Unit 10: Break time activities | Giáo án Tiếng Anh 3 | Global Success
Giáo án Tiếng Anh 3 sách Kết nối tri thức với cuộc sống trọn bộ cả năm, mang tới các bài soạn của cả năm học. Qua đó, giúp thầy cô tiết kiệm khá nhiều thời gian, công sức trong quá trình xây dựng kế hoạch bài dạy của mình. Giáo án được biên soạn kỹ lưỡng, trình bày khoa học theo tuần. Mời thầy cô cùng xem tham khảo nhé!
Chủ đề: Giáo án Tiếng Anh 3
Môn: Tiếng Anh 3
Sách: Global Success
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School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 10: BREAK TIME ACTIVITIES Lesson 1 – Period 1 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two communicative contexts
about school break time activities.
- correctly say the words and use I ______ at break time. to identify school break time activities.
- enhance the correct use of I ______ at break time. to identify school break time activities. Core
teamwork, motivation, communication, planning and organization competencies General
Listening: look, listen and repeat Competencies
Critical Thinking: listen, point and say
Oral Communication: let’s talk
Written Communication: complete the sentence
Communication and collaboration: work in pairs or groups Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about activities at break time
II. RESOURCES AND MATERIAL: - Student’s book Page 68 - Audio Tracks 97, 98
- Teacher’s guide Pages 122, 123, 124 - Website sachmem.vn
- Flashcards/pictures, ppt and posters (Unit 10) - Computer, projector…
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap up Procedure Teacher’s activities Pupils’ activities Note
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 9 Whole class
- Ask pupils to sing the song.
- Invite some of them to come to the board to role play,
the rest of the pupils will sing.
Option 2: Game: Look and Guess Individual work/
- Teacher shows 4 pictures numbered 1 to 4 on the board. Group work
- Teacher lets the pupils choose 1 square on the screen and open it.
- Teacher lets the pupils guess the corresponding number of the picture.
Option 3: Chant and do activities (Unit 9) Group work
- Ask pupils to chant and do the actions in Unit 9 in groups.
- Give points to the groups and encourage them. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts about school break time activities b. Input:
– Context a: Ben says: It’s break time. Let’s play chess. Lucy says: OK!
– Context b: Lucy says: I play volleyball at break time. What about you, Minh? Minh: I play basketball. c. Outcome:
Pupils can understand and correctly repeat the sentences in two
communicative contexts about school break time activities.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for Whole class
them to listen. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Follow the same
procedure with Picture b. Correct their pronunciation where necessary.
Step 3: Play the recording again for pupils to listen and Whole class/
repeat in chorus sentence by sentence. Individual work
Step 4: Invite a few pairs to the front of the class to listen Pair work
and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the sentence pattern I Individual work
_____ at break time, e.g. I play volleyball at break time. Tell
them that the pattern is used to identify school break time activities. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use I ______ at break time. To identify school break time activities b. Input:
– Picture cues: a. a boy playing chess b. a girl playing volleyball
c. a boy playing basketball d. a girl playing badminton
– Speech bubble: I ______ at break time. Audio script:
a. play chess b. play volleyball
c. play basketball d. play badminton I play chess at break time. c. Outcome:
Pupils can correctly say the words and use I ______ at break time. to identify school break time activities.
d. Procedure: Step 1: Draw pupils’ attention to Pictures a to d. Elicit the Whole class/
name of each break time activity. Check comprehension. Individual work
Ask pupils to listen to the recording and repeat the names
of the break time activities several times until they feel confident.
Step 2: Draw pupils’ attention to the speech bubble. Remind Whole class/
them that I ______ at break time. is used to identify break Individual work
time activities. Point at Picture a and have pupils listen and
repeat after the recording (I play chess at break time.) several times.
Follow the same procedure with the other three pictures. Whole class/
Step 3: Put pupils into pairs. Tell them to point the pictures Individual work
and talk about break time activities using the sentence
pattern I _____ at break time.
Step 4: Invite a few pairs to come to the front of the class
and talk about break time activities. If they perform well, Pair work praise them. Game: Whisper Group work
- Teacher divides the class into groups of 4.
- Teachers ask 2 groups to get in 2 lines and stand back to the board.
- Teacher asks the first pupil of each line to look at 1 out
of 4 pictures and whisper to the next one.
- The last one of each line comes to the board and
chooses the picture and sticks it on the board.
