Giáo án Lesson 3

T stands in front of the class and mimes singing. T asks: What am I doing? T lets Ss answer and then says: Good! Today we will learn more about activities. Let's play a game.

T asks one S to mime an action (e.g., dancing) while the others ask: What are you doing? T models the answer: I'm dancing. Then T lets pairs play the same game, one mimes and one asks.

T invites three pairs to show their mime in front of the class and asks the class: What is he/she doing? Ss answer.

T writes on the board: What are you doing? – I'm + verb-ing. T reminds Ss that they will use these patterns in the lesson and gives praise.

T shows the flashcards of listen and singing and says: Listen to the sounds. Which sound is at the end of listen? T plays the audio once and asks Ss to listen carefully.

T models: listen – the n at the end, the tongue touches the gum ridge, air goes through the nose. T models singing with /ŋ/, the back of the tongue is raised and the g is not pronounced. T lets Ss repeat the words in chorus, then in groups and individually. T plays Listen and choose: T says a word and Ss point to A, B or C.

T asks: Which word has the sound /ŋ/? Which letters are not pronounced in listen? T checks Ss' answers on the board and corrects the pronunciation gently.

T summarises: n at the end of listen is /n/; ng in singing is /ŋ/; the letter names are not the sounds in the words. T reminds Ss to listen to the whole word first, then say it slowly, and then say it in a sentence.

T shows the passage on the projector and reads it aloud with the right rhythm. T asks: Who is at home? Who is singing? Ss look at the text and answer.

T gives out Worksheet 1 and asks Ss to work in pairs. T guides them: Find the sentence with the answer, underline it, and choose A, B or C. T asks Ss to read the question first and then find the key information.

T asks two or three pairs to read their answers and show the sentence they underlined. T asks: How do you know? Why is B the answer?

T writes the models I'm reading. and I'm listening to music. on the board and explains that music follows to. T reminds Ss not to add information the passage does not say.

T claps two beats and says listen – singing. T asks Ss to clap and repeat after T. T explains the chant task and the matching task on the board.

T leads the chant: Say listen, say singing. Say them slowly, say them well. Then T divides the class into two groups: Group 1 chants the first line, Group 2 the second line. T puts flashcards of singing, dancing and reading on the board and asks Ss to match them with pictures and meanings.

T asks a few Ss to come to the board and match the words. T asks the class: Is it correct? Why? T asks one pair to say a sentence with the word: I'm dancing.

T summarises the chant rhythm and reminds Ss not to add an extra vowel sound at the end of consonants or read too fast. T praises the group that chanted best.

T shows Worksheet 2 and reads the instructions: Write 2–3 sentences. Use two model sentences. Check capital letters and full stops. T shows an example on the board: I'm at home. I'm reading.

T walks around the class and helps Ss with spelling and punctuation. T asks Ss to check their sentences with a partner by reading them aloud.

T asks three to four Ss to read their sentences to the class. T asks the class to check the capital letters and full stops.

T praises the good sentences and reminds Ss of the three checking points: the model, the words, and capital letters/punctuation.

T shows a sample picture of a child listening to music and explains the project task. T models: What are you doing? – I'm listening to music. T then mimes an activity and asks the class to guess.

T puts Ss into pairs and gives them time to prepare their pictures. T asks each pair to practise three turns: ask, answer, mime and guess. T circulates to support and check pronunciation of listen and singing.

T invites three pairs to present in front of the class. T asks one follow-up question to each pair: What is your partner doing? and praises their teamwork.

T reviews the key language: What are you doing? – I'm + -ing; listening to music (with to); I'm reading. T gives feedback on content, English and cooperation and sets homework.