Giáo án Lesson 3

T stands at the front, waves and says: 'Hello, class!' T explains the game: stand up for Hello or Hi, sit down for Bye.

T says the words quickly in random order (hello, bye, hi, bye, hello) and asks: 'How are you?'

T asks: 'Which word do we say when we meet?' and 'Which word do we say when we leave?'

T praises the class and introduces the topic: 'Today we will learn the sounds in hello and bye.'

T shows the flashcard hello and says it slowly. T asks: 'What is the first sound of hello?' T models /h/ by breathing lightly. Then T says bye and models /b/ with closed lips.

T plays the recording of Listen and repeat. T asks Ss to repeat chorally, then in pairs. T walks around and corrects sounds gently.

T plays Exercise 1 (Listen and choose) twice. T asks Ss to raise their hand for the answer. T writes the answer on the board. Then T gives Exercise 4 and asks Ss to write h.

T asks: 'Is the letter name the same as the sound in the word?' and 'How do we make the /b/ sound?'

T summarises the sounds: '/h/ – breathe lightly; /b/ – close lips, then release.' T reminds Ss: 'Listen to the whole word and say it slowly, then in a sentence.' T notes that different English accents are acceptable.

T shows the flashcards hi and I and asks: 'What does hi mean? What does I mean?' T gives Worksheet 1 to pairs and explains the matching task.

T reads the text aloud twice while pointing at each line. T asks Ss to underline the words hello, hi, bye. Then T gives Worksheet 2 and asks Ss to read the text in pairs and find answers to Exercises 5 and 6.

T asks each pair: 'Who introduces themselves first?' and 'Who does Hoa say bye to?' T checks answers for Exercises 2, 3, 5, 6 and writes them on the board.

T reminds Ss: 'Read the text carefully and find the detail that answers the question. Do not guess information that is not in the text.' T praises pairs who found answers.

T says the chant line by line, and claps two beats for each word: hel-lo, bye. T models the pattern: 'Hi, An. I'm Linh.'

T leads the chant with the class, then in groups. T asks pairs to practise the conversation: Hi, ... I'm ... How are you? – I'm fine, thank you. Bye!

T invites 3 pairs to perform in front of the class and asks the class to listen for correct sounds and patterns.

T reminds Ss: 'Say the words slowly, do not add an extra vowel after consonants, and do not read too fast.'

T shows the model sentences on the board and asks: 'Which two patterns do we use?' T gives Worksheet 2 and reads the grading criteria aloud.

T asks Ss to write 2–3 sentences individually for 6 minutes. T walks around, helps weaker Ss with spelling and capital letters.

T asks 3 Ss to read their sentences aloud. The class checks: 'Are the names capitalised? Is there a full stop, comma or exclamation mark at the end?'

T gives feedback on the grading criteria and asks Ss to correct their own sentences with a partner.

T shows the sample ID card and explains the three steps. T reminds Ss: 'No address or phone number on the card.' T gives paper, pens and glue to groups.

T asks Ss to write keywords (name, class, school) on the card and to practise the introduction in pairs. T walks around and supports Ss.

T invites 4–5 Ss to present their ID cards. T asks the class to ask one question, for example: 'What is your name?' or 'What class are you in?'

T gives feedback on the information on the card, use of English patterns, and listening skills. T praises Ss for greeting politely and listening carefully.