Unit 12: Jobs | 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 12: JOBS 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
(pictures) to ask and answer questions about the job of a family member.
- correctly say the words and use What’s his / her job? – He’s / She’s _____. to ask
and answer questions about someone’s job.
- enhance the correct use of What’s his / her job? – He’s / She’s _____. to ask and
answer questions about someone’s job in a freer context. Core
teamwork, integrity, communication, planning and organization competencies General
Listening: listen and recognize the jobs, then repeat competencies
Critical thinking: talk about jobs
Oral communication: speak about jobs, ask and answer the questions Attributes
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL - Pupil’s book Page 12 - Audio Tracks 12, 13
- Teacher’s guide Pages 150, 151, 152 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 12)
- Computer, projector…
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up Teacher’s activities Pupils’ Note Procedure activities
Warm-up and review: 5 minutes Greet the class. Whole class
Option 1: Sing the song in Unit 11, Lesson 1.
- 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: Memory game Group work
Review the previous lesson by having the class play the
Memory game, using the words: mother; father; sister; brother.
- Divide the class into 2 teams.
- Each pupil from each team goes to the front and touches 2
squares. If they match the right word with the correct
picture, they will get one point for their team.
- Encourage pupils to join in the game. - Give points to pupils. 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 the job of a family member b. Input:
- Context a: Minh: This is my mother. Lucy: What’s her job? Minh: She’s a doctor.
- Context b: Lucy: This is my father. Minh: What’s his job? Lucy: He’s a teacher. c. Outcome:
Pupils can understand and correctly repeat sentences in two communicative
contexts to ask and answer questions about the job of a family member. d. Procedure:
Step 1: Draw pupils’ attention to the pictures. Point at each Whole class
picture, ask questions to help them identify names of the speakers in the pictures.
Step 2: Play the recording for Picture a. Play the recording Whole class again for them to listen.
Step 3: Play the recording again, sentence by sentence, for Whole class/
pupils to listen and repeat individually and in chorus. Correct Individual
their pronunciation where necessary. Repeat the same work
procedure with Picture b.
Step 4: Invite a few pairs to the front of the classroom to
listen and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the question What's her Pair work
job? and What's his job? and the answers She's a doctor. and
He's a teacher. Tell pupils that they are questions and Individual
answers to ask about someone's job. work KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use What's his / her job? – He’s / She’s
______. to ask and answer questions about someone’s job b. Input:
- Picture cues: a. a doctor b. a driver c. a teacher d. a worker
- Speech bubbles: What’s his / her job? – He’s / She’s ______.
- Flash cards: doctor, driver, teacher, worker Audio script:
a. a doctor b. a driver c. a teacher d. a worker A: What’s her job? B: She’s a doctor. A: What’s his job? B: He’s a driver. c. Outcome:
Pupils can correctly say the words and use What’s his / her job? – He’s / She’s
______. to ask and answer questions about someone’s job. d. Procedure:
Step 1: Have pupils look at the pictures and elicit the jobs. Whole class/
Step 2: Have pupils point at Picture a (a doctor), listen to the Individual
recording and repeat the word. Repeat the same procedure work
with the other three pictures. Have the class repeat the
words a few times. Hold up the flash cards for doctor, driver,
teacher and worker and have pupils say the words.
Step 3: Point at the bubble and have pupils listen and repeat Whole class
after the recording (What’s her job?) Point at Picture a and
have pupils listen and repeat after the recording (She's a
doctor.). Repeat the same procedure with the other three pictures.
Step 4: Give pupils time to practise asking and answering the Pair work
question What's her / his job? Remind them that they can
use any of the four pictures to point, ask and answer the
question. Go around the classroom to offer support.
Step 5: Invite a few pairs to point at the pictures, ask and
answer the question in front of the class. Pair work
Game: Listen and choose Group work
Let the pupils listen to the recording, then choose the
correct picture. This game can be played in groups to make it more interesting. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of What's his / her job? – He’s / She’s ______. to
ask and answer questions about someone's job in a freer context. b. Input:
– Picture cues: a family of four people
– Speech bubbles: What’s his / her job? – He’s / She’s ______.
