Giáo án Lesson 2

T greets the class: "Hello, everyone! Today we go to the seaside." T asks Ss to look at the colour words on the board and says: "Let's play Colour Bingo!"

T calls out colour words (blue, white, yellow) in random order and asks: "What colour is it?" T models the answer: "Blue!" and then demonstrates the forehead gesture while saying "I can see…".

T asks a few Ss to say the colour they found and to show the gesture: "Who can show me 'I can see'?"

T praises the class and says: "Great! Now we are ready to see the sea." T writes the word see on the board and points out the gesture.

T shows the picture of the beach and asks: "What can you see? Look at the picture." T shows the picture cards one by one and says: "Sea, sail, sand. Listen and repeat."

T plays the chant twice. Then T says each line and asks Ss to repeat (chorally, then in groups of boys and girls). T models the /s/ sound: "Sss… like a snake." T reminds Ss to put a hand on the forehead when they say "I can see".

T asks: "What is the first sound of sea, sail and sand?" and "What do you see in the chant?" T asks some groups to chant in front of the class.

T praises Ss and summarises: "The letter s sounds like /s/. Sea, sail and sand all begin with s." T points out the word see (nhìn thấy) and sea (biển) and says they sound the same but are spelled differently.

T writes the sentence "I can see the sea." on the board and underlines the word the and sea. T says: "Listen to the last word. This is the thing you can see." T reads Hoa's sentence "I can see the sail." and asks Ss to listen to the last word.

T plays the listening track of Exercises 1 and 2 (Listen and tick). T pauses after each sentence and asks: "Which picture?" Ss point to the picture on the board. Then T models the sentences and Ss repeat in pairs (A says, B points and answers).

T asks: "What is the sentence pattern?" and "Which word comes after the?" T asks a few pairs to say their sentences in front of the class.

T summarises the pattern on the board: I can see the + noun. T reminds Ss: "The word after the is the thing you see." T also explains: see (nhìn thấy) is the verb, sea (biển) is the thing.

T draws the letter s on the board with a snake-like curve and says: "Start at the top, curve left, then curve right at the bottom." T spells: "S-e-a, sea!" and asks Ss to trace in the air.

T asks Ss to write each word three times: sea, sail and sand. T walks around, checks the letter s, and corrects the letter order of sail (s-a-i-l) and sand (s-a-n-d).

T asks Ss to swap notebooks with a partner and check the spelling: "Does your partner spell it correctly?"

T shows the correct spelling and writes the common mistake I can sea the sea on the board. T asks: "Is it see or sea?" and explains: see is the verb (nhìn thấy), sea is the place (biển).

T introduces Worksheet 1 and explains the task: "Listen, tick and match." T models the first item: "I can see the sail." – the last word is sail, so the picture is the sail.

T plays the listening track and pauses after each item. T gives Ss 10 seconds to tick. T then plays Exercise 3 and asks: "What does I can see the sea mean?"

T calls on pairs to read their answers aloud and asks: "How did you know?" T checks the answers on the projector.

T praises Ss and reminds them: "The last word tells you the picture."

T writes I can {{1}} the sea. on the board and asks: "What word goes in the gap?" T models the answer and explains: see (nhìn thấy) is the verb.

T gives Worksheet 2 to pairs and asks them to complete Exercises 4, 7, 8, 9 and 10. T walks around, listens and helps Ss who are stuck with the spelling s_ _ l.

T asks a few pairs to read their answers and asks the class to vote: "Do you agree?"

T explains the common mistake: "Do not drop the word the." T writes I can see the sea. and asks Ss to read it aloud with correct word order.

T divides the class into groups of four and gives each group a set of picture cards. T explains: "Pick a card, say I can see the…, and let your group guess." T models with one card.

Groups play the treasure hunt. T walks around and encourages Ss to use the full sentence. T prompts: "Say the whole sentence!"

T asks one or two groups to present their best sentence and asks the class: "Did they say the whole sentence?"

T praises all groups and sets the homework: draw a seaside picture and label it sea, sail and sand. T says: "Show your family and say I can see the …!"