Unit 16: My pets | 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 16: MY PETS Lesson 1 – Period 1 I. OBJECTIVES Language focus:
By the end of the lesson, pupils will be able to:
- use the words birds, cats, parrots, rabbits in relation to the topic "Pets".
- use some and many to identify the quantity of pets;
- use Do you have any _____? – Yes, I do. / No, I don’t. to ask and answer questions about pets;
- to and demonstrate understanding of simple communicative contexts
in relation to the topic "Pets". Core
teamwork, reliability, motivation, communication and initiative competencies: General
Listening: listen and recognize the names of the pets, then repeat. Competences:
Critical Thinking: talk about pets (names of the pets).
Oral Communication: speak about names, ask and answer the questions.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups. Attributes:
Diligence: complete learning tasks.
Leadership: collaborate with teachers to enhance language skills.
II. RESOURCES AND MATERIAL: - Student’s book Page 40 - Audio Tracks 54, 55
- - Teacher’s guide Pages 199 - 201 - - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 16) - - 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
Pupil’s activities Note
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song Would you like some ....? Whole class in Unit 15.
- Ask pupils to sing the song.
- Invite some of them come to the board to role
play, the rest of the pupils will sing.
Option 2: Sing the song I have a pet from Youtube Group work (link is in the ppt).
Option 3: Game: Who is faster? Individual work/
Review the previous lesson by having the class Group work
play the game Who is faster?, using the words in Unit 15. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on pets. b. Input:
- Context a: Minh: I have a dog. Do you have any dogs? Lucy: Yes, I do.
- Context b: Bill: I have two cats. Do you have any cats?
Mai: No, I don’t. I have one dog.
c. Outcome: Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on pets. d.
Step 1: Have pupils look at Pictures a and b and Whole class Procedure:
identify the characters in the pictures. Draw
their attention to the questions Do you have any
cats / dogs? and the answers Yes, I do. / No,
I don’t. Check comprehension.
Step 2: Ask pupils to look at Picture a. Play the Whole class
recording 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 Whole class/
listen and repeat in chorus sentence by sentence. Individual work
Step 4: Invite a few pairs to the front of the Whole class/
classroom to listen and repeat the sentences in Pair work the recording. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words birds, parrots, rabbits, cats and use
Do you have any ____? – Yes, I do./ No, I don’t. to ask and answer questions about having pets. b. Input: – Picture cues:
a. three birds b. two parrots c. three rabbits d. four cats
– Speech bubbles: Do you have any _____?
Yes, I do. / No, I don’t. Audio script: a. birds / yes b. parrots / no c. rabbits / yes d. cats / no
A: Do you have any birds? B: Yes, I do.
A: Do you have any parrots? B: No, I don’t.
c. Outcome: Pupils can correctly say the words and use Do you have any
______? – Yes, I do. / No, I don’t. to ask and answer questions about having pets. d.
Step 1: Have pupils look at the pictures and elicit Whole class/ Procedure: the names of the pets. Individual work
Step 2: Have pupils point at Picture a (birds), Whole class/
listen to the recording and repeat the word. Individual
Follow the same procedure with the other three work
pictures. Have pupils repeat the word under each picture a few times.
Step 3: Point at the Picture a and ask the question Whole class/
(Do you have any birds?). Elicit the answer Individual
(Yes, I do). Point at Picture b and ask the question work
(Do you have any parrots?). Elicit the answer
(No, I don’t.). Follow the same procedure with the last two pictures.
Step 4: Have pairs practise asking and answering Pair work
the question Do you have any _______? - Yes, I
do. / No, I don’t.
Step 5: Invite a few pairs to point at the pictures Pair work
and say the questions and answers in front of the class. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of Do you have any _____? – Yes, I do.
/ No, I don’t. to ask and answer questions about having pets in a freer context. b. Input:
- Picture cue: one parrot, one rabbit, two cats and three birds are in the garden.
- Speech bubbles: Do you have any _____? − Yes, / No, .
c. Outcome: Pupils can enhance the correct use of Do you have any ____?
− Yes, / No, _____. to ask and answer questions about pets in a freer context. d.
Step 1: Draw pupils’ attention to the picture. Tell Whole class/ Procedure:
them about the activity. Ask questions to help Individual
them understand the context (see Input). work
Step 2: Put pupils into groups of four. Tell them Group work
to ask and answer questions using Do you have any
? – Yes, / No, ______. Go around the classroom to offer support.
