Giáo án Lesson 1

T greets the class and shows a picture of a house. T asks: “What is this?”

T shows the picture of a flat and a tower and asks: “Do you live in a house or a flat?” T models the answer “I live in a house.” T invites 3–4 Ss to answer.

T writes the title “Our homes” on the board and says: “Today we will learn new words about homes and a question to ask about where people live.”

T shows each flashcard, says the word slowly once, then says it at normal speed. T says: “Listen and repeat.” T highlights the stress in “building” (BUILD) and reminds Ss not to add an extra sound after a final consonant.

T covers the Vietnamese meanings on the board and points to each picture, asking: “What is this?” T then gives Worksheet 1 to each pair and sets a time limit of 4 minutes.

T asks 2–3 pairs to read out their matches. T writes the correct matches on the board and asks the class to check.

T praises the class and summarises: “Learn words in phrases, like ‘a house’ or ‘this building’. Say the word again without looking at the meaning.” T asks Ss to say the word “address” three times.

T writes the dialogue on the board and reads it with a strong student as Speaker B. T asks: “What is the first word of the question?” T then models the answer with the class.

T asks the class to repeat the dialogue in chorus, then in pairs. T gives pairs a prompt card with a question and an answer. T walks around and corrects missing “do” or wrong word order, for example “You live in this building?” → “Do you live in this building?”

T invites 3 pairs to perform the dialogue in front of the class. T asks the class: “Is this a Yes/No question? How do we know?”

T writes the key language on the board: “Do you live in this/that …? – Yes, I do / No, I do not. What is your address? – It is [number] [street name].” T reminds Ss: “Use only imaginary addresses. Do not share your real address online.”

T explains the four tasks on Worksheet 2 and plays the audio once. T says: “Listen first. Do not write yet.”

T plays the audio a second time and pauses for Ss to choose. T then gives pairs 3 minutes to do items 2–4 and arrange the dialogue. T walks around and asks guiding questions, for example: “Which line should come first? Why?”

T checks answers with the whole class and asks: “Why is ‘Yes, I do’ the correct answer for item 1?”

T gives feedback and says: “When you listen, look for key words like ‘live’ and ‘building’, not just the topic.” T asks Ss to read the arranged dialogue aloud in pairs.

T plays the chant or says it with clapping: “Do you live in this building? Yes, I do! What is your address? It is 18 Green Street!” T claps the rhythm twice and asks Ss to join.

T explains the walk-and-talk game: Ss walk, find a partner, ask the two questions, and record the answers. T sets a 5-minute time limit and reminds Ss to use imaginary addresses only.

T calls on 3 Ss to report what they found, for example: “Minh lives in a flat.” T encourages the class to use full sentences.

T praises the class for their effort and reminds Ss: “Only use imaginary addresses when you talk in class.”

T shows a sample card: Name: Mai. Home: flat. Address: 12 Lane 5, Road 2. T explains that all information is imaginary.

T gives each S a blank card and asks Ss to write an imaginary name, home type and address. Then T asks Ss to find a partner and role-play using the card. T circulates and checks the structure.

T invites 2 pairs to perform their role-play in front of the class. T asks the class to give one positive comment for each pair.

T summarises the lesson and reminds Ss: “Do you live in this/that …? – Yes, I do / No, I do not. What is your address? – Give the house number first, then the street name. Keep your real address private.”