– Flash cards for doctor, driver, teacher and worker c. Outcome:
Pupils can enhance the correct use of What's his / her job? – He’s/ She’s
______. to ask and answer questions about someone's job. d. Procedure:
Step 1: Hold up the flash cards for doctor, driver, teacher and Whole class/
worker to elicit the question and answer about his or her Individual
job. Have pupils look at the picture. Point at the adults in the work
picture and elicit mother and father and the questions
What’s his job? and What’s her job?
Step 2: Give pupils time to practise in pairs. One pupil asks Pair work/
the question What's his / her job? and the other answers Whole class
He’s / She’s ______. Go around the classroom to offer support.
Step 3: Invite some pairs to the front of the class to perform their conversations. Pair work Game: Look and say
Ask 2 pupils to look at the pictures and practice speaking the Individual
structure of the lesson. One pupil asks then the other work/group
answers the question. (This can be more interesting when work
the teacher lets pupils play rock, scissors, or paper to decide who will ask.)
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: Matching game Group work
T uses pictures and flashcards. Ask them to find and match.
Praise the ones who finish matching. Then ask the class to look and say aloud. Whole class
Option 3: Preparation for the project:
Tell pupils about the project on page 17. Ask them to
prepare a mind map to introduce the jobs of their family
members. They need to prepare the sentences that they are
presenting. In Lesson 2, Period 4, T reminds pupils of what
they need to prepare for the project. BOARD PRESENTATION
......., .................. 2022 Unit 12: Jobs Lesson 1 – Period 1 1. Words: a doctor a driver a teacher a worker 2. Model sentence: What’s his/her job? He’s/ She’s ___________. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 12: JOBS 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 to ask and answer
questions about the jobs of family members and tick the correct pictures.
- Complete the two gapped sentences and two gapped dialogues with the help of the picture cues.
- Sing the song My mother and my father with the correct melody and pronunciation. Core
work standards, reliability, motivation, teamwork competencies General
Listening: listen and recognize the jobs competencies
Reading skill: Look, complete and read
Self-control & independent learning: sing a song Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Pupil’s book Page 13 - Audio Tracks 14, 15
- Teacher’s guide Pages 152, 153 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 12)
- 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: Game: Throw the ball. Whole class
Step 1: Divide the class into 2 teams.
Step 2: Stick the pictures of the activities on the board.
Teacher says a word, a pupil from each team has to
point/throw the ball to the right picture and says the word three times.
Step 3: Encourage pupils to take part in the game.
Step 4: Give points to pupils.
Option 2: Game: Spelling bee Group work
Review the previous lesson by having the class play the game
Spelling bee, using the words: doctor, teacher, driver, worker.
Step 1: Divide the class into 4 teams.
Step 2: Pupils from each team take turns to go to the front,
then choose one letter to form the correct words.
Step 3: Encourage pupils to join in the game.
Step 4: Give points to pupils. PRACTICE
Activity 1. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts to ask and answer
questions about the jobs of family members and tick the correct pictures b. Input:
– Picture cues: 1a. a teacher 1b. a worker 2a. a doctor 2b. a driver Audio script:
1. A: This is my father. B: What's his job? A: He's a teacher.
2. A: This is my mother. B: What's her job? A: She's a driver. c. Outcome:
Pupils can listen to and understand two communicative contexts to ask and
answer questions about the jobs of family members and tick the correct pictures. Key: 1. a 2. b
d. Procedure: Step 1: Have pupils look at Pictures 1a and 1b. Elicit the word Whole class
for the job in each picture. Play the recording of the first
exchange. Play the recording again for pupils to do the task.
Play the recording a third time to give pupils another listening
opportunity. Repeat Step 1 with Pictures 2a and 2b.
Step 2: Get pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the board. Pair work
Extension: If the time allows, play the recording, sentence by
sentence, for the class to listen and repeat individually and in Individual
chorus. Correct their pronunciation if necessary. work
Game: Listen and choose A or B
There are 2 pictures A, B. Pupils listen to the recording and Whole class
choose the correct one. This can be played in groups to make /Group work it more interesting. PRACTICE
Activity 2. Look, complete and read. 9 minutes a. Goal:
To complete the two gapped sentences and two gapped dialogues with the help of the picture cues b. Input: – Four picture cues
– Four gapped sentences and two gapped dialogues c. Outcome:
Pupils can complete the two gapped sentences and two gapped dialogues
with the help of picture cues.
