Giáo án C. Outdoor activities

T greets the class: 'Good morning, class! How are you today?' Then T gives instructions: 'Stand up, please. Hands up. Sit down, please.' T waits for the class to follow.

T models the chain: 'What do you do after school? I play football.' T points to a student and asks the question. Ss pass the question along the row, each answering with a different activity from the flashcards.

T asks the class: 'Who plays football after school? Raise your hand.' and counts the answers aloud in English.

T praises the class: 'Good job! Today we will learn more outdoor activities.' T writes the question 'What do you do after school?' on the board.

T shows the flashcards one by one and models each phrase: 'Look and listen. Play football. Repeat after me.' T says the phrases clearly, pausing between words in longer phrases such as 'riding a bike'.

T says 'Fly' alone, then 'fly a kite', and asks: 'Do we say fly alone for this activity?' T mimes jump, kick a ball and fly a kite and asks: 'What am I doing?' T reminds Ss: 'In the classroom, we only pretend with our hands and arms. Stop if the space is not enough.'

T calls on groups to stand and say a phrase with its action, for example 'swimming', 'skating', 'riding a bike'. T corrects pronunciation of the -ing forms and the word 'skating'.

T summarises on the board: 'play + game (football, badminton)' and 'activity verb + -ing: swimming, skipping, skating, riding a bike, running.' T notes: 'Skating here means playing on wheels, not skiing on snow.'

T writes the dialogue on the board: A: What do you do after school? B: I play football. T asks a student to read it with T. Then T writes: His hobby is swimming. and Her hobby is skipping. T asks: 'Is Tom a boy or a girl? Which word do we use: his or her?'

T projects the route diagram and models: 'Start at Lan's name. Follow the blue line to the activity.' T reminds: 'At a crossing with no dot, keep going straight along your line. Do not change lines.' Ss in pairs trace the routes with coloured pencils on Worksheet 2.

T asks each pair: 'What is Lan's hobby?' and checks that Ss use Her, not His, for Lan.

T highlights the two rules on the board: 'His = boy, Her = girl' and 'hobby is + -ing form (swimming, skipping, riding a bike).' T praises the pairs who used the correct form.

T gives Worksheet 1 to each pair and asks Ss to match the four phrases with their meanings. T checks the first item with the class: 'Play football means ...?' Ss answer 'chơi bóng đá.'

T plays the Exercise 2 track and asks Ss to choose the phrase they hear. Then T asks Exercise 3 aloud and checks the answer. For Exercise 4, T writes the sentence on the board and asks for True or False. For Exercise 5, T plays the track. For Exercise 6, T writes 'I play ___.' and asks: 'Which word means bóng đá?'

T asks pairs to stand and perform Exercise 7 (role play) for the class. T gives feedback on meaning, clear and polite speech, and two turns.

T gives quick thumbs-up feedback and reviews the key answers: 'Play football, not play badminton, for football.'

T demonstrates a silent mime of swimming and asks the class: 'What am I doing?' When a student says 'Swimming!', T says 'Yes, swimming!' and explains the game rules.

T divides the class into groups of four and gives each group a set of slips. T monitors and reminds Ss to mime small movements only, and to stop if there is not enough space.

T asks each S to write two sentences on paper, using the model sentences I play badminton. My hobby is running. T walks around and checks spelling and punctuation.

T gives a safety reminder: 'Outdoors, skate or ride a bike only with a helmet and protective gear, in allowed places. Fly a kite away from roads and power lines, with an adult nearby.' T assigns the homework.