- Change the position of the first pupil and repeat the activities. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal
To enhance the correct use of I ______ at break time. to identify school break time activities b. Input
– Picture cue: pupils doing different activities at break time
– Speech bubble: I ______ at break time. c. Outcome
Pupils can enhance the correct use of I ______ at break time to identify school break time activities. d. Procedure
Step 1: Draw pupils’ attention to the picture. Ask questions Whole class/
to help them identify the context (see Input). Have pupils Individual work
look at the bubble to understand how the sentence pattern is used.
Step 2: Have pupils practise in pairs. Make sure pupils
understand the structure and say them with the right Pair work
pronunciation and intonation. Go around to observe and provide help.
Step 3: Invite some pupils to practise talking about school Individual work
break time activities in front of the class. Praise them if they perform well. Whole class/
Extension: For a more able class, have pupils talk about Individual work
what they do at break time using the structure learnt.
Fun corner and wrap-up: 5 minutes
Option 1: Preparation for the project:
Tell pupils about the project on page 73. Ask them to draw Whole class
a table showing columns of break time activities and the names of pupils. Option 2: Game: Act and guess
- Teacher asks 4 pupils to come to the board and act to Individual work/
describe 4 break time activities (play volleyball, play Group work
basketball, play chess, play badminton)
- Teacher asks the others to look at the pictures on the
board and guess which pupils go with which picture.
- Show 4 pictures on the board and ask pupils to repeat - > Wrap up. Option 3: Whole class
Use sachmem.vn, have pupils look at the words in the
pictures of the lesson and repeat after the recordings. BOARD PRESENTATION
......., .................. 2022
Unit 10: Break time activities Lesson 1 – Period 1 1. Words: play volleyb all play basketball play chess play badminton 2. Model sentence:
I …………….. at brea k time School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 10: BREAK TIME ACTIVITIES Lesson 1 – Period 2 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- listen to and understand two communicative contexts in which pupils talk about what they do at break time.
- complete four target sentence patterns with the help of the picture cues.
- sing the song “It’s break time” with the correct pronunciation and melody. Core
teamwork, work standards, adaptability, communication, planning and organization competencies General Listening: listen and tick competencies
Written Communication: look, complete and read
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Sociability: talk to each other, say good words to others Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the others about break time activities
II. RESOURCES AND MATERIAL: - Student’s book Page 69 - Audio Tracks 99, 100
- Teacher’s guide Pages 124, 125 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 10) - Computer, projector…
III. PROCEDURE Warm-up and review – Listen and tick – Look, complete and read – Let’s sing – Fun corner and wrap up. Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class. Option 1: Whole class
Greet the class. Invite a few pairs of pupils to the front of
the class to use the picture cue in Lesson 1, Activity 3 to ask
and answer questions to identify break time activities. Option 2:
- Get pupils to open their books on page 68 and look at
Unit 10, Lesson 1 to repeat break time activities they Group work learnt).
- Ask pupils to do the actions in Unit 10, lesson 1 in groups.
- Give points for the groups and encourage them.
Option 3: Game: Act and Guess Individual
- Teacher divides the class into 2 teams (Boys and Girls) work/ Group
- 1 pupil of each team comes to the board and does work
actions for their team to guess the names of break time
activities and sticks the right pictures.
- The first team to stick 4 correct pictures in the right order is the winner. PRACTICE
Activity 1. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts in which pupils talk
about what they do at break time b. Input: Picture cues:
1a. Linh is playing chess. 1b. Linh is playing volleyball.
2a. Ben is playing basketball. 2b. Ben is playing badminton. Audio script:
1. Linh: Hi. I’m Linh. I play volleyball at break time.
2. Ben: Hello. I’m Ben. I play basketball at break time. c. Outcome:
Pupils can listen to and understand two communicative contexts in which
pupils talk about break time activities. Key: 1. b 2. a
d. Procedure: Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit Whole class
the action of the character in each picture.
Step 2: Ask pupils to listen carefully and play the recording Whole class
for Question 1. Ask pupils to listen and tick the correct box
next to the picture. Play the recording a third time to give
pupils another listening opportunity.
Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Whole class/ Individual work
Step 4: Tell pupils to swap books with a partner, then check Pair work
answers as a class. Write the correct answers on the board.
Extension: If time allows, play the recording sentence by
sentence for the class to listen and repeat in chorus.
