the groups' answers. T asks guiding questions: 'How many cakes are there?' 'Is grapes one or many?'

T asks each group to read one answer aloud and invites the other groups to say if it is correct. T writes the correct answers on the board.

T gives feedback and says 'Excellent teamwork! Remember: one thing – is, many things – are.' T points out the common mistakes: 'The grapes is' and 'in' versus 'on'.

T sets up a 'café corner' with a small table, a cake picture, grape picture and a cup. T says 'Welcome to our café! Who wants to be the waiter?'

T models the role-play with one S: 'Where is the cake?' 'The cake is on the table.' Then T asks the groups to act out the role-play in turns.

T invites two or three groups to perform in front of the class and gives praise for correct sentences.

T summarises the lesson: 'Today we learned to say where things are with on the table, and we used is for one thing and are for many things.' T gives the homework.