Giáo án Lesson 3

T greets the class with 'Good morning, everyone!' and plays the hello song. T asks: 'What is your name?' and points to the answer 'I am...' on the board.

T passes a ball to a student and asks: 'Which class are you in?' and 'Where do you live?' Ss pass the ball after answering.

T praises the Ss and writes the new lesson title on the board: 'What is your favourite subject?'

T shows the picture card of English and says: 'What is your favourite subject? It is English.' T asks Ss to listen carefully and point to the card.

T plays the audio twice. T models the dialogue line by line and asks Ss to repeat chorally, then in groups. T asks: 'What does favourite mean?' and shows the flashcard.

T organises pair work with the Look-and-say technique. T asks: 'What is your favourite subject?' and gives each pair a set of subject cards.

T invites 3 pairs to perform in front of the class and gives feedback on intonation and pronunciation.

T writes the pattern on the board: What is your favourite + singular noun? It is + name. T reminds Ss to keep the auxiliary-free question form correct.

T writes DOL-phin and TEN-nis on the board. T says: 'Listen. The first syllable is strong. Clap on the strong beat.' T claps and says the words.

T asks Ss to clap and say dolphin and tennis together. T then says the sentences 'I like dolphins.' and 'My brother plays tennis.' and asks Ss to repeat with clapping.

T plays the Listen, point and say activity: T says three words (dolphin, yellow, tennis) and Ss point to the correct picture of the word with stress on the first syllable.

T asks: 'Which syllable is strong in dolphin?' and 'Which syllable is strong in tennis?' T praises the Ss.

T shows the paragraph on the projector and reads it aloud. T asks: 'Who is the character? What is the topic?' Then T distributes Worksheet 1.

T asks Ss to read the paragraph silently for the second time and underline the words about time, place and activities. T monitors and helps Ss who need support.

T asks groups to share their answers. T asks: 'Which class is Hoa in?' and asks Ss to show the evidence in the text.

T summarises the reading strategy: read first for the main idea, then read again for specific information. T reminds Ss not to guess information outside the text.

T explains the games and gives the rules. T shows Exercise 2 and 3 on the board and asks Ss to choose the correct meaning of class and address.

T plays the listening audio for Exercise 5 twice. T pauses after each sentence and asks Ss to raise their hands for the correct answer. T reads 'Could you say that again, please?' and asks Ss to explain its meaning.

T gives the jumbled dialogue lines in Exercise 7 on cards. Groups arrange the lines in the correct order.

T calls on groups to read their answers and asks the class to check. T confirms Exercise 6 (subject) and Exercise 8 (5C) and Exercise 10 (B).

T praises the class and gives a quick review of the key vocabulary using flashcards.

T shows the sample poster and reads the sample presentation. T distributes A4 paper and Worksheet 2 to each group and explains the five boxes.

T monitors groups and helps Ss write sentences with correct structure. T reminds them to use the question: What is your favourite + singular noun? in their presentations.

T invites four students to present their posters. After each presentation, T asks the class: 'Does anyone have a question?'

T plays Fun corner: 'Guess my favourite thing'. T gives a clue and Ss guess the answer. T assesses the posters with the rubric: content (1), consistency between picture and speech (1), accuracy of words and sentences (1), clear presentation and answering a question (1).