Correct their pronunciation where necessary. Whole class/ Individual work PRACTICE
Activity 2. Look, complete and read. 9 minutes a. Goal:
To complete four target sentence patterns with the help of the picture cues b. Input:
Four pictures with four target sentence patterns to complete c. Outcome:
Pupils can read and complete four target sentence patterns with the help of the picture cues.
Key: 1. play basketball 2. play chess 3. play volleyball 4. Play badminton
d. Procedure: Step 1: Draw pupils’ attention to the first picture. Ask them Whole class/
to identify the activity of the character. Individual work
Step 2: Write on the board: 1. I _____ at break time. Draw
pupils’ attention to the gap and say what they have to do.
Go around and offer help. If necessary, ask a pupil to write
play basketball on the board before having them complete the answer.
Step 3: Give pupils time to complete Sentences 2, 3 and 4 Whole class/
individually. Write the sentences on the board and check Individual work answers as a class.
Step 4: Invite a few pupils to read the completed sentences Individual work
aloud. Correct their pronunciation where necessary. Game: matching
− Teacher divides the class into 2 teams.
− Pupils from each team take turns to choose the
matching pictures and sentences to talk about break Whole class/ time activities. Individual work
− Each matching pair will get 1 point.
(Click the numbers to show, click to the red circles to hide the pictures and sentences.) PRACTICE
Activity 3. Let’s sing. 8 minutes a. Goal
To sing the song “It’s break time” with the correct pronunciation and melody b. Input
The lyrics and the recording of the song “It’s break time” c. Outcome
Pupils can sing the song “It’s break time” with the correct pronunciation and melody. d. Procedure
Step 1: Draw pupils’ attention to the title and lyrics of the Whole class/
song. Check comprehension of the lyrics and give Individual work
feedback. Encourage pupils to answer questions such as
What is the song about? or identify the school activities.
Step 2: Play the recording all the way through. Encourage Individual
them to listen carefully to the pronunciation and melody. work/ Whole
Step 3: Play the recording line by line for pupils to listen class
and repeat. Correct their pronunciation where necessary. Individual
Step 4: Play the recording all the way through and have work/ Whole pupils sing along. class
Step 5: Introduce actions for pupils to do while they sing along to the recording.
Extension: Put pupils into groups to make up their own Whole class
actions for the song. Invite groups to the front of the class
to perform, while the rest of the class sings and / or claps Group work
along. Hide some words to let pupils remember the words.
Encourage the class to praise or cheer the performers.
Fun corner and wrap up: 5 minutes Option 1:
Use sachmem.vn, have pupils look at the words in the Whole class
picture and repeat after the recording. Option 2: Game: Guessing
- Teacher divides the class into groups of 4 or 5.
- Teacher calls members of 1 group to come to the Group work
board and write their answers (break time activities) on the small boards.
- Have members of the group on the board make
sentences, then ask members of other groups to guess YES or NO.
- The groups will get points for their correct answers. Option 3: Practice
T shows 4 pictures on the board and asks pupils to repeat -> Wrap up. Whole class BOARD PRESENTATION
......., .................. 2022
Unit 10: Break time activities Lesson 1 – Period 2 1. Listen and tick: 1. b 2. a
2. Complete and read: 1. play basketball 2. play chess 3. play volleyball 4. play badminton School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 10: Break time activities Lesson 2 – Period 3 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two communicative contexts
(pictures) to ask and answer questions about school break time activities.
- correctly say the words and use What do you do at break time? – I ______. to
ask and answer questions about school break time activities.
- enhance the correct use of What do you do at break time? – I ______. to ask and
answer questions about school break time activities. Core
teamwork, work standards, adaptability, problem-solving, communication, competencies
planning and organization, stress tolerance General
Listening: look, listen and repeat Competences
Critical Thinking: listen, point and say
Oral Communication: let’s talk
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Sociability: talk to each other, say good words to others Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
II. RESOURCES AND MATERIAL: - Student’s book Page 70 - Audio Tracks 101, 102
- Teacher’s guide Pages 126, 127 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 10) - Computer, projector…
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk
– Fun corner and wrap-up Pupil’s Note Procedure
Teaching and learning activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Game: Stand and Sit Whole class
- Have the pupils listen to the song of period 2 and each
pupil chooses 1 activity in the song.
- When they hear the names of activities they’ve chosen,
they have to stand up, then sit down again
- Play the recording 3-4 times.
Option 2: Review the words of break time activities Individual work
- Teacher shows pictures of break time activities and asks individual pupils to repeat.
