Giáo án Lesson 1

T greets the class with 'Hello, boys and girls. Are you ready for a camping trip?' Then T shows the campsite picture and asks: 'What can you see in the picture?'

T points at the orange tent, the blanket and the teapot in the picture and says each word slowly: 'tent, blanket, teapot'. T asks: 'Can you say it after me?'

T asks a few Ss to point and say one word each, for example: 'Show me the tent. Say it!'

T says: 'Today we will learn three new words about camping. Let's find the sound /t/ in them!'

T shows the letter cards T and t and says: 'This is the letter T and t. Its sound is /t/. Look and listen to me.' T writes 'tent' on the board and underlines the t at the beginning and at the end.

T plays the audio or says the words slowly and asks Ss to repeat: 'Listen and repeat: tent, teapot, blanket.' T asks: 'Where is the sound /t/ in tent? In the beginning? In the end?' T models the tongue position and the short release of air.

T calls on individual Ss to say one word and show where the /t/ sound is, for example: 'Ann, say teapot and show me the t sound.' T gently corrects any extra sound at the end of words.

T summarises: 'The letter t can be at the beginning or at the end of the word. Hold the air with your tongue and do not add an extra sound.'

T holds up the picture of the tent and says 'tent!' Then T says: 'Listen and point. Point and say, when you hear the word.' T gives the instruction: 'Clap your hands when you hear the /t/ sound.'

T says the words in random order: 'teapot, tent, blanket'. T models the word and the clap, then asks Ss to say each word in pairs. T introduces the sentences by placing the blanket card inside the tent card and saying: 'The blanket is in the tent.' Then T asks: 'Is the blanket near the tent?' and answers 'Yes, it is near the tent' while pointing.

T asks each pair to show one card and say one word and one sentence. T says: 'Great! Now, tell me how many /t/ sounds in teapot.'

T praises the class and reminds Ss: 'tent has two /t/ sounds, teapot has two /t/ sounds, and blanket has one /t/ sound at the end.'

T hands out Worksheet No. 1 to each pair and explains: 'Listen to the audio and choose the correct picture. Then look at the pictures and write the correct word.' T plays the first audio.

T walks around the class and checks pairs. T asks: 'Which word begins with t in exercise 7?' and reminds Ss that blanket has t only at the end. T gives hints when needed: 'The first letter is missing. It is t. Tent!'

T calls on some pairs to read their answers aloud and asks the class to check. T says: 'Listen again. Is the answer correct?' and gives the answer key if needed.

T says the clapping game: 'I say a word, you clap if you hear /t/ at the beginning. Tent! Clap! Blanket! No clap!'

T says: 'Let's make a campsite! Draw a tent, a teapot and a blanket on your poster. Then tell your group: The blanket is in the tent.' T gives out paper and coloured pens to each group.

T moves around and helps groups with the sentences. T models a question: 'Is the teapot near the tent?' and a short answer: 'Yes, it is.'

T invites two or three groups to show their posters and ask the class one question, for example: 'Is the blanket near the tent?'

T wraps up the lesson: 'Well done! Today you learned the letter Tt, the sound /t/ and three new words: tent, teapot and blanket.' T praises the groups and gives stars for good pronunciation.