Key: 1. a doctor 2. a teacher 3. a worker 4. a driver
d. Procedure: Step 1: Have pupils look at the pictures and identify the jobs Whole class/ in the pictures. Individual
Step 2: Have pupils look at the four incomplete sentences and work
dialogues. Draw their attention to the missing words in the Whole class/ sentences. Individual
Step 3: Model Picture 1. Have pupils look at the sentence. Ask work
them what is missing in the sentence (a doctor). Then have Whole class
them look at the picture and identify the job. Have them
complete the gap. (She's a doctor). Repeat the same
procedure with Pictures 2, 3 and 4.
Step 4: Have pupils complete the sentences and dialogues
individually. Get pupils to swap books with a partner, then Pair work/
check the answers as a class. Ask a few pairs to read the Individual
sentences and dialogues aloud. work Game: Role play
Step 1: Divide the class into 2 teams.
Step 2: Invite each pupil from each team to go to the board Group work
and practise “What’s her/ his job? – She’s/ He’s ________.”
Step 3: Encourage pupils to practise speaking.
Step 4: Give points to pupils. PRACTICE
Activity 3. Let’s sing. 8 minutes a. Goal:
To sing the song My mother and my father with the correct melody and pronunciation b. Input:
The lyrics and the recording of the song My mother and my father c. Outcome:
Pupils can sing the song My mother and my father with the correct melody and pronunciation.
d. Procedure: Step 1: Have pupils look at the pictures illustrating the song Whole class/
lyrics and say what they can see in the pictures. Elicit the Individual
words worker and driver. work
Step 2: Play the recording and ask pupils to clap their hands
when they hear the words mother and father. Play the Whole class
recording again for the class to listen and clap their hands. Play
the recording again and ask pupils to do the TPR actions for
worker and driver when they hear the words worker and
driver. Play the recording again for the class to listen and clap their hands.
Step 3: Play the recording line by line for pupils to listen and Individual
repeat. Correct their pronunciation where necessary. work
Step 4: Play the recording a few times for them to practise Whole class/
singing, clapping and doing the actions while singing. Individual work
Extension: Put pupils into groups and have them create their
own actions for the song. Invite groups to the front of the class Group work
to perform while the rest of the class sing and/ or clap along.
Encourage the class to praise or cheer for the performers. Game: Sing and dance
Step 1: Divide the class into 4 teams. Team work
Step 2: Play the music for pupils to sing and do the actions.
When the music stops, pupils stop their actions. Anyone who
can not stop in time will be eliminated.
Step 3: Encourage pupils to sing and dance.
Step 4: Give points to pupils.
Fun corner and wrap-up: 5 minutes Option 1:
Use sachmem.vn, have pupils look at the words in the picture Whole class
and repeat after the recording.
Option 2: Game: Sentence Puzzle Group work
Step 1: Divide the class into groups of four.
Step 2: Give each group a sentence that is cut into pieces. Ask
them to arrange the words to make a complete sentence, then read it aloud.
Step 3: The faster group will be the winner.
Step 4: Encourage pupils to join in the game.
Step 5: Give points to pupils. BOARD PRESENTATION
......., .................. 2022 Unit 12: Jobs Lesson 1 – Period 2 1. Listen and tick: 1.a 2.b
2. Look, complete and read: 1. a doctor 2. a teacher 3. a worker 4. a driver School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 12: JOBS 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 someone’s job.
- Correctly say the words and use Is he / she ____? and Yes, he / she is. / No, he / she
isn’t. to ask and answer questions about someone’s job.
- Enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer
questions about someone’s job in a freer context. Core
motivation, teamwork, work standards, reliability competencies General
Listening: listen and recognize the jobs, then repeat competencies
Critical thinking: ask and answer about jobs
Self-control & independent learning: perform listening tasks Attributes
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Pupil’s book Page 14 - Audio Tracks 16, 17
- Teacher’s guide Pages 154, 155 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 12)
- Computer, projector…
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the My mother and my father song. 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: Simon says
Review the previous lesson by having the class play the game Whole class
Simon says, using the words: doctor, teacher, driver, worker.