Option 3: Chant and do activities (Unit 9) Group work
- Ask pupils to chant and do the actions in Unit 9 in groups.
- Give points to the groups and encourage them. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts (pictures) to ask and answer questions about school break time activities b. Input:
– Context a: Mai asks Bill: What do you do at break time? Bill answers: I play football.
– Context b: Bill asks Mai: What do you do at break time? Mai answers: I play badminton. c. Outcome:
Pupils can understand and correctly repeat the sentences in two
communicative contexts to ask and answer questions about school break time activities.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify Whole class
the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording Whole class
for them to listen. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Follow the same
procedure with Picture b. Correct their pronunciation where necessary.
Step 3: Play the recording again for pupils to listen and Whole class/
repeat in chorus sentence by sentence. Individual work
Step 4: Invite a few pairs to the front of the class to listen Pair work
and repeat the sentences in the recording.
Step 5: Draw their attention to the question What do you
do at break time? and the answer I ______. Tell them that Individual work
these sentences are used to ask and answer questions about break time activities. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use What do you do at break time? – I ______.
to ask and answer questions about school break time activities b. Input:
– Picture cues: a. a boy doing word puzzles
b. a girl chatting with her friends
c. a boy playing football
d. a girl playing table tennis
– Speech bubbles: What do you do at break time? – I ______. Audio script: a. do words puzzles
b. chat with my friends c. play football d. play table tennis
A: What do you do at break time? B: I do word puzzles. c. Outcome:
Pupils can correctly say the words and use What do you do at break time? –
I ______. to ask and answer questions about school break time activities.
d. Procedure: Step 1: Draw pupils’ attention to Picture a. Elicit the action Whole class/
of the character (a boy doing word puzzles). Then ask Individual work
pupils to look at the label: ‘do word puzzles’. Explain the
meaning of the phrase. Check comprehension. Ask pupils
to listen to the recording and repeat the phrase ‘do word
puzzles’ several times until they feel confident.
Step 2: Repeat Step 1 for Pictures b, c and d.
Step 3: Draw pupils’ attention to the speech bubbles. Tell Whole class
them that What do you do at break time? – I ______. are
used to ask and answer questions about break time
activities. Ask pupils to look at the bubbles and Picture a. Whole class
Play the recording for them to listen to and repeat the sentences several times.
Step 4: Put pupils into pairs. Tell them to point at each
picture, ask and answer questions about break time Whole class
activities. Go around the classroom to offer support.
Step 5: Invite a few pairs to come to the front of the class,
ask and answer questions about break time activities, Pair work
using the speech bubbles and picture cues. If they perform well, praise them. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of What do you do at break time? – I ______. to
ask and answer questions about school break time activities b. Input:
– Picture cue: pupils playing different games and sports at break time
– Speech bubbles: What do you do at break time? – ______. c. Outcome:
Pupils can enhance the correct use of What do you do at break time? – I
______. to ask and answer questions about school break time activities.
d. Procedure: Step 1: Draw pupils’ attention to the picture. Ask questions Whole class/
to help them identify the context (see Input). Draw pupils’ Individual work
attention to the two bubbles used to ask and answer
questions about break time activities. Have them identify
what is missing in the answer. Check comprehension.
Step 2: Put pupils into groups of four. Encourage them to
ask and answer questions about break time activities using Whole class/
the speech bubbles and picture cue. Go around the Individual work classroom to offer support.
Step 3: Invite some groups to come to the front of the class
to perform their dialogues. Praise them if they perform well. Group work
Fun corner and wrap-up: 5 minutes
Option 1: Game: Act and Guess
- Teacher shows pictures pupils have learnt in unit 10. Whole class
- T calls 1 pupil to come to the board and turn back to the
board so that they can’t see the pictures.
- The others will act to describe the pictures the teacher points to. Option 2: Group work
- Talking chain: pupils stand in lines and face to face to
practise asking and answering about break time activities.
- After 1-2 minutes, the teacher rings the bell and the
pupils will move to change their partners (move 1 step). Option 3: Practice:
Teacher shows pictures of activities and question the
board and asks pupils to ask and answer, using the Whole class sentence patterns. BOARD PRESENTATION
......., .................. 2022
Unit 10: Break time activities Lesson 2 – Period 3 1. Words:
play volleyball play basketball play chess play badminton 2. Model sentence:
What do yo u do at break time?
