Giáo án Lesson 3

T shows four picture flashcards (a city, a town, a village, the mountains) and asks: 'Where is it?' T models: 'It's in the mountains.'

T asks Ss to work in pairs: 'Where is your school?' and monitors.

T invites 3 pairs to share their answers with the class.

T writes the four phrases on the board and says: 'Today we will learn more about our school facilities.'

T plays the audio of mountains and villages (en-US) from the NeoEdu page. T asks Ss to listen carefully and then repeat chorally, then in small groups.

T models clapping the syllables: 'moun-tains' (2 claps), 'vil-lag-es' (3 claps). T asks: 'How many syllables in villages?' and 'Does the -es ending add a syllable?'

T calls on 2 pairs to say the two words, and asks Ss to answer Exercise 2: 'Does the -es in villages add a syllable: A. Yes, /ɪz/ or B. No, only /s/?'

T summarises: 'mountains – /z/, villages – /ɪz/, one extra syllable.' T reminds Ss that clear pronunciation matters more than copying one accent exactly (en-US or en-GB are both accepted).

T introduces new words with pictures and examples: classroom, computer room, playground, garden, in the mountains. T gives Worksheet 1 and asks Ss to read the passage silently once to find the topic.

T asks Ss to read the passage again and underline the answers to the three questions on Worksheet 1. T monitors and helps weaker Ss.

T asks pairs to check answers. T gives Exercises 4 and 5 (multiple choice and true/false) and asks Ss to show their answers by holding up cards or signs.

T reminds Ss: 'Answer from the text, not from guessing or from pictures.' T reads the passage aloud with correct stress, and Ss read chorally.

T writes the structures on the board and models a short exchange: 'How many classrooms are there?' – 'There are eight classrooms.' T points out the plural form: classroom → classrooms.

T asks Ss to work in pairs. Pair A asks 'How many classrooms are there?' and Pair B answers using the passage. Then pairs switch roles. T gives Exercise 7: 'There ___ twelve classrooms.' (Answer: are).

T calls on 3 pairs to ask and answer in front of the class, and checks the grammar.

T summarises the rules: 'one → There is; two or more → There are; plural noun in How many questions.'

T models the chant, clapping on mountains and villages. T reminds Ss to stress the syllable with the strongest beat and to avoid adding an extra vowel sound at the end of words.

T divides the class into groups of three: one leader (beats the rhythm), one prompter (says the two words), one performer (says the two sentences). Groups switch roles after one round.

T asks 2 groups to perform the chant in front of the class. T gives short feedback on rhythm and clear pronunciation.

T praises the class and reminds Ss to keep the rhythm and clear endings in their project presentation.

T displays Exercises 6 and 7 on the board or on the NeoEdu interactive exercises page, and gives 3 minutes for individual work.

T asks Ss to compare their answers with a partner. T monitors and corrects mistakes on the spot.

T calls on individual Ss to read the answers aloud and asks the class to confirm.

T introduces Exercise 8 as writing homework and shows the writing criteria: complete sentences, correct structures, and clear punctuation.

T reminds Ss to bring their school drawing (prepared at home) and gives Worksheet 2. T explains the presentation checklist: location, number of rooms, facilities, one opinion.

T divides the class into groups of four. Each S presents in about one minute while others listen and ask one question.

T walks around, listens to 2–3 presentations, and gives feedback on content, structures and pronunciation.

T praises effort and asks the class: 'Which school facility do you like most?' T closes the lesson.