Giáo án Lesson 1

T says 'Let's play Mime and guess!' and mimes an action. T asks the class 'Is she/he jumping?' and models the answer.

T invites 3 Ss to come to the front, mime an action, and let the class ask Yes/No questions. T gives positive feedback and corrects 'is' or 'isn't' when needed.

T shows the picture of the girl riding a bike and asks 'What is she doing?'

T writes the title Outdoor activities on the board and says 'Today we'll learn about outdoor activities.'

T sticks four flashcards on the board and says 'Look, listen and repeat.' T plays the audio once, then pauses after each word.

T asks 'What is this?' and points to each card. T says 'Stand up if you know the word' and then calls a few Ss to say the word alone. T plays 'Hide and guess': hides one card, asks 'Which one is missing?'

T asks pairs to point to the picture and say the word. T checks the Vietnamese meanings with the whole class.

T asks 'Which word has two n's?' and reminds Ss that running has two n's and painting only adds -ing.

T says 'Listen, point and say.' T plays the audio and points to the picture of a boy running while the audio says 'He's running.' T models the sentence and writes it on the board: He's running. She's walking.

T explains: 'He's = He is; She's = She is. We use is for he and she, not are.' T asks 'Is it he or she?' while pointing at a picture of a girl walking. T writes a comparison: He is running / She is walking.

T asks Ss to do the 'Look and say' activity in pairs: Student A points to a picture, Student B says the sentence. T walks around and listens.

T writes the common mistakes on the board: 'He are running' (wrong) / 'He is running' (correct); 'runing' (wrong) / 'running' (correct). T reminds Ss of the rule for He's/She's + -ing.

T says 'Listen and choose.' T plays the audio of Exercise 1 once, then asks Ss to choose A, B or C without looking at the answers. T plays Exercise 2 and repeats the instruction. T gives Worksheet No.1 to each S.

T plays the audio a second time and checks the answers in pairs. T asks Ss to read Exercise 4 'She ___ walking.' and to fill the blank. T asks 'Is it is, am or are?' and reminds them of the rule.

T asks Ss to read the short text in Exercise 7 and say who is skating, then answer the question 'Nam is doing what?' T checks the answers and asks Ss to rewrite the complete sentence.

T shows the answer key on the board and corrects any wrong sentences. T praises the Ss who listened carefully.

T models the question 'What's he doing?' and the answer 'He's running.' with a student. T says 'Practise with your partner. Change the names and the activities.'

T walks around, listens and gives feedback. T then asks 'Who wants to try alone?' and calls 2 pairs to demonstrate in front of the class.

T says 'Let's chant!' and claps a steady beat. T says each line and asks Ss to repeat after each line: playing badminton, running, say with me! / painting, walking, one, two, three! Then T says 'He's running.' after the chant.

T assesses the speaking task with a 3-point rubric: (1) uses the correct pattern and information; (2) pronounces the key words clearly; (3) responds and swaps roles appropriately. T gives praise and one area to improve.

T demonstrates by drawing a boy painting on the board. T says 'Guess! Is he painting?' and invites a S to answer 'Yes, he is.'

T divides the class into groups of four. Each S draws a card secretly and the group guesses. T monitors and encourages Ss to say full sentences.

T asks one group to share their best sentence. T writes it on the board and asks the class to read it aloud.

T sums up the lesson: 'Today we learned four activities and He's/She's + -ing. Remember: he and she take is, and running has two n's.' T says goodbye and gives homework.