I …………….. at break time. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 10: Break time activities Lesson 2 – Period 4 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to: -
listen to and understand four communicative contexts in which pupils ask and
answer questions about school break time activities -
read and match four target sentence patterns with four pictures -
practise the target language by playing a Miming game. Core
decision making, teamwork, adaptability, problem-solving, communication, planning competencies
and organization and initiative General Listening: listen and number Competencies
Critical Thinking: read and match
Oral Communication: let’s play
Communication and collaboration: work in pairs or groups
Sociability: talk to each other, say good words to others Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Awareness of sports and health: to spend time to play sport
Secure and Organized: keep sport things in the right ways
II. RESOURCES AND MATERIAL: - Student’s book Page 71 - Audio Tracks 103
- Teacher’s guide Pages 128, 129 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 10) - Computer, projector…
III. PROCEDURE Warm-up and review – Listen and number – Read and match – Let’s play – Fun corner and wrap-up Pupil’s Note Procedure
Teaching and learning activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Game: Who’s faster? -
Teacher calls 2 pupils to come to the board. Individual work -
Pupils on the board have a quick look at the break time activities on the board. -
When the teacher says the sentences, who gets the
pictures of those sentences first will get the points.
Option 2: Chant and do activities (Unit 9). - Individual
Ask pupils to chant and do the actions in Unit 9, Lesson 3 in groups. work/ Group - work
Give points to the groups and encourage them.
Option 3: Sing the song in Unit 9 - Whole class/ Ask pupils to sing the song. - Individual work
Invite some of them to come to the board to role play,
the rest of the pupils will sing. PRACTICE
Activity 1. Listen and number. 8 minutes a. Goal:
To listen to and understand four communicative contexts in which pupils ask
and answer questions about school break time activities b. Input:
Picture cues: a. a girl playing table tennis b. a boy playing football
c. a girl doing word puzzles d. a boy chatting with his friends Audio script:
1. A: What do you do at break time? B: I play football.
2. A: What do you do at break time?
B: I play table tennis.
3. A: What do you do at break time?
B: I chat with my friends.
4. A: What do you do at break time? B: I do word puzzles. c. Outcome:
Pupils can listen to and understand four communicative contexts in which
pupils ask and answer questions about school break time activities.
Key: 1. b 2. a 3. d 4. c d. Procedure:
Step 1: Draw pupils’ attention to the pictures. Elicit the Whole class
action of the character in each picture.
Step 2: Ask pupils to listen carefully and play the recording.
Step 3: Get pupils to listen and number the pictures. Play the Whole class
recording again for pupils to do the task. Play the recording Whole class/
a third time to give pupils another listening opportunity. Individual work
Step 4: Check answers as a class. Play the recording again for
pupils to double-check their answers and correct their Whole class/ answers in pairs. Pair work
Extension: If time allows, play the recording sentence by
sentence for the class to listen and repeat in chorus. Correct
their pronunciation where necessary. If they repeat well, Whole class/ praise them. Individual work PRACTICE
Activity 2. Read and match. 9 minutes a. Goal:
To read and match four target sentence patterns with four pictures b. Input:
Four target sentences with four pictures to match. c. Outcome:
Pupils can read and correctly match the sentences with the pictures.
Key: 1. b 2. c 3. d 4. a d. Procedure:
Step 1: Draw pupils’ attention to the pictures. Elicit the Whole class/
characters’ actions. Check comprehension. Individual work
Step 2: Draw pupils’ attention to the first sentence I play
table tennis. Ask pupils to read the sentence and find the
correct picture on the right to match. When pupils answer Whole class/
correctly (Picture b), tell them to draw a line to match the Individual work sentence and the picture.
Step 3: Repeat Step 2 for Questions 2, 3 and 4.
Step 4: Tell pupils to swap books with a partner, then check Whole class/
the answers as a class. Write the correct answers on the Pair work
board. Ask pupils to look at the board and check their answers again.
Extension: Invite some pupils to stand up and read the sentences aloud. Game: Lucky numbers Individual work
- Teacher divides the class into 2 teams (Boys and Girls) Team work
- 1 pupil in each team comes to the board, has a look at
the pictures of break time activities and their corresponding phrases.
- When the teacher points to the picture, the first one to
write the correct phrases matching with the pictures will
choose the lucky numbers to open the boxes and get the hidden points. PRODUCTION
Activity 3. Let’s play. 8 minutes a. Goal:
To practise the target language by playing a miming game b. Input:
A picture showing pupils how to play the game: Some pupils are standing in a circle.