Teacher says “Simon says…” for the pupils to do the actions.
When the teacher doesn’t start the sentence with “Simon
says”, pupils do nothing. Who can make it until the end is the winner. - Simon says: Be a teacher. - Be a cook. - Simon says: Be a cook. - Simon says: Be a nurse. - Simon says: Be a farmer. - Be a singer. - Simon says: Be a singer. 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 someone’s job b. Input:
Context a: Bill: Is she a worker? Linh: Yes, she is.
Context b: Bill: Is he a doctor? Linh: No, he isn’t. He’s a nurse. c. Outcome:
Pupils can understand and correctly repeat the sentences in two
communicative contexts to ask and answer questions about someone’s job. d. Procedure:
Step 1: Have pupils look at Pictures a and b and elicit the Whole class
names of the speakers and the people in the pictures.
Step 2: Have pupils look at Picture a. Play the recording again Whole class for them to listen.
Step 3: Play the recording again, sentence by sentence, for Whole class/
pupils to listen and repeat individually and in chorus. Correct
their pronunciation where necessary. Repeat the same Individual
procedure with Picture b. work
Step 4: Invite a few pairs to the front of the classroom to listen
and repeat the sentences in the recording. Pair work
Step 5: Draw pupils’ attention to the questions Is she a
worker? and Is he a doctor? and the answers Yes, she is. and Individual
No, he isn’t. Tell pupils that they are questions and answers to work ask about someone’s job. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use Is he / she ____? and Yes, he / she is. / No,
he / she isn’t. He’s / She’s _____. to ask and answer questions about someone’s job b. Input:
– Picture cues: a. a farmer b. a nurse c. a singer d. a cook - Speech bubbles:
Is he / she _____? – Yes, he / she is. / No, he / she isn’t. He’s / She’s _____.
– Flash cards for cook, farmer, singer and nurse Audio script:
a. a cook / yes b. a farmer / yes
c. a cook / no / a singer d. a farmer / no / a nurse
A: Is he a cook? A: Is she a cook?
B: Yes, he is. B: No, she isn’t. She’s a singer. c. Outcome:
Pupils can correctly say the words and use Is he / she _____? – Yes, he / she
is. / No, he / she isn’t. He’s / She’s _____. to ask and answer questions about someone’s job. d. Procedure:
Step 1: Have pupils look at the pictures and elicit the jobs. Whole class
Step 2: Have pupils point at Picture a (a cook), listen to the
recording and repeat the word. Repeat the same procedure Whole class/
with the other three pictures. Have the class repeat the words Individual
a few times. Use the flashcards for cook, farmer, singer and work
nurse to elicit the words.
Step 3: Point at Picture a and ask the question Is he a cook? Whole class
Elicit the answer Yes, he is. Continue with Picture c to elicit the
answer No, she isn't. Have pupils listen and repeat after the recording.
Step 4: Hold up a flash card and ask a question. Complete the Whole class
question with different words for jobs to elicit Yes, she/he is.
or No, she/he isn’t. Then have the class repeat the answer.
Step 5: Have pairs use the pictures in their books to ask and
answer questions. Go around the classroom to offer support. Pair work
Step 6: Invite a few pairs to point at the pictures and make a dialogue.
Game: Listen and choose. Pair work -
Pupils listen to the recording, look at the picture, then
choose the answer (Yes or No). Group work
- This game can be played in groups.
- Each group has a board to write the answers.
- Groups that have the correct answers will get points.
- Encourage pupils to say the sentences aloud after checking the answers. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and
answer questions about someone’s job in a freer context b. Input:
– Four pictures showing four jobs.
– Speech bubbles: Is he / she ______? – Yes, / No, ______.
– Flash cards for farmer, nurse, singer and cook c. Outcome:
Pupils can enhance the correct use of Is he / she ____? – Yes, / No, ____. to
ask and answer questions about someone’s job in a freer context. d. Procedure:
Step 1: Hold up the flash cards to elicit the jobs. Have pupils Whole class/
look at the pictures. Point at the pictures and elicit the jobs. Individual
Point at a certain person in the picture and elicit the missing work words in the gapped bubbles.
