Giáo án Lesson 3

T greets the class and shows the picture of a house and a flat. T asks: 'Do you live in a house or a flat?' T explains the topic 'Our homes' and writes the title on the board.

T shows the pictures one by one and says the words: house, flat, building, tower, street, lane, road. T asks Ss to repeat after each word. Then T organises 'Picture Word Race' in pairs.

T asks several pairs to say the scores and T asks: 'What is a tower?' and 'What is a lane?'

T confirms the correct meanings and says: 'Today we will learn how to ask and answer about addresses.'

T shows the picture of a house with the sign '18 Green Street' and asks: 'Where is this house?' Then T asks: 'What is the house number?'

T plays the recording of the dialogue, then models each line. T asks Ss to listen and repeat in chorus, then individually. T writes the structure on the board: 'What is your address?' - 'It is 18 Green Street.' T then asks: 'Do you live in this house?' and models the answers 'Yes, I do' and 'No, I do not'. Then T organises pair practice.

T calls on four pairs to perform the dialogue in front of the class and asks: 'Which number comes first in the address?'

T summarises the structure and reminds Ss that they must use imaginary addresses only, not their real home address.

T shows the number cards 15, 16, 50 and 60 and says the words. T explains: 'In fifteen and sixteen, the stress is on the last syllable -TEEN. In fifty and sixty, the stress is on the first syllable.'

T models the stress with a clap: fif-TEEN and six-TEEN, the clap is strong on TEEN. T says five random numbers, Ss point to the correct number card and clap the stress. T then models the sentence 'The number on this house is sixteen.' and asks Ss to repeat it, clapping on the stressed syllable.

T asks: 'Which words have the stress on the last syllable?' and plays the recording for a final check.

T corrects the pronunciation of individual Ss and gives feedback on the stress.

T introduces the text and asks: 'Who is the text about?' and 'What is the topic?' T gives Worksheet 1 and explains the two-read strategy.

T asks Ss to read the text again and underline words about time, place and activities. T then organises a group task: each group of four is divided into two pairs. One pair reads and finds the building, the other finds the activity. Pairs check their findings together.

T asks: 'Which building does Nam live in?' and 'Where does Nam's friend live?'

T confirms the answers and reminds Ss not to guess information that is not in the text.

T explains the game 'Let's Talk': Ss work in pairs, ask the question 'What is your address?' and give an imaginary answer. T gives instructions for Exercise 5 (listen and choose) and plays the recording twice.

T asks Ss to complete Exercises 2, 3, 4 and 6 in their books. T organises the game 'Word Race' for the answers to Exercise 4 and 6 on the board, and checks the answers of Exercise 7 with a whole-class ordering game. T plays the recording for Exercise 5.

T asks several pairs to read the ordered dialogue aloud and checks Exercise 8 and Exercise 10 with the class.

T confirms the answers, plays the chant one more time and reminds Ss of the structure 'Do you live in this/that ...?'

T shows the survey table on the board and explains the task. T reminds Ss: 'Use imaginary names and addresses only.' T gives Worksheet 2 to each group.

T asks groups to interview one another in pairs. Groups then draft their report using the sample sentence pattern. T monitors and helps with the structures.

T invites two groups to present their reports. T asks each group a question: 'How many friends live in a flat?'

T uses the rubric for peer feedback: 1) correct product and enough information (1 point); 2) consistent data and introduction (1 point); 3) correct words, sentences and tense (1 point); 4) clear presentation and answer to a question (1 point). T reminds Ss that the peer feedback must include one thing they understood and one question.