A girl is standing in the centre of the circle and miming the action of kicking a ball.
The phrase ‘play football’ appears above a boy’s head in a speech bubble. c. Outcome:
Pupils can practise using the target language by playing a miming game. d. Procedure:
Step 1: Elicit the language that pupils need to talk about Whole class/
break time activities (play football, play chess, play Individual work
volleyball, do word puzzles, chat with friends, play table
tennis, etc.). When pupils answer correctly, write the language on the board.
Step 2: Explain how the game is played: One pupil mimes the Whole class/
action of doing an activity. Other pupils look at him / her, Individual work
guess the action and what it is, e.g. play football. Check
comprehension and give feedback.
Step 3: Model the game with two pupils. Do the action of Whole class
playing chess. Ask the pupils to look at the action, guess what
action it is and say play chess. Praise them if they answer correctly.
Step 4: When pupils feel confident and are familiar with the
game, divide the class into four groups. In each group, Group work
choose a pupil to do the actions while the rest guesses the
words. Pupils get one point for each correct answer.
Step 5: Set a time limit for pupils to play the game. The group with the most points wins. Group work
Fun corner and wrap-up: 5 minutes Option 1: review
T shows pictures of break time activities on the board and Whole class
asks pupils to make sentence using the model structure. Option 2:
Use sachmem.vn, have pupils look at the words in the Whole class
pictures of the lesson and repeat after the recordings. Option 3: Game: Who’s faster? Individual work
- Teacher calls 4 pupils to come to the board.
- Pupils on the board have a quick look at the break time activities on the board.
- On the four chairs, there are phrases written on pieces
of paper which match with the pictures.
- When the teacher points to the pictures, 4 pupils try to
run fast and look for the matching pieces of paper and
sit on the chairs having those pieces.
- There are 3 correct answers, so one pupil has to go back to his or her seat.
- Repeat the game until the last picture. BOARD PRESENTATION .
......, .................. 2022
Unit 10: Break time activities Lesson 2 – Period 4 Words:
chat with my friends play table tennis
play volleyball play word puzzles play chess play basketball School: ____________________ Model sentence: Grade: ____________________ What do you do at break time?
I …………….. at break time. Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 10: Break time activities Lesson 3 – Period 5 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- correctly repeat the sounds of the letters f and v in isolation, in the words
football and volleyball, and in the sentences “I play football at break time.” and
“I play volleyball at break time.” with the correct pronunciation and intonation.
- identify the target words football and volleyball while listening.
- say the chant with the correct rhythm and pronunciation. Core
teamwork, work standards, problem-solving, integrity, communication competencies General Listening: listen and repeat Competencies
Critical Thinking: listen and circle
Oral Communication: let’s chant
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Sociability: talk to each other, say good words to others. Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 72 - Audio Tracks 104, 105, 106
- Teacher’s guide Pages 130, 131 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 10) - Computer, projector… III. PROCEDURE
Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap up Classroom Note Procedure
Teaching and learning activities management
Warm-up and review: 5 minutes Greet the class. Option 1: Game: Who’s faster?
- Teacher divides the class into 2 teams (Boys and Girls). Group work
- 1 pupil in each team comes to the board, looks at the
question and chooses a, b, c, or d.
- The first one to choose correct answers will get the points.
- The ones who can't get points will go back to their
seats and other pupils will take their turns.
Option 2: Chant and do activities (Unit 9). Individual
- Ask pupils to chant and do the actions in Unit 9 in work/ Group groups. work
- Give points to the groups and encourage them.
Option 3: T asks pupils to write 1 break time activity on
their board and when they hear the word of their activities Individual work
in the song, they will stand up and raise their board. KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sounds of the letters f and v in isolation, in the words
football and volleyball, and in the sentences “I play football at break time.”
and “I play volleyball at break time.” with the correct pronunciation and intonation. b. Input:
– The letter f, the word football and the sentence I play football at break time.
– The letter v, the word volleyball and the sentence I play volleyball at break time. c. Outcome:
Pupils can correctly repeat the sound of the letters f and v in isolation, in the
words football and volleyball, and in the sentences “I play football at break
time.” and “I play volleyball at break time.” with the correct pronunciation and intonation.
d. Procedure: Step 1: Draw pupils’ attention to the letter f, the word Whole class
football and the sentence “I play football at break time.”
Play the recording and encourage them to point at the
letter / word / sentence while they listen.