Step 3: Invite some pupils to the front of the class Individual
to ask and answer questions about their pets. work
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words Whole class
in the picture of Activities 1, 2 and repeat after the recordings. Option 2: Group work Game: Spin the wheels
Option 3: Preparation for the project: Group work
Tell pupils about the project in page 45. Ask them
to prepare the photos of their pets to share with
the class and introduce about their pets. They
need to prepare the captions for the photos.
In Lesson 2, Period 4, remind pupils again of what
they need to prepare for the project. BOARD PRESENTATION
......., .................. 2022 Unit 16: MY PETS Lesson 1 – Period 1 1. Vocabulary:
bird – birds parrot – parrots
rabbit – rabbits cat – cats 2. Model sentence: - Do you have any birds?
- Yes, I do./ No, I don’t. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 16: MY PETS Lesson 1 – Period 2 I. OBJECTIVES Language focus:
By the end of the lesson, pupils will be able to:
- use the words birds, cats, parrots, rabbits in relation to the topic "Pets".
- use some and many to identify the quantity of pets; - use Do you have any
? – Yes, I do. / No, I don’t. to ask and answer questions about pets;
- listen to and demonstrate understanding of simple communicative
contexts in relation to the topic "Pets". Core
decision making, teamwork, work standards, reliability, motivation, competencies:
communication, planning and organization General
Listening: listen and recognize the names of the pets, then repeat. Competences:
Critical Thinking: talk about names of the pets.
Oral Communication: speak about names, ask and answer the questions.
Self-control & independent learning: perform listening tasks.
Written Communication: practice writing about pets.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups. Attributes:
- Diligence: complete learning tasks.
- Leadership: collaborate with teachers to enhance language skills.
II. RESOURCES AND MATERIAL: - Pupil’s book Page 41 - Audio Tracks 56, 57
- Teacher’s guide Pages 201, 202 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 16)
- Computer, projector, … III. PROCEDURE
Warm-up and review – Listen and tick – Look, complete and read –
Let’s sing – Fun corner and wrap-up. Procedure Teacher’s activities
Pupil’s activities Note
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 15, Lesson 1. Whole class
- Ask pupils to sing the song.
- Invite some of them come to the board to role
play, the rest of the pupils will sing.
Option 2: Game: Look and guess Group work
Pupils take turn choose a number to open until they Individual work/
can say what the hidden picture is. The one who has
the correct answer gets 10 points for their team.
Option 3: Game: Pass the ball Group work
- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, pupils in each team take turn to
pass the ball. After the music ends, 3 pupils who
have the ball – stand up and say the name of pets, using the sentence model. PRACTICE
Activity 4. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts in which
pupils ask and answer questions about pets and tick the correct pictures. b. Input: Picture cues:
1a. three dogs 1b. two cats
2a. three rabbits 2b. four parrots Audio script:
1. A: Do you have any cats? B: Yes, I do.
2. A: Do you have any rabbits? B: Yes, I do.
c. Outcome: Pupils can listen to and understand two communicative contexts in
which pupils ask and answer questions about having pets and tick the correct pictures. d.
Step 1: Draw pupils’ attention to Pictures 1a and 1b. Whole class Procedure:
Tell them about the activity. Elicit the word for each
pet while pointing at the corresponding picture, and
play the recording of the first exchange. Play the
recording again for pupils to do the task. Play the
recording a third time for pupils to check their answers.
Step 2: Repeat Step 1 for the second exchange. Whole class
Step 3: Tell pupils to swap books with a partner, Whole class/
then check answers as a class. Write the correct Individual work
answers on the board for pupils to correct their answers.
Step 4: Play the recording again for pupils to Whole class
double-check their answers.
Extension: If time allows, play the recording, Whole class/
sentence by sentence, for the class to Individual work
listen and repeat in chorus. Correct their
pronunciation where necessary. PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To read and complete four target gapped dialogues with the help of the picture cues. b. Input:
Four picture cues and four target gapped dialogues.
c. Outcome: Pupils can complete four target gapped dialogues with the help of picture cues.
Key: 1. cats 2. dogs 3. have; parrots 4. don’t; rabbits d.
Step 1: Have pupils look at the pictures. Have them Whole class/ Procedure:
identify the things in the pictures and the pets. Individual work
Step 2: Have pupils look at the four incomplete Whole class/
dialogues. Draw their attention to the missing Individual work words in the sentences.
