Giáo án Lesson 3

T says 'Teacher says: stand up!', 'Teacher says: open your book!' and models the actions. T asks: 'Listen carefully. Do the action only when I say Teacher says.'

T shows the flashcards open, close and stand up, and asks: 'What does open mean?'

T writes three phrases on the board: open, close, stand up, and three meanings in mixed order. T asks two Ss to come to the board and match them.

T praises the class and says: 'Today we will learn two new sounds in speak and stand.'

T says: 'Listen to the word speak. Pay attention to the first two sounds.' T plays the audio of the word.

T models the sound slowly: 's-p, speak'. T reminds Ss: 'Do not add uh after p.' Ss repeat in chorus, then individually. T asks: 'Which two letters make the first sound?'

T writes {{1}}eak on the board and asks: 'Which letters are missing?'

T asks Ss to work in pairs: one says speak, the other listens and checks the sound. T walks around and listens to 3–4 pairs.

T summarises: 'sp in speak is pronounced /sp/. Join s and p. We pronounce the sounds of the word, not the letter names.'

T says: 'Listen to the word stand. Join s and t, and keep a light final d sound.' T plays the audio and models stand slowly.

T plays the audio for Exercise 1 and says: 'Listen and choose the right word. Show your card: A, B or C.'

T reads the two statements of Exercise 2 aloud and asks Ss to give a thumbs-up for True and a thumbs-down for False. T explains the answers with the lesson notes.

T asks Ss to chant the two words in chorus, one group saying speak and another group saying stand.

T says: 'Remember: sp in speak and st in stand are different sounds. Say the words, not the letters.'

T reads the text aloud with expression and asks: 'Who is speaking? Who is the pupil?' T gives Worksheet 1 to each student.

T asks: 'Find the sentence that tells us what to open. Underline it.' Then T asks: 'Can the pupil sit down?' Ss work in pairs to find the sentence.

T calls on pairs to report the answers and writes them on the board. T asks: 'How did you find the answer?'

T says: 'Read carefully, find the exact sentence, and do not guess. Remember the pattern: May I + action? – Yes, you can.'

T claps two beats and says: 'speak – stand' to show the rhythm. T asks Ss to watch and listen.

T chants the lines: 'Say speak, say stand. Say them slowly, say them well.' Ss chant in chorus. Then the class divides into two halves: one says the first line, the other says the second line.

T asks groups of four to chant and do the actions for: 'Stand up, please.' and 'Open your book, please.'

T asks two groups to perform in front of the class and gives feedback: 'Good rhythm. Do not add uh after the consonant.'

T says: 'You chant well. Now you can say speak and stand in sentences.'

T writes a model on the board: 'Sit down, please.' and 'May I sit down? – Yes, you can.' T asks: 'What is the topic? How many sentences do you need?'

T gives Worksheet 2 to Ss, asks them to write individually, and walks around to check spelling, capital letters and full stops.

T asks Ss to swap their worksheets with a partner and check the sentences with the checklist.

T invites 2–3 Ss to read their sentences aloud and asks: 'Which pattern did you use?'

T gives the 3-point rubric and asks Ss to give themselves a score.

T demonstrates: draws a card, says 'Open your book, please.' and acts it out with a volunteer. T shows the three steps on the board and asks: 'What is the first step?'

T divides Ss into groups of four, gives materials and checks that scissors are used safely. T asks groups to write keywords and draw simple pictures on the cards.

T asks pairs to play the role-play: one draws a card and gives an instruction, the other follows it; then they swap and ask 'May I…?'. T listens and gives help when needed.

T calls two groups to present: greeting, showing the card, saying 'Sit down, please.' and inviting a question. T asks the class: 'Do you have a question?'

T gives feedback on information, English use and listening. T says: 'Thank you for listening well to your friends.'