Giáo án Lesson 3

Ss recall vocabulary about homes and places to live, and get ready for the new sounds and reading.

T shows two pictures: an apartment in a big city and a house in a village. T asks 'Where do you live?' and models the answer 'I live in an apartment/a village.' Then Ss play a quick mime game: T mimes one adjective (busy, quiet, big, small), and Ss guess the word.

Ss can name two places to live and at least three adjectives from the unit.

Ss hear and produce the short vowel /ɪ/ in big and the long vowel /iː/ in street, and read street as one smooth word.

Look, listen and repeat: T models big (short sound /ɪ/) and street (long sound /iː/, with /str/ at the beginning). T uses the NeoEdu page for a listening model. Listen, point and say: Ss listen to the words and point to the word they hear (exercise 1: A. big; B. street). Then Ss compare the vowel length in big and street (exercise 2: B. longer). Worksheet 1 is used for the Listen and choose task.

Ss pronounce big and street correctly, choose the word they hear (1 – A. big), and identify that the ee in street is longer than the i in big (2 – B. longer).

Ss read a short paragraph to find the topic, scan for details, and understand the structure of a simple paragraph for writing.

Read the paragraph: Hoa lives in an apartment in a big city. Her street is busy. Her cousin lives in a village. The village is quiet and green. First reading: Ss find the topic (two homes: Hoa's city home and her cousin's village home). Second reading: Ss underline the answer to the question 'Where does Hoa live?' (exercise 4: B. an apartment) and read the statement 'Hoa's cousin lives in a quiet village' (exercise 5: True). Then T shows the writing model: general information first, then details. Worksheet 1 is used for these tasks.

Ss identify the topic, answer exercise 4 (B. an apartment), mark exercise 5 as True, and explain the paragraph structure for their own writing.

Ss chant the sentences with correct rhythm, stress and sound, and use big and street in new sentences.

Let's chant: big – clap – street – clap. My house is big. I live on Green Street. T models slowly, word by word, then the whole sentence. In pairs: one student keeps the beat by clapping, the other prompts the two words; then they swap roles. Each student says two sentences using the model, and then makes one new sentence with big and one with street.

Ss chant the two lines with correct rhythm, and each student says two new sentences using big and street correctly.

Ss match words to their meanings and complete a sentence with the correct form of the verb be.

Exercise 6: Match each phrase with its meaning. street – phố; apartment – căn hộ; small – nhỏ. Exercise 7: Choose the correct word from the word bank to complete the sentence. It ___ quiet. (is). Ss work in pairs using Think–Pair–Share: think alone for 30 seconds, then compare with a partner, then share with the class. Worksheet 2 is used for this practice.

Ss match street – phố, apartment – căn hộ, small – nhỏ (exercise 6), and complete It is quiet (exercise 7: is).

Ss draw an imaginary home and street, describe it in 4–5 sentences, and answer a question from a partner, connecting the unit to their own imagination.

Project: Draw an imaginary home with a street and some trees or houses around it. Write an imaginary street name, and use two suitable adjectives. Do not give a real home address in front of the class. Model product: a small house, Lotus Street, quiet street, many trees. Model presentation: I live in a small house. It is on Lotus Street. The street is quiet. There are many trees near my home. A partner asks one question, for example 'What is your street like?' and the presenter answers from the drawing. The teacher assesses directly. This task can be finished at home.

Each student has a drawing with an imaginary street name and two adjectives, and gives a 4–5 sentence presentation and answers one question from a partner.