Giáo án Lesson 1

T says: Hello, class! Let's guess what children do at break time. T shows the first picture of a chess board.

T asks: What do they do at break time? T shows more pictures and gives small clues, for example: It is a game with a ball and a net.

T confirms the answers and models each phrase: play chess, play volleyball, play basketball, play badminton. T asks Ss to repeat.

T writes the title of the lesson on the board: Unit 10 - Break time activities. T says: Today we will talk about what we play at break time.

T shows the picture and says: Look at the pictures. Listen carefully. Then repeat after the audio. T plays the audio the first time, without interruption.

T plays the audio a second time and pauses after each phrase so Ss can repeat. T corrects stress and sounds, for example: play CHESS, play VOLLEYball.

T invites four volunteers to say one phrase each, and the class chooses the best pronunciation. T writes the Vietnamese meanings in a random order on the board and asks Ss to match them.

T asks: What does play chess mean? T praises correct answers and writes the four phrases on the board.

T writes the pattern on the board: I play + game + at break time. T models the sentence I play badminton at break time and points to the picture.

T plays the audio of Listen, point and say. T pauses and asks Ss to point to the correct picture after each sentence. Then T reads the model dialogue slowly two times and asks Ss to repeat.

T calls on three pairs to act out their dialogues in front of the class. T gives feedback on the sentence structure: I play + game + at break time. T reminds Ss not to add the before a game name.

T writes the key sentence on the board and asks: Which words do we change when we talk about another game? Ss answer: We change the game name.

T hands out Worksheet 1 and Worksheet 2 to each pair. T says: Listen twice. Do not choose until you hear the full sentence. T plays Exercise 1 and Exercise 2.

T plays the audio again and monitors. T asks Ss: What is the key word? Is the whole sentence correct? For Exercises 3 to 7, T asks Ss to read the sentences aloud and check the meaning with their partner.

T calls on pairs to read their answers aloud, then reveals the correct answers on the projector. T asks Ss to rewrite the full sentence in Exercise 4 and read it aloud.

T summarises the common mistakes: wrong verb (I am chess, I have chess) and wrong game name. T reminds Ss to check the meaning and the form before writing.

T says: Clap your hands and chant with me. T claps the rhythm slowly and reads the first line. Then T explains the speaking task in Exercise 8.

T leads the chant two times, then asks Ss to say the full sentence after each line, for example: I play badminton at break time. T walks around and listens to pairs, and gives support to Ss who need help.

T invites four pairs to perform in front of the class and gives feedback on pronunciation and the pattern.

T praises the class and points out a key rule: the pattern I play + game + at break time stays the same. Only the game changes.

T explains the game: T says a game name, then throws the ball to a student. The student catches the ball and says the full sentence. T models the first turn: I play chess at break time.

T starts the game, passes the ball around the circle, and encourages Ss to use different games. T helps Ss who are stuck with a hint: What game do you like?

T asks four Ss to read their sentences aloud, then T writes the best sentences on the board.

T reviews the four phrases and the pattern. T gives the homework and says goodbye.