Giáo án Lesson 3

T greets the class and says: 'Good morning, class! Let's play Clap and say. When I clap twice, say the word on the card.'

T shows the flashcards school, classroom, library and playground one by one, clapping twice before each card. T asks: 'Who can say it alone?'

T asks: 'Where do we study every day?' and 'Where can we play at break time?'

T praises the class and says: 'Today we will learn two new sounds in playground and classroom. Let's listen carefully!'

T shows the picture of a playground and asks: 'What is this place?' T explains: 'Letter names are not the sounds of the letters in the word. Listen to the whole word.'

T plays the audio of playground and classroom two times. T models slowly: 'p-l, play-ground' and 'k-l, class-room', without adding a vowel between p and l or k and l. Ss repeat in chorus, then in pairs. T shows the NeoEdu exercises for Listen and choose and Listen and complete.

T calls 2–3 pairs to say the words and asks: 'What is the first sound in playground?' and 'What is the first sound in classroom?'

T summarises: 'Say p and l together in playground. Say k and l together in classroom. Say the word, then say it in a sentence.'

T writes school, classroom and library on the board and asks Ss to match them with the pictures. T says: 'Find the place in the text. Read the sentence before you choose.'

T asks Ss to work in pairs. Each pair reads the text aloud, underlines the places and fills in Worksheet 1. T walks around and helps Ss with the words.

T asks: 'Which place is introduced by That is?' and 'Where do we go in the last sentence?'

T praises the answers and says: 'Only use the information in the text. Do not guess.'

T shows the chant poster and says: 'We clap two times for two beats: play-ground, class-room. Do not read too fast.'

T leads the chant line by line. Then T divides the class into two groups: Group 1 says 'Say playground', Group 2 says 'Say classroom'. Finally, the whole class chants together.

T asks: 'Can you say a sentence with playground?' Expected answer: 'That is our playground.' T asks: 'Can you say a sentence with classroom?' Expected answer: 'This is our classroom.'

T reminds the class: 'Do not add an extra vowel at the end of a consonant. Keep a steady rhythm.'

T reads the text aloud and asks Ss to listen for the place named after That is. T shows Worksheet 2 and explains the writing rubric: content (1 point), patterns and words (1 point), capital letters and punctuation (1 point).

T asks Ss to answer Exercises 5 and 6 individually, then check with a partner. T then asks Ss to write their own 2–3 sentences on Worksheet 2, using the patterns This is our ... and Let's go to the ... .

T calls 3–4 Ss to read their sentences aloud. T asks: 'Did you write a capital letter at the beginning?' and 'Did you use a full stop?'

T praises the good sentences and corrects any mistakes on the board: 'Good job! Check the pattern and the word again.'

T explains the project in three steps: 'First, prepare safe materials. Second, write key words and practise speaking. Third, present your poster and invite a friend to ask a question.' T shows an example poster.

T monitors the groups and helps them with the key words and sentence patterns: 'This is our library.' 'That is our playground.' 'Let's go to the classroom.' T reminds Ss to use the words playground, classroom and library.

T invites 2–3 groups to present. After each presentation, T asks the class: 'Do you have a question for the group?' T gives comments on the content, the English and the listening.

T summarises the lesson and says: 'Our school has many places. Let's share the information with our families at home.' T assigns the homework.