Giáo án Lesson 3

T shows the flashcards one by one and says: 'Look at the pictures. What are they doing?' T models a mime for brush my teeth and says the phrase clearly.

T asks: 'When do you brush your teeth?' and models the answer: 'I brush my teeth in the morning.' T then asks individual Ss the same question with different flashcards.

T calls on 3–4 Ss to say a complete sentence aloud and writes the time expressions in- the morning, at noon, in the evening on the board.

T praises Ss and says: 'Today we will learn two words, watch and wash, and read about a child's day.' T writes the lesson title on the board.

T shows the two word cards watch and wash and asks: 'Which word ends with a sound where the air stops and then bursts out?' T plays the audio on NeoEdu.

T models: 'watch /tʃ/ (stop and release); wash /ʃ/ (air keeps flowing).' T asks Ss to repeat chorally, then individually, and corrects the final vowel: 'Do not add a vowel sound at the end.' Then T leads Exercise 1: 'Listen and choose the word you hear. A. wash B. watch.'

T asks 3 pairs to read the words aloud and say which one has the sound that can be stopped. T gives feedback on each pair's pronunciation.

T summarises: 'Watch ends with a stop and release. Wash ends with a continuous air flow. Do not drop the final sound, because then the two words sound the same.'

T writes the paragraph on the board or shows it on the projector. T says: 'First, read and find the topic. Second, read again and underline the answers.' Then T distributes Worksheet 1.

T asks: 'When does the child wash the dishes?' Ss underline the answer. T asks: 'Does the child have lunch at home?' Ss check the paragraph again.

T calls 2–3 Ss to read their answers aloud and asks the class to agree or disagree. T writes the correct answers on the board.

T explains the grammar notes from the Ghi nhớ section: 'When do you…? asks about the time of an activity. What do you do in…? asks about activities in one part of the day. Use in the morning, in the afternoon, in the evening, but at noon.'

T models the chant: 'watch – clap – wash – clap. I watch TV. I wash my clothes.' T claps the beat and reads each word slowly before saying the whole sentence. T reminds Ss that the stressed beat matches the stressed syllable.

T divides the class into pairs. One student keeps the beat and the other reminds the words. Then the roles change. T distributes Worksheet 2 and asks Ss to match and fill in the blank.

T asks 2 pairs to chant in front of the class and checks the pronunciation of the final sounds. T asks one pair to say a new sentence with watch or wash.

T gives feedback on the chant and the matching task and says: 'Use my for I, because the possessive changes with the person.'

T shows the Sunday table on the projector and says: 'Start with a general sentence. Then write the details for morning, afternoon and evening.' T gives the sample sentence as a model.

T walks around the room and helps Ss who have difficulties with the spelling or the verb forms. T reminds Ss to write at noon, not at noon time.

T asks 3 Ss to read their paragraphs aloud. T praises the sentences that match the table and the correct structures.

T gives the criteria: 4–5 sentences, information matches the table, correct sentence patterns and clear handwriting and punctuation. T says: 'You can write imaginary information, but label it clearly.'

T shows the sample poster and says: 'Choose Sunday. Draw and label three parts: Morning, Afternoon and Evening. Include daily activities and simple household tasks.'

T organises pairs or groups of four. Each S presents the poster, and the group asks one question, for example: 'What do you do in the evening?' T listens to each presentation and gives direct feedback on pronunciation and sentence structure.

T asks 2–3 Ss to present to the class and gives scores for the poster content, the presentation and the pronunciation.

T summarises the lesson: 'Watch and wash end with different sounds. Use in the morning, at noon and in the evening. Use my for I.' T sets the homework.