Giáo án Lesson 1

T says: 'Let's play Simon says. When I say Simon says, do the action. If I don't say Simon says, don't move!' T models the first instruction.

T gives instructions such as 'Simon says, stand up' and 'Sit down' (without Simon says). T walks around and checks who is still following the rules.

T asks: 'What did you do when I said Stand up?' and encourages Ss to answer in English.

T praises the class and introduces the lesson topic: 'Today we will learn classroom instructions.' T writes the title Classroom instructions on the board.

T asks: 'Look at the picture. What is the girl doing?' T plays the audio once and asks Ss to listen carefully.

T plays the audio again, pausing after each word. T shows a flashcard and mimes the action: open (opens a book), close (closes a book), stand up, sit down. Ss repeat in chorus, then in groups, then individually. T corrects the stress and the final sounds.

T asks several Ss to say a word and do its action in front of the class. T asks: 'Which word has two parts? Which word means ngồi xuống?'

T writes the four words on the board and asks Ss to copy them into their exercise books with the meanings.

T writes the four sentences on the board and asks: 'Which word is the first word in each sentence? Which word is the last word?'

T plays the audio for Listen, point and say. Ss point at the picture after they hear each sentence. T then models Let's talk: 'Sit down, please.' T asks a S to be the speaker and another S to be the listener, then Ss practise in pairs: one says the instruction and the other sits down, then they switch roles. T reads the dialogue twice slowly, changing the names or objects if needed.

T asks: 'What do we say to ask a friend politely to sit down?' and 'What does the student do after the instruction?'

T summarizes the key point: 'The instruction starts with a verb. Please makes it polite. We do the action after we hear the instruction.' T shows the Ghi nhớ box on the board.

T distributes Worksheet 1 and explains the tasks. T says: 'In the first listening, listen for the key word. In the second listening, check the whole sentence, not only the first word.'

T plays the audio for exercises 1 and 2 two times. Ss choose the answer in pairs. T plays the audio once more for checking. Then Ss complete exercise 4 by writing Close, and they write the full sentence Close your book, please. T walks around and checks spelling and capital letters. Ss read the passage in exercise 7 and answer the question.

T asks a few pairs to read their full sentences aloud and says the reasons for each answer.

T shows the answer key on the board and asks Ss to check their answers and correct any mistakes in red. T reminds Ss not to guess only from the first word.

T explains the scoring rule: 1 point for the correct sentence, 1 point for clear pronunciation of the key words, 1 point for the right response. T models the dialogue with one S.

Ss practise in pairs. T walks around, listens and gives help with pronunciation. T invites 2–3 pairs to perform in front of the class.

T asks the class: 'Did the speaker say please?' and 'Did the listener do the action?'

T gives feedback to the pairs and praises the Ss who spoke clearly and politely.

T claps a steady rhythm and says: 'Let's chant! Clap and say the words. This is for rhythm and pronunciation, not for singing.'

T chants the lines and Ss repeat. After each line, T models the full sentence: 'Sit down, please.' Then T asks each group to choose a Classroom helper. The helper gives instructions and the group acts. T monitors and gives help.

T invites one or two helpers to give instructions to the whole class. T asks the class to respond with the right action.

T summarizes the lesson, reminds Ss of the four instructions and the role of please, and sets the homework.