Giáo án Lesson 1

T greets the class with 'Hello, everyone! Are you ready to go to the zoo today?' and shows the covered zoo picture. T says: 'Let's guess what animal is hiding!'

T reveals a small part of the picture, e.g. a stripe. T asks: 'What is it?'

T reveals the full picture and asks: 'Yes! It's a tiger. Can you see it?' T models: 'I can see a tiger.'

T praises Ss' guesses and says: 'Today we will learn new animals and how to say what we can see at the zoo.'

T shows the flashcard of a tiger and says: 'This is a tiger. Tiger means hổ. Listen and repeat after me: tiger.'

T plays the audio for each animal. Ss listen, look at the picture and repeat chorally, then individually. T corrects the pronunciation of /ɪ/ and /aɪ/ sounds if needed. T asks: 'What is this animal?'

T holds up the flashcards in random order and asks: 'Tiger? Horse? Monkey?' Ss say the words quickly. T invites a few Ss to come to the front and show the card with the correct word.

T asks: 'Which animal is the hardest to say?' and reminds Ss to listen first, then repeat.

T writes the pattern on the board: 'What can you see?' / 'I can see a tiger.' T says: 'I can see a tiger. Can you see a tiger? Let's look at the words.'

T plays the audio of Listen, point and say. Ss point to the matching picture as they hear it, then say the sentence. T models the sentence with a/an: 'a tiger, a horse, a monkey, a peacock, an elephant.' T asks: 'Which word has an?' Ss answer: 'An elephant.'
In Let's talk, T demonstrates with one student: 'What can you see?' – 'I can see a horse.'

T calls on three pairs to act out the dialogue in front of the class. T gives quick feedback on pronunciation and the form of the sentence.

T asks: 'Is can changing? Is see changing?' and summarises the pattern: 'I can see a/an + animal. Can does not change, see stays the same.'

T hands out Worksheet No. 1 to each pair and explains the instructions: 'First listen to the whole sentence, then choose. Do not guess from the first word only.'

T plays the audio for Exercises 1 and 2 twice. Ss listen and choose. Then T guides Ss to match the words with their meanings (Exercise 3) and asks: 'Which word means ngựa?' Ss answer: 'Horse.' T then asks Ss to complete 'I can {{1}} a monkey.' (Exercise 4). Ss check and read the sentence aloud. T shows the three options for Exercise 5 and asks Ss to choose and say why the other two are wrong.

T calls on Ss to share answers. T checks the answers on the board and asks the class to say the complete sentences aloud.

T reminds Ss: 'Listen to the whole sentence before choosing. Check the verb form: see, not seeing or sees.'

T gives the word cards for Exercise 6 to each pair and says: 'Put the cards in the right order to make a correct sentence.' T also gives the reading text for Exercise 7.

T asks Ss to read the text aloud and answer: 'What bird does the speaker see?' T models the speaking task with one S: 'What can you see?' – 'I can see a tiger.' Then T asks pairs to practise and swap roles. T walks around, listens and gives feedback. T then leads the chant with clapping: tiger, horse, say with me! – I can see a tiger.

T calls on three pairs to act out the dialogue. T checks the answers for Exercises 6 and 7 and gives the 3-point assessment (pattern and information; pronunciation; listening and role swapping).

T praises Ss and reminds them: 'Remember the pattern: What can you see? – I can see a/an + animal.'

T divides Ss into groups of four and gives each group a set of animal cards. T explains: 'Each of you is at the zoo. Choose one card, but keep it secret. Your friends will ask what you can see.'

T walks around and supports groups. T asks: 'Can you guess the animal? Ask: What can you see?' Ss ask and answer, and guess the animal, e.g. 'Is it a tiger?' Ss answer 'Yes, it is!' or 'No, it isn't.'

T invites one or two groups to share a funny sentence with the class.

T gives the homework and says: 'Draw an animal you want to see at the zoo and write or say: I can see a…' T thanks Ss for their work.