Step 2: Play the recording again and encourage pupils to Whole class/
listen and repeat. Do this several times until pupils feel Individual work
confident. Correct their pronunciation where necessary
and praise them if their pronunciation is good. Whole class/
Step 3: Repeat Steps 1 and 2 for the letter v. Individual work
Step 4: Let pupils work in pairs or groups to pronounce the Pair work/
sounds of the letters f and v, say the words “football and Group work
volleyball” , and read the sentences “I play football at
break time.” and “I play volleyball at break time.” Invite a
few pupils to listen to the recording and say the language
in front of the class. If they perform well, praise them. PRACTICE
Activity 2. Listen and circle. 9 minutes a. Goal:
To identify the target words ‘football’ and ‘volleyball’ while listening b. Input:
Two gapped exchanges with answer options. Audio script:
1. A: What do you do at break time? B: I play football.
2. A: What do you do at break time? B: I play volleyball. c. Outcome:
Pupils can identify the words football and volleyball while listening. Key: 1. c 2. c
d. Procedure: Step 1: Draw pupils’ attention to the exchanges and the Whole class/
answer options. Explain what pupils have to do. Check Individual work comprehension.
Step 2: Play the recording for pupils to listen to. Play the
recording again for pupils to listen and circle the correct Whole class/ options. Individual work
Step 3: Tell pupils to swap books with a partner, then
check the answers as a class. Write the correct answers on Pair work/
the board. Play the recording again so that pupils can Whole class check their answers again.
Extension: Invite one or two pupils to stand up, listen and Individual work repeat the exchanges. Game: Bang Bang Pair work/
- Teacher calls many pairs to come to the board, lets team work
them stand back to back. When they turn back to look
at the pictures the teacher shows them, they have to
say out loud the phrases corresponding to those pictures + Bang Bang.
- The first one to say correctly will get the points. PRACTICE
Activity 3. Let’s chant. 8 minutes a. Goal
To say the chant with the correct rhythm and pronunciation b. Input
The lyrics and recording of the chant c. Outcome
Pupils can say the chant with the correct rhythm and pronunciation. d. Procedure
Step 1: Draw pupils’ attention to the lyrics of the chant. Whole class/
Check comprehension of the lyrics and give feedback. Individual work
Step 2: Play the recording all the way through so that
pupils can listen to the whole chant. Encourage them to
listen carefully to the rhythm and pronunciation. Draw Individual work
their attention to the sounds of the letters f and v in the
words football and volleyball in the chant.
Step 3: Play the recording line by line for pupils to listen Individual
and repeat. Correct their pronunciation where necessary. work/ Whole
Step 4: Play the recording all the way through for pupils to class
say the chant. Encourage them to clap along while they chant.
Extension: Divide the class into two or more groups to Whole class
take turns listening to and repeating the chant, while the
rest of the class claps along. Group work
Fun corner and wrap-up: 5 minutes
Option 1: Game: Racing car Teamwork
- Teacher divides the class into 4 teams (4 cars).
- Teacher shows the pictures of break time activities
and asks pupils in each team to make sentences with
pictures using “I ……………at break time”.
- When pupils give correct sentences, the car will move 1 step.
- The first team to finish the race will be the winner. Option 2: Practice:
T shows 8 pictures on the board and asks pupils to make
sentences using the model structure. Whole class BOARD PRESENTATION
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Unit 10: Break time activities Lesson 3 – Period 5 Listen and repeat:
f football I play football at break time.
v volleyball I play volleyball at break time. Model sentence:
- What do you do at break time?
- I …………….. at break time. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 10: Break time activities Lesson 3 – Period 6 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to: -
read the exchange and tick the correct boxes in the table about Mary’s, Lucy’s,
Bill’s and Minh’s break time activities. -
use the target language in real context by completing a gapped text about their school break time activities. -
revise the target language by asking and answering questions about school break
time activities and talking about them to the class. Core
teamwork, reliability, motivation, adaptability, problem-solving, communication, competencies planning and organization General
Critical Thinking: read and tick competencies
Written Communication: let’s write
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Problem-solving and creativity: answer comprehension questions after reading the story Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 73
- Teacher’s guide Pages 131, 132, 133 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 10) - Computer, projector… III. PROCEDURE
Warm-up and review – Read and tick – Let’s write – Project – Fun corner and wrap- up Classroom Note Procedure
Teaching and learning activities management
Warm-up and review: 5 minutes Greet the class. Option 1: Whole class -
Spend a few minutes revising the previous lesson by
inviting two groups of three pupils to the front of the
class to take turns to say the chant and clap their hands at the same time. -
The rest of the class claps their hands with the rhythm of the chant. Option 2: Individual -
Get pupils to open their books on page 73 and look at work/ Whole
Unit 10. Tell them what they will learn in this lesson. class -
Give points to the groups and encourage them.