Step 2: Give pupils time to take turns practising the questions Pair work/
and answers in pairs. Go around the classroom to offer Whole class support.
Step 3: Invite some pairs to the front of the class to interact Pair work
with each other, pointing at the people in the pictures.
Game: Let’s go fishing Group work
Step 1: Divide the class into 4 teams.
Step 2: Invite 2 pupils from each team to go to the board,
choose one question and practise speaking “Is he/ she
________? – Yes, he/she is – No, he/ she isn’t.”.
Step 3: Encourage pupils to practise speaking English.
Step 4: Give points to pupils.
Fun corner and wrap-up: 5 minutes Option 1:
Use sachmem.vn, have pupils look at the words in the Whole class
pictures of the lesson and repeat after the recordings. Option 2: Game: Bingo Individual
Step 1: Divide the class into 4 teams. work
Step 2: Give each pupil one piece of paper. Draw a Bingo grid
3x3 on the board. Ask pupils to tell you the words they have
learnt in the lesson. List them on the board. Each pupil
chooses nine words from the list to copy into their grid. While
they are doing this, copy each word onto a piece of paper, put
the pieces of paper into a bag and mix them up. Nominate
pupils one by one to pick out a piece of paper and read the
word out loud. Pupils having that word in their grids can cross
it out. Continue the game until there is a pupil who has all the
words in their grid crossed out and calls out Bingo! That pupil is the winner.
Step 3: Encourage pupils to join in the game.
Step 4: Give candies/stickers for those who get Bingo. BOARD PRESENTATION
......., .................. 2022 Unit 12: Jobs Lesson 2 – Period 3 1. Words: a cook a nurse a farmer a singer 2. Model sentences: - Is he/she _____? - Yes, he/she is. No, he/she isn’t. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 12: JOBS 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 to ask and answer
questions about someone's job and number the correct pictures.
- correctly the four gapped dialogues with the help of the picture cues.
- revise the target vocabulary and sentence patterns by playing the game Clap for ‘yes’. Core
reliability, teamwork, motivation competencies General Listening: listen and number competencies
Critical thinking: play the game “Clap for yes”
Oral communication: ask and answer the questions about jobs
Self-control & independent learning in doing tasks Attributes:
Diligence: complete learning tasks
Responsibility: appreciate kindness to others in class
II. RESOURCES AND MATERIAL: - Pupil’s book Page 15 - Audio Tracks 18
- Teacher’s guide Pages 156, 157 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 12)
- Computer, projector…
III. PROCEDURE Warm-up and review – Listen and number – Look, complete and read – Let’s
play – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song My mother and my father. 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: What do they do?
Review the previous lesson by having the class play the game, Group work
using the words: farmer, nurse, singer, cook, doctor, worker, teacher and driver.
Step 1: Divide the class into 4 teams.
Step 2: One pupil from each team will go to the front, look at
the picture then answer the question. The fastest pupil will
get points. After that, each of them has to say the job word aloud 3 times.
Step 3: Encourage pupils to join in the game.
Step 4: Give points to pupils.
Option 3: Game: Throw the ball.
Step 1: Divide the class into 2 teams. Group work
Step 2: Stick the pictures of jobs on the board. Teacher says
a word, a pupil from each team has to point/throw the ball
to the right picture and say the word three times.
Step 3: Encourage pupils to take part in the game.
Step 4: Give points to pupils. PRACTICE
Activity 1. Listen and number. 8 minutes a. Goal:
To listen to and understand four communicative contexts to ask and answer
questions about someone's job and number the correct pictures b. Input:
– Picture cues: a. a nurse b. a cook c. a singer d. a farmer Audio script:
1. A: Is she a farmer? B: Yes, she is.
2. A: Is your mother a cook? B: Yes, she is.
3. A: Is your mother a doctor?
B: No, she isn’t. She’s a nurse.
4. A: Is she a teacher?
B: No, she isn't. She's a singer. c. Outcome:
Pupils can listen to and understand four communicative contexts to ask and
answer questions about someone's job and number the correct pictures.
Key: 1. d 2. b 3. a 4. c
d. Procedure: Step 1: Have pupils look at the pictures. Point at each picture Whole class
to elicit the job. Play the recording twice so that pupils can do
the task. Play the recording the third time to give pupils
another listening opportunity.
