Giáo án Lesson 2

T greets the class and says: "Let's play Number Clap! When I say a number, clap that many times." T demonstrates with 'three' (clap three times).

T says numbers from 1 to 10 in random order. Then T shows the picture of 5 balls and asks: "How many balls?"

T asks a few Ss: "What number is it?" and writes the number 10 on the board. T asks: "Can you count to ten?"

T praises the class and says: "Today we will learn numbers from eleven to fifteen. Are you ready?" T writes the title Unit 13 – Lesson 2 on the board.

T shows the chant on the projector and says: "Look at the picture and listen carefully." T plays the chant audio once. T asks: "How many numbers do you hear?"

T models each line, clapping once after each number and stressing -teen (e.g. "thir-TEEN"). Ss repeat line by line. T corrects pronunciation of thirteen, fourteen and fifteen. Then T shows the flashcards eleven and thirteen and asks: "What number is it?"

T divides the class into groups of four. Each group chants the whole rhyme. T walks around and listens. T asks: "Which number do you find difficult?"

T summarises: "Eleven, thirteen, fourteen, fifteen. Stress the -teen sound!" T writes the four words on the board and underlines -teen.

T shows the picture of 13 balls and asks: "How many balls?" T waits for Ss' ideas. T says: "Let's count in a smart way! Look at the rows of five."

T points at the first two rows and says: "Five, ten. Two full rows make ten." Then T counts on: "Eleven, twelve, thirteen." T writes on the board: How many balls? – Thirteen. T models the question and answer with a student. T writes one ball → thirteen balls to show the -s rule.

T gives each pair a Worksheet 1 with pictures of 11, 12, 14 and 15 balls. T asks pairs to count and ask each other. T walks around and checks. T asks: "What do you do when there are more than ten balls?"

T asks the class: "How do we count balls quickly?" T writes the key pattern on the board: How many + balls (s)? Thirteen. T reminds Ss: Don't count from 1 again, count on from ten!

T says: "Listen and tick the correct picture." T plays Exercise 1 and reads the instruction. T asks Ss to put a finger on their choice when they hear the answer.

T asks: "Which picture is correct?" T asks Ss to count the balls in picture B: two rows of five and four more. T writes 10 + 4 = 14 on the board. T plays Exercise 4: "Can you see the number eleven?" Ss point to the correct number card.

T asks pairs to check each other's answers. T calls on some Ss to explain their answers and listens for correct pronunciation.

T confirms the answers: Exercise 1 – B (fourteen balls); Exercise 4 – C (eleven). T praises Ss who listened carefully and reminds the class to count in groups of five.

T writes on the board: "Count the balls. Choose the right word." T shows Exercise 2 and asks: "How many balls?" T reminds Ss to count two full rows first and then count on.

T guides Ss through Exercises 3, 5, 6, 8, 9 and 10. For Exercise 8, T asks: "Is fifteen the number fifty?" For Exercise 9, T shows four + teen and asks Ss to write the word. T walks around, checks writing, and reminds Ss about the two e's in -teen. Ss write each new word three times in their notebooks.

T calls on some Ss to read their answers aloud and asks the class to show thumbs up or thumbs down for each answer. T writes the spelling of fourteen on the board and asks Ss to check their own spelling.

T summarises: "Count in groups of five, count on from ten, and remember the two e's in -teen." T asks Ss to write one sentence: How many balls? – Fourteen.

T explains the Ball Count game: "Pass the ball and ask the question. Count the picture and answer with the correct number. Each correct answer gets one point." T models one round with a student.

T gives each group a set of picture cards (11–15 balls) and the soft ball. T walks around, listens to Ss' questions and answers, and helps with pronunciation of thirteen, fourteen and fifteen.

T asks each group to report their score and one number they found hardest. T asks: "What did you learn today?" and writes the answers on the board.

T praises the class and gives homework. T says: "Tonight, count five things at home and ask How many ...? Write the numbers eleven to fifteen three times each." T says goodbye.