Step 3: Model with Picture 1. Have pupils look at Whole class/
the dialogue. Ask them what is missing in the Individual work
question (cats). Then have them complete the gap.
Step 4: Follow the same procedure with Pictures 2, Individual work
3 and 4. Draw the pupils’ attention to two gaps in
the dialogues 3 and 4.
Step 5: Have pupils complete the dialogues Pair work
individually and ask a few pairs to read them aloud. PRACTICE
Activity 6. Let’s sing. 8 minutes a. Goal:
To sing the song My pets with the correct pronunciation and melody. b. Input:
The lyrics and the recording of the song My pets with picture cues.
c. Outcome: Pupils can sing the song My pets with the correct pronunciation and melody. d.
Step 1: Draw pupils’ attention to the title and lyrics Whole class/ Procedure:
of the song. Encourage pupils to answer questions Group work
such as Do you have any dogs? and Do you have any
cats? Play the recording all the way through.
Encourage pupils to listen carefully to the pronunciation and melody.
Step 2: Play the recording line by line for pupils to Individual work
listen and repeat. Correct their pronunciation where necessary. Individual work/
Step 3: Play the recording all the way through for Whole class pupils to sing along. Whole class
Step 4: Introduce actions for pupils to do while Group work
singing along with the recording.
Step 5: Put pupils into groups to practise the song Whole class/
and make up their own actions while singing. Group work
Step 6: Invite groups to the front of the class to Group work
perform the song while the rest of the class sings and / or claps along.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words in Whole class
the picture of Activities 4, 5 and repeat after the recordings. Option 2: Whole class/ Game: Group work
Divide the pupils into equal teams of five or six.
Have each team stand in a line. Hold up a flashcard
and make a sentence based on the picture. The
teams then repeat the sentence three times and sit
down. The team that sits down first scores a point.
Then, repeat the game, but this time have the pupils
do an action before they sit down, e.g. clap and then
sit, jump and then sit, etc. Repeat the game with a
different action or actions each time. As the game
progresses, instead of every member of the team
speaking at the same time, have each pupil repeat
the sentence three times, do an action and then sit
down. The idea is to make the tasks more
challenging as the game progresses. The team with
the most points at the end of the game wins. Option 3: Whole class/
Game: Lucky numbers (ppt) Group work BOARD PRESENTATION
......., .................. 2022 Unit 16: MY PETS Lesson 1 – Period 2 1. Listen and tick: 1. b 2. a
2. Look, complete and read:
1. cats 2. dogs 3. have; parrots 4. don’t; rabbits 3. Let’s sing: School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 16: MY PETS Lesson 2 – Period 3 I. OBJECTIVES Language focus:
By the end of the lesson, pupils will be able to:
- use the words birds, cats, dogs, parrots, rabbits and goldfish in relation to the topic "Pets".
- use some and many to identify the quantity of pets; - use Do you have any
? – Yes, I do. / No, I don’t. to ask and answer questions about pets; - use How many
do you have? – I have _____. to ask and
answer questions about the quantity of pets;
- listen to and demonstrate understanding of simple communicative
contexts in relation to the topic "Pets"; Core
teamwork, work standards, motivation, adaptability, communication, competencies: and initiative. General
Critical Thinking: talk about one’s pet(s) Competences:
Oral Communication: speak about one’s pet(s), ask and answer the questions.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Problem-solving and creativity: answer comprehension questions.
Sociability: talk to each other. 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 42 - - Audio Tracks 58, 59
- - Teacher’s guide Pages 203, 204 - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 16)
- 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
Pupil’s activities Note
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 16, Lesson 1. Whole class
- Ask pupils to sing the song.
- Invite some of them come to the board to role
play, the rest of the pupils will sing.
Option 2: Spend a few minutes revising the Group work
previous lesson by asking the class to play the game Slap the board.
Option 3: Game: Guess the pictures Individual work/
- Write any word on the board. Group work
- The first pupil has to take the last four or three
letters of that word and form a new word.
- The second pupil does the same, and the chain
continues until a pupil is unable to form a word.
- The pupil who fails to form a word or misspells it is out of the game. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat How many ________do you have?
− I have _______. to ask and answer questions about the quantity of pets. b. Input:
- Context a: Ben: I have two rabbits. How many rabbits do you have?
Lucy: I have many. - Context b:
Linh: These are my goldfish. How many goldfish do you have?
