Giáo án Lesson 2

T greets the class: Hello, class! How are you? T introduces the chant and models the clapping rhythm.

T leads the chant twice, then asks groups of four to pass a soft ball and count one to five, one number per pass.

T asks several Ss to say the numbers aloud alone. T checks pronunciation of five and four.

T praises the class and says: Great! Today we will learn new numbers, six to ten, and how to ask about age.

T shows the flashcard of six and asks: What number is this? T plays the audio and asks Ss to listen for the word.

T models each word, then leads choral repetition and individual repetition. T writes the words on the board and asks Ss to point to the flashcards when T says the word. T checks the /s/ in six and seven and the /n/ in nine.

T invites four Ss to come to the board, say one number and match it with the meaning. T asks the class: Is it correct? Why?

T summarises the new words and asks Ss to clap once for each number that T says.

T writes the question How old are you? on the board and asks: What is the question about? Ss answer in Vietnamese or English.

T reads the dialogue slowly twice. T asks a student: How old are you? and the student answers I'm nine years old. Then T writes on the board: How old are you? – I'm + number + years old. T crosses out My name's Nam with a red cross and asks: Is this a correct answer? Why not?

T asks pairs to practise the dialogue, then ask three pairs to act it out in front of the class. T listens and corrects the number and pattern.

T summarises: We answer How old are you? with a number. T reminds Ss that the number must be their real age.

T gives out Worksheet No. 1 and explains the task. T plays the audio of Ex 1 once and asks Ss to listen for the key word. T tells Ss not to look at the answers before they listen.

T plays the audio a second time for Ex 1 and Ex 2, then pauses to let Ss check the full sentence. T plays the audio once more if needed. For Ex 4, T asks Ss to read the sentence and identify who is speaking and what is asked. T reminds Ss that I'm + number + years old is the correct pattern.

T calls on pairs to read their answers aloud. T asks one pair to read the completed sentence in Ex 4 aloud and the class checks the number.

T explains the common mistakes: choosing a similar word such as name or fine, and writing the wrong number. T asks Ss to write the correct sentence in their exercise book.

T puts the strips How, old, are, you? in mixed order on the board and asks three Ss to arrange them into a question.

T models the game with one student. T says Seven and the student finds the card and says: I'm seven years old. T explains the scoring rule: one point for the correct word and one point for the correct pattern. Pairs play for four turns, then swap roles.

T asks two pairs with the highest points to show their turns to the class. T checks the pattern and the pronunciation.

T praises the class for correct use of the question and answer and reminds Ss that they should answer with their real age.

T explains the rubric on the board: 1 point for correct pattern and real age; 1 point for clear pronunciation; 1 point for listening, answering and switching roles.

T asks pairs to practise the role-play twice, then swap roles. T walks around, listens and gives quiet help to pairs who need it.

T invites three pairs to act out the conversation in front of the class. The class listens and gives a score with thumbs up or thumbs down.

T sets the homework and reminds Ss to be polite and friendly when they talk to family members.