Step 2: Check answers together as a class. Play the recording
again for pupils to correct their answers. Whole class
Extension: If time allows, play the recording sentence by
sentence for the class to listen and repeat in chorus. Correct Whole class
their pronunciation if necessary. PRACTICE
Activity 2. Look, complete and read. 9 minutes a. Goal:
To complete the four gapped dialogues with the help of picture cues b. Input: – Four picture cues – Four gapped dialogues c. Outcome:
Pupils can complete the four gapped dialogues with the help of picture cues.
Key: 1. she is 2. he isn't; singer 3. Yes, she is 4. No; farmer
d. Procedure: Step 1: Have pupils look at the pictures and identify the jobs Whole class in the pictures.
Step 2: Have pupils look at the four incomplete dialogues. Whole class
Draw their attention to the missing words in the answers. / Individual
Step 3: Model with Picture 1. Have pupils look at the work
dialogue. Ask the question, have them look at the picture and
answer the question. Have pupils complete the answer (she
is). Repeat the same procedure with Pictures 2, 3 and 4. Whole class
Step 4: Have pupils complete the dialogues individually. Get
pupils to swap books with a partner, then check the answers Pair work /
as a class. Ask a few pairs to read the dialogues aloud. Individual work Game: Role play
Step 1: Divide the class into 2 teams.
Step 2: Invite each pupil from each team to go to the board Team work
and practise “Is she/ he a _____? – Yes, she/ he is. No, she/ he is.”
Step 3: Encourage pupils to practise speaking.
Step 4: Give points to pupils. PRODUCTION
Activity 3. Let’s play. 8 minutes a. Goal:
To revise the target vocabulary and sentence patterns by playing the game Clap for ‘yes’ b. Input:
– A picture showing pupils how to play the game
– Flash cards of the unit vocabulary c. Outcome:
Pupils can revise the target vocabulary and sentence patterns by playing the
game Clap for ‘yes’.
d. Procedure: Step 1: Hold up a flash card for driver and ask pupils Is he a Whole class
driver? and elicit the answer Yes, he is. Ask pupils to clap their / Individual
hands and repeat the answer. Ask pupils to clap their hands work
and say Yes, he / she is. if the answer is Yes. Keep holding a
flash card for driver and ask another question to elicit No, he
isn’t. Ask pupils to stamp their feet and repeat the answer.
Ask pupils to stamp their feet and say No, he / she isn’t. if the answer is No.
Step 2: Repeat the procedure with the other flash cards. Group work
Extension: Invite a few pupils to the front of the class and ask Individual questions. work
Fun corner and wrap-up: 5 minutes Option 1:
Use sachmem.vn, have pupils look at the words in the Whole class
pictures of the lesson and repeat after the recordings.
Option 2: Game: Guessing Individual
Step 1: Ask pupils to sit in a circle. work
Step 2: A pupil shows a flashcard for the whole class, then
pupils will ask and answer “Is he/she ______? - Yes, he/ she is. No, he/she isn’t.”
Step 3: Students who answer correctly will stand up and hold
another flash card. Encourage pupils to practise speaking English. BOARD PRESENTATION
......., .................. 2022 Unit 12: Jobs Lesson 2 – Period 4 1. Listen and number: 1. d 2. b 3. a 4. c
2. Look, complete and read: 1. she is 2. he isn’t; singer 3. Yes, she is 4. No; farmer School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 12: JOBS Lesson 3 – Period 5 I. OBJECTIVES: Language
By the end of the lesson, pupils will be able to:
- correctly pronounce the sounds of the letters er and or in isolation, in the words
mother and doctor and in the sentences My mother is a teacher. and My father is a doctor.
- identify the words mother and doctor while listening.
- say the chant with the correct rhythm and pronunciation. Core
reliability, teamwork, motivation competencies General Listening: listen and repeat competencies
Critical thinking: listen and circle
Self-control & independent learning: perform speaking in a chant Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
II. RESOURCES AND MATERIAL: - Pupil’s book Page 16 - Audio Tracks 19, 20, 21
- Teacher’s guide Pages 157, 158, 159 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 12)
- Computer, projector…
III. PROCEDURE Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song My mother and my father. 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: Picking coconuts
Review the previous lesson by having the class play the game, Group work
using the words: teacher, nurse, driver, cook, doctor, driver, / Individual
farmer and singer. work
Step 1: Divide the class into 4 teams.
