Giáo án Lesson 3

Ss activate prior knowledge about animals and stories and get ready for the new language.

T shows picture cards of a hare, a tortoise, a fox and a crow one by one. Ss guess the animal in English and say one thing the animal can do. T then writes the words slow and slowly on the board and asks Ss what the difference is.

Ss name at least four animals in English and make one correct sentence about how an animal moves, for example: 'A hare runs quickly.'

Ss understand, pronounce and use the question pattern How did ... + base verb? and the answer with a past verb and an adverb.

T plays the audio of the dialogue (A: How did the tortoise walk? / B: It walked slowly.). T introduces the new words: main character (nhân vật chính), hare (thỏ rừng), tortoise (rùa), crow (quạ), fox (cáo), quickly (nhanh), slowly (chậm), cleverly (khôn khéo). Ss then practise the dialogue in pairs and substitute the animal and the adverb (for example: How did the hare run? / It ran quickly.).

Ss say the dialogue correctly with the right stress and at least two new substitution dialogues in pairs. Ss copy the new words and the slow / slowly note in their notebooks.

Ss recognise and produce the rising intonation (↗) in Yes/No questions about stories.

T writes two questions on the board: Is the tortoise the main character? ↗ and Did the bird help the snail? ↗. T explains that the arrow shows the direction of the pitch at the end of the question, and that the voice goes up to invite a confirmation. Rising intonation does not mean shouting or raising the volume.

Ss say the two questions with the correct rising intonation at least 4 out of 4 times, and point to the correct arrow when they hear the question.

Ss read a short story step by step to find the main character, time, place, activities and the winner.

The reading text: A hare laughed at a tortoise. They had a race. The hare ran quickly, then slept under a tree. The tortoise walked slowly but did not stop. At last, the tortoise won. The story reminds us to keep trying.
First reading: Ss read to find the characters and the main idea. Second reading: Ss underline the words for time, place and activities and answer the questions in Worksheet 1. Ss must use only the information in the text.

Ss answer the question Which animal won? with the word tortoise and complete Worksheet 1 with the main character and the main idea of the story.

Ss practise the vocabulary, the structure, the listening skill and the reading comprehension through games and exercises from the lesson.

Pairs complete the exercises from the Student's Book in this order:

• Exercise 2: choose the word that means main character (answer: C).
• Exercise 3: choose the word that means crow (answer: A).
• Exercise 4: match the words to their meanings: main character – nhân vật chính; crow – quạ; fox – cáo; hare – thỏ rừng.
• Exercise 5: listen and choose the sentence you hear (answer: A. It walked slowly.).
• Exercise 6: fill in the gap with the word that means thỏ rừng (answer: hare).
• Exercise 7: put the lines of the conversation in order (answer: Hello! Can we talk? / How did the tortoise walk? / It walked slowly. / Thank you for telling me.).
• Exercise 8: answer which animal won in the reading text (answer: tortoise).
• Exercise 10: choose the rising intonation for the question Is the tortoise the main character? (answer: C, rising ↗).
  End with the game 'Fast or Slow?': T says an action, Ss stand up if the action is done quickly and sit down if it is done slowly.

Ss complete the exercises with these answers: 2–C; 3–A; 4–main character – nhân vật chính, crow – quạ, fox – cáo, hare – thỏ rừng; 5–A; 6–hare; 7–Hello! Can we talk? → How did the tortoise walk? → It walked slowly. → Thank you for telling me.; 8–tortoise; 10–C (↗).

Ss create a short original or familiar folk story with two paper characters and tell it in their own words, using quickly / slowly or other adverbs of manner.

Each group chooses a folk story they know or makes up a short story. Each group makes two paper characters and plans the story in three parts: beginning, problem, ending. The story is told in 4–5 sentences, the voice changes when the characters ask and answer, and the speaker uses slowly, quickly or another adverb of manner. Example story (from the lesson): A snail and a bird | a seed cannot get water | the bird carries water, the snail watches the seed | a plant grows. Model presentation: 'I will tell you an original story about a snail and a bird. The snail found a dry seed beside a path. The bird carried water to it, and the snail watched it carefully every day. Soon a green plant grew from the seed. The two friends learned that different abilities can help with the same job.' After the presentation, the listener says one thing they understood and asks one question.
Rubric (1 point each): 1) the product has the required parts and enough information; 2) the words, pictures and introduction match each other; 3) words, sentences and tenses are correct; 4) the presentation is clear and the speaker answers one question. The teacher marks the speaking product with the rubric; the product is not marked automatically.

Each group has two paper characters and a three-part story. Each speaker presents in 4–5 sentences and answers one question from the class. Groups fill in the self-check: 'One thing I understood is ... My question is ...'