Option 3: Game: Picking flowers Group work
- Teacher divides the class into groups of 4-5.
- Teacher lets the pupils choose the question numbered 1-
8 (click to the flowers next to the numbers).
- When the members of groups can answer correctly, they
will get points by spinning the wheel.
- Click the three flowers at the top right corner to go back to the wheel. PRACTICE
Activity 1. Read and tick. 8 minutes a. Goal:
To read the exchange and tick the correct boxes in the table about Mary’s, Lucy’s,
Bill’s and Minh’s break time activities b. Input:
An exchange and a table about Mary’s, Lucy’s, Bill’s and Minh’s break time activities for pupils to tick c. Outcome:
Pupils can read the exchange and tick the correct boxes in the table.
d. Procedure: Step 1: Draw pupils’ attention to the question What do you do Whole class
at break time?, the four answers and read them as a class.
Step 2: Draw pupils’ attention to the table about Mary’s,
Lucy’s, Bill’s and Minh’s break time activities. Have them look Whole class/
at the column headed Mary and the tick in the row for chess. Individual work Check comprehension.
Step 3: Ask pupils to read Lucy’s, Bill’s and Minh’s answers, Individual work
then tick the correct boxes for them.
Step 4: Tell pupils to swap books with a partner, then check Pair work
answers as a class. Write the correct answers on the board.
Ask pupils to look at the board and check their answers again. PRODUCTION
Activity 2. Let’s write. 9 minutes a. Goal:
To use the target language in real context by completing a gapped text about
their school break time activities b. Input: A short gapped text c. Outcome:
Pupils can complete the text with their school break time activities.
d. Procedure: Step 1: Write the first gapped sentence on the board: I am in Whole class/
the school ______. Read the sentence as a class. When you Individual work
reach the gap, point at it and encourage pupils to say what is
missing (playground). Give pupils time to write the answer.
Step 2: Repeat Step 1 for the other sentences. Give pupils time Whole class/
to complete the text independently. Go around the classroom Individual work and offer help if necessary.
Step 3: If time allows, invite a few pupils to read the sentences
they have completed aloud in front of the class. The class
observes and praises their work. Individual work PRODUCTION
Activity 3. Project. 8 minutes a. Goal
To revise the target language by asking and answering questions about school
break time activities and talking about them to the class b. Input
A table showing columns of break time activities and the names of pupils c. Outcome
Pupils can find out their friends’ break time activities and talk about them to the
class using the language learnt. d. Procedure
Step 1: Draw the table on the board. Ask pupils to look at it as Whole class/
an example. Elicit the language needed to do the task: What Individual work
do you do at break time? – I _____. Write it on the board. Ask
pupils to repeat it several times.
Step 2: Choose a pupil and model the activity with him / her,
asking: What do you do at break time? The pupil answers, e.g. Individual work
I play football. Put a tick in the column football in the table.
Check pupils’ comprehension.
Step 3: Ask pupils to work in groups of six. Remind pupils to be Group work
friendly and supportive when they work together. Give them
time to do the task. Go around the classroom and offer help if necessary.
Step 4: Invite some pupils to report their work using the Individual
language learnt. Have pupils stick their notes on the walls of work/ Whole the classroom as a display. class
Step 5: If there is not enough time, ask pupils to do the project
as homework and check it by giving pupils time to share their Whole class work in the next lesson.
Fun corner and wrap-up: 5 minutes Option 1: Game: Who says fast? Group work Game:
- Teacher divides the class into 2 groups.
- Teacher lets the pupils in each group take turns to stand
up and say out loud their break time activities.
- Show the picture on the screen with 4 answers (there’s
only one correct answer). Who can say the correct answer Whole class
quickly will get points for his/her group. Option 2: Practice:
T shows 8 pictures and model structure on the board and asks
pupils to repeat -> Wrap up BOARD PRESENTATION
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Unit 10: Break time activities Lesson 3 – Period 6 1. Read and tick: 2. Let’s write:
It is break time. I am in the school playground. I play football. I like playing chess.