Step 2: Invite one pupil from each team to the front, listen to
the recording and choose the right answer.
Step 3: Encourage pupils to join in the game.
Step 4: Give points to pupils. KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sounds of the letters er and or in isolation, in the
words mother and doctor, and in the sentences My mother is a teacher. and
My father is a doctor. with the correct pronunciation and intonation b. Input:
– The letters er, the word mother and the sentence My mother is a teacher.
– The letters or, the word doctor and the sentence My father is a doctor. c. Outcome:
Pupils can correctly repeat the sounds of the letters er and or in isolation, in
the words mother and teacher and in the sentences My mother is a teacher.
and My father is a doctor. with the correct pronunciation and intonation. d. Procedure:
Step 1: Draw pupils’ attention to the letters er, the word Whole class
mother and the sentence My mother is a teacher. Play the
recording and encourage them to point at the letter/ word/
sentence during their listening.
Step 2: Play the recording again and encourage pupils to
listen and repeat. Do this several times until pupils feel Whole class
confident. Correct their pronunciation where necessary, and
praise them if their pronunciation is good.
Step 3: Repeat Steps 1 and 2 for the letter or. Whole class
Game: Listen and choose.
Divide the class into 2 groups. Let the pupils listen to the Group work
recording, then choose the correct word. PRACTICE
Activity 2. Listen and circle. 9 minutes a. Goal:
To identify the words mother and doctor while listening b. Input: Two pairs of sentences Audio script:
1. My mother is a teacher.
2. Is your father a doctor? c. Outcome:
Pupils can identify the words mother and doctor while listening. Key: 1. b 2. b d. Procedure:
Step 1: Draw pupils’ attention to the sentences and tell pupils Whole class
what to do in the task. Play the recording twice for pupils to circle the correct options.
Step 2: Tell pupils to swap books with a partner, then check Pair work/
the answers as a class. Write the correct answers on the Whole class
board. Play the recording so that pupils can check their answers again.
Extension: Invite one or two pupils to stand up, listen and Individual repeat the sentences. work Game: Chinese whisper Group work
Step 1: Divide the class into four teams.
Step 2: Invite 5 pupils from each team to line up. The first
pupil gets a card/ listens to the teacher’s whisper. Pupils
whisper sentences to the next friends in their lines. The last
pupils say the sentences aloud.
Step 3: Encourage pupils to join in the game.
Step 4: Give points to the teams. 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 the 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 their comprehension. / Individual
Step 2: Play the recording all the way through. Encourage work
pupils to listen carefully to the rhythm and pronunciation. Whole class
Draw pupils’ attention to the sounds of the letters er and or,
the words mother and doctors, and the sentences That’s my
mother. and My mother is a doctor. in the chant.
Step 3: Play the recording line by line for pupils to listen to Whole class
and repeat. Correct their pronunciation if necessary. Whole class
Step 4: Play the recording all the way through for pupils to
say the chant. Encourage them to clap along while saying the Group work chant.
Extension: Divide the class into two or more groups to take
turns listening and repeating the chant, while the rest of the class claps along. Game time: Group work
Step 1: Divide the class into 4 teams.
Step 2: Invite one pupil from each team to stand up and say
one sentence aloud, the next one continues. Then take turns
reading the chant. Who can make it correctly will get points for the team.
Step 3: Encourage pupils to join in the game.
Step 4: Give points to pupils.
Fun corner and wrap-up: 5 minutes Game: Guessing
Step 1: Divide the class into 4 teams. Group work
Step 2: Look at the cards (1-8), there are pictures behind
them. Let pupils guess the jobs in the pictures. (Spin the lucky wheel to get points.)
Step 3: Encourage pupils to take part in the game and practise speaking English.
