Giáo án Lesson 1

T says: 'Let's play Simon Says! Listen carefully and do only what Simon says.' T demonstrates: 'Simon says touch your face.'

T gives commands: 'Simon says touch your hand', 'Touch your nose', 'Touch your ear' (without 'Simon says' to catch out students who are not paying attention). T walks around and checks.

T points to a hand picture and asks: 'What's this?'

T writes the title 'Our bodies' on the board and says: 'Today we will learn new words about our bodies and how to ask and answer about them.'

T shows a flashcard of a face and says 'Face'. T asks: 'What's this?' and shows the pictures one by one. T plays the audio: 'Listen and repeat.'

T leads chorus repetition, then divides the class into 3 groups. Each group repeats one word more loudly, softly, and quickly. T pronounces the words clearly and corrects 'ear' and 'eye' (vowel sounds).
T plays a 'Point and say' game: T says a word, Ss point to the body part on their own bodies.

T asks: 'What does eye mean?' and calls on 2 pairs to report the Vietnamese meanings they matched.

T writes the five words on the board and reminds Ss: 'Ear and eye begin with a vowel sound, so we will use an before them later.'

T writes 'What's this?' and 'It's a/an + noun' on the board. T asks: 'Which word do we use before ear: a or an? Why?'

T plays the audio of Listen, point and say. Ss point to the picture of the body part when they hear it. Then T asks Ss to repeat the dialogue. T reads the sentences slowly twice, then changes the body parts: 'What's this?' (an eye) 'It's an eye.'

T asks: 'Why do we say a nose but an eye?' and 'How do we say two eyes?'

T summarises the pattern on the board and points out the common mistake: 'It's a eye' is wrong, and we must say 'It's an eye'.

T hands out Worksheet 1 and says: 'Listen first and choose. In the second listening, check the whole sentence, not only the first word. Do not look at the answers before you listen.' T plays the audio for Exercise 1.

T monitors pairs and checks Exercise 3 (matching). T asks Ss to read Exercise 4 and 5 silently, then guides them to notice 'It's a hand.' and the difference between 'a ear' and 'an ear'.

T calls on 3 Ss to read Exercise 7 aloud and asks: 'How many eyes does the text say?'

T checks answers as a class and asks Ss to write one complete sentence about a body part in their notebook. T reminds Ss: 'Always check the article a/an before you write.'

T demonstrates the dialogue with a student: 'What's this?' (pointing to a hand card) 'It's a hand.' T gives out picture cards and Worksheet 2 to each pair.

T asks pairs to practise. T walks around and listens for pronunciation of face, hand, ear, eye, nose. Then T leads a chant: 'Face, hand, say with me! Ear, eye, one, two, three!' and Ss clap and say 'It's a hand.' after each line.

T invites 3 pairs to perform in front of the class. The class listens and gives a thumbs-up if the pronunciation is clear.

T gives feedback using the rubric and praises Ss who used the correct a/an. T asks: 'Can you use the same pattern with your own examples?'

T explains the game: 'One of you is the detective. Ask What's this? and guess the body part. Your partner will answer It's a/an... with the correct article.' T shows an example.

T monitors the game and checks the use of a/an. T gives a home task card for the family conversation.

T calls on 2 Ss to share their best guess and the answer from the game. T asks: 'Who in your family did you ask?'

T summarises the lesson: 'Today you learned five new words, the pattern What's this? It's a/an..., and how to use a/an with ear and eye. Let's say it with the chant one more time!' T ends the class with the chant.