Giáo án Lesson 2

T says: 'Good morning, class! Let's play Hot Potato. When the music stops, say a number from one to ten.' T shows the toy and starts the music.

T stops the music at random and asks the S holding the toy, 'What number is it?' T gives quick praise, e.g. 'Good job!'

T asks, 'What number comes after ten?' and writes the question on the board.

T writes on the board: 'Eleven – Twelve – Thirteen…' and says: 'Today we will learn numbers from eleven to twenty and How old is he/she?'

T shows the flashcard 'eleven' and says: 'Look and listen. Repeat after me.' T plays the audio of the numbers from the Student's book.

T models each number slowly two times, then asks the class to repeat in chorus. T calls some Ss to say a number alone and corrects the pronunciation of the -teen endings (e.g. thirteen, fourteen).

T asks: 'Which numbers end with -teen?' and 'Is twenty the same as twelve?'

T summarises on the board: '-teen = 13 to 19; twenty = 20.' T gives a quick check: T shows the flashcard 'sixteen' and asks the class to say it.

T shows the picture of a boy and says: 'How old is he? He's fourteen.' T points to the picture and asks Ss to repeat. T explains: he is for a boy, she is for a girl.

T plays the audio twice for 'Listen, point and say'. T asks Ss to point to the correct picture when they hear the age. Then T asks two pairs to act out the dialogue, and then Ss practise in pairs with 'Let's talk'.

T asks 2–3 pairs to act out their dialogue in front of the class and gives feedback on the form 'How old is he/she?'

T writes on the board: 'How old is he/she? – He's/She's + age' and reminds Ss that he is for boys and she is for girls.

T says: 'Open your book at page … Exercise 1. Listen and choose. Listen to the whole sentence before you choose.' T gives out Worksheet 1 to each pair.

T plays each recording once, then a second time. T pauses to let Ss check their answers. T walks around to help weaker Ss and asks them to read sentences aloud in exercises 4, 5 and 6.

T calls on Ss to report their answers, e.g. 'Number 1: B, eleven.' T asks: 'Why is it not A, twelve?' and checks reading exercise 7: 'What is the sister's age?'

T shows the correct answers on the projector and asks Ss to rewrite each full sentence and read it aloud.

T shows the card game and says: 'One student says a number, the partner finds the card and answers with He's/She's and the age. Every correct answer is one point.' T demonstrates one round with a strong S.

Ss play the game in pairs. T walks around, listens to the pronunciation of thirteen–fourteen and corrects quietly. After four rounds, pairs swap roles.

T asks 2–3 pairs: 'How old is he?' and the partner answers. T praises the correct use of he/she and the pronunciation.

T says: 'Excellent! Remember: thirteen to nineteen end with -teen; twenty is 20.' T asks Ss to write down one word that they need to practise more.

T says: 'Now, draw a family member and write his or her age on the card. Then ask your group: How old is he/she?' T gives out A4 paper and pencils to each group.

T walks around, helps Ss with their drawings and checks the forms he/she. T encourages Ss to use full sentences, e.g. 'He's sixteen.'

T asks 2–3 groups to present their picture cards and talk in front of the class. T asks the class: 'Is the answer correct?'

T praises the class for their effort and gives the homework: 'Ask a family member at home How old is he/she? and write the answer in your notebook.' T reminds Ss to bring the photo to the next class.