Step 4: Give points to pupils. BOARD PRESENTATION
......., .................. 2022 Unit 12: Jobs Lesson 3 – Period 5 Listen and repeat:
er mother My mother is a teacher or doc
tor My father is a doctor Listen and circle: 1. b 2. b School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 12: Jobs Lesson 3 – Period 6 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- read and complete a table about the jobs of the family members.
- read and complete a paragraph about the pupils’ parents’ jobs.
- make a mind map about family members and present it to the class. Core
teamwork, reliability, motivation competencies General
Critical thinking: talk about jobs competencies
Oral communication: speak about jobs
Written communication: practise writing about jobs (Let’s write) Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL - Pupil’s book Page 17
- Teacher’s guide Pages 159, 160 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 12)
- Computer, projector… III. PROCEDURE
Warm-up and review – Read and complete – Let’s write – Project – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class. Whole class
Option 1: Say the chant on page 16. / Team
- Ask pupils to chant in groups / teams (boys and girls). work
- Invite some of them to come to the board to role play, the rest of the pupils will sing.
Option 2: Game: Doraemon English Group work
Review the previous lesson by having the class play the game,
using the words: farmer, teacher, singer, driver, cook, doctor, worker and nurse.
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil to choose 1 number and guess the job,
then ask and answer about the job.
Step 3: Encourage pupils to join in the game.
Step 4: Give points to pupils. PRACTICE
Activity 1. Read and complete. 8 minutes a. Goal:
To read and complete a table about the jobs of the family members b. Input:
Two paragraphs and a table with four blanks c. Outcome:
Pupils can read and complete a table about the jobs of the family members.
Key: 1. cook 2. pupil 3. nurse 4. driver d. Procedure:
Step 1: Tell pupils about the context of the paragraphs. Minh Whole class
and Mary introduce their families.
Tell pupils about the task. Point at the table and elicit the type
of information they need to find in the texts.
Step 2: Read the sentences in Paragraph 1 and tell pupils to Whole class
fill in the first and second blanks. Let pupils complete the
table. Follow the same procedure with Paragraph 2.
Step 3: Get pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the board. Pair work/ Whole class PRODUCTION
Activity 2. Let’s write. 9 minutes a. Goal:
To read and complete a paragraph about the pupils’ parents’ jobs b. Input: A short gapped text c. Outcome:
Pupils can read and complete a paragraph about the pupils’ parents’ jobs. d. Procedure:
Step 1: Draw the pupils’ attention to the first gap and elicit the Whole class
answer. Have pupils write their answers down. Whole class
Step 2: Continue with other gaps. Give pupils time to write the / Individual answers down. work
Step 3: Have some pupils read their paragraphs aloud. Whole class
Game: Presentation time!
Step 1: Divide the class into four teams. Individual
Step 2: Invite each pupil from each team to go to the board work/
then talk about their parents’ jobs. Group work
Step 3: Encourage pupils to take part in the game.
Step 4: Give points to pupils. PRODUCTION
Activity 3. Project. 8 minutes a. Goal:
To make a mind map about family members and present it to the class. b. Input:
- A sample mind map of family members
- Materials to carry out the project, such as coloured paper, pencils and crayons c. Outcome:
Pupils can introduce the jobs of their family members using their own mind maps. d. Procedure:
Step 1: Point at the sample mind map and explain that a pupil Whole class
is going to introduce the jobs of their parents to their friends. / Individual
Step 2: Have pupils show the mind map that they have work
prepared for the project. Revise some structures and Whole class
vocabulary that pupils need for their presentations. Give / Individual
pupils time to practise their presentations by themselves. Go work
around the classroom to monitor and offer support.
Step 3: Give pupils time to practise presenting their mind maps within their groups. Group work
Step 4: Select a few pupils to present their mind maps to the
class if there is enough time. Individual
Extension: Create a class display of the projects and organise work
a vote to find the most beautiful ones. Whole class
Fun corner and wrap-up: 5 minutes Game: Guessing game
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil from each team to come to the board Group work and do action about a job.
Step 3: Pupils from other teams will guess what the job is.
Step 4: Give points to the teams. BOARD PRESENTATION
......., .................. 2022 Unit 12: Jobs Lesson 3 – Period 6 1. Words: a doctor a teacher a farmer a pupil 2. Model sentence:
This is a photo of my family. My mother is __________. My father is__________. I am ____________.