Bill: I have some. c. Outcome:
Pupils can understand and correctly repeat How many ____ do you
have? − I have _______. to ask and answer questions about the quantity of pets.
d. Procedure: Step 1: Have pupils look at Pictures a and b. Draw Whole class
their attention to the question and answer in the
Picture b. Explain that the question and answer in
this context are used to ask and answer about the number of pets in plural.
Step 2: Ask pupils to look at Picture a. Play the Whole class
recording for them to listen. Then play the
recording again sentence by sentence for them to
listen and repeat. Follow the procedure with
Picture b. Correct their pronunciation if necessary.
Step 3: Play the recording again for pupils to listen Whole class/
and repeat in chorus sentence by sentence. Individual work Pair work
Step 4: Invite a few pairs to the front of the class to
listen and repeat the sentences in the recording. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use How many ________ do you have?
− I have _______. to ask and answer questions about the quantity of pets. b. Input: – Picture cues:
a. three parrots (some) b. six parrots (many)
c. three dogs (some) d. seven dogs (many)
– Speech bubbles: How many _____ do you have? − I have ____. Audio script: a. parrots / some b. parrots / many c. dogs / some d. dogs / many
A: How many parrots do you have? B: I have some.
A: How many dogs do you have? B: I have many. c. Outcome:
Pupils can correctly say the words and use the sentence patterns How
many ____ do you have? − I have _____. to ask and answer questions about the quantity of pets.
d. Procedure: Step 1: Have pupils look at the pictures and elicit Whole class/ the names of the pets. Individual work
Step 2: Have pupils point at the words under the Whole class/
pictures, listen to the recording and repeat Individual work
until they feel confident. Explain that these words
are the names and the quantity of the pets in the pictures.
Step 3: Model by pointing at the question How Whole class/
many ____ do you have? and have pupils listen to Individual work
the recording and repeat it a few times. Ask
pupils to read the gapped answer in the second
bubble and tell them that they should fill in the
gap with the quantity of pets. Then have them
listen to the recording and repeat the answer a
few times. Finally, have pupils ask the question
and give answer a few times in pairs.
Step 4: Repeat Step 3 with the other pictures. Pair work
Then give pupils time to work in pairs, pointing at
the question and the pictures and giving the answers.
Step 5: Invite a few pairs to point at the pictures Pair work
and practice asking and answering in front of the class. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of How many _____ do you have?
− I have _____. to ask and answer questions about how many pets
someone has in a freer context. b. Input:
– Picture cue: Three parrots, seven cats, three rabbits and seven puppies are in the garden.
– Speech bubbles: How many _____? − I have _____. c. Outcome:
Pupils can enhance the correct use of How many ?
− I have ______. to ask and answer questions about the quantity of pets.
d. Procedure: Step 1: Draw pupils’ attention to the picture. Whole class/
Tell them about the activity. Ask questions to help Individual work
them understand the context (see Input).
Step 2: Put pupils into pairs and encourage them Pair work
to ask and answer questions using the target
patterns. Go around the classroom to offer support where necessary.
Step 3: Invite some pairs to perform their Pair work exchanges.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words Whole class
in the picture of Activities 1, 2 and repeat after the recordings. Option 2: Group work Game: Pass the ball
- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, students in each team take turn
to pass the ball. After the music ends, 3 students
who have the ball – stand up and say the name, using the sentence model.
Option 3: Game: Lucky numbers (ppt) Group work BOARD PRESENTATION
......., .................. 2022 Unit 16: MY PETS Lesson 2 – Period 3 1. Vocabulary: dog – dogs some many 2. Model sentence:
- How many dogs do you have? - I have some/ many. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 16: MY PETS Lesson 2 – Period 4 I. OBJECTIVES Language focus:
By the end of the lesson, pupils will be able to:
- use the words birds, cats, dogs, parrots, rabbits and goldfish in relation to the topic "Pets".
- use some and many to identify the quantity of pets; - use Do you have any
? – Yes, I do. / No, I don’t. to ask and answer questions about pets; - use How many
do you have? – I have . to ask and answer
questions about the quantity of pets;
- listen to and demonstrate understanding of simple communicative
contexts in relation to the topic "Pets"; Core
teamwork, work standards, motivation, adaptability, communication, competencies: and initiative. General
Critical Thinking: talk about one’s pet(s). Competences:
Oral Communication: speak about one’s pet(s), ask and answer the questions.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Problem-solving and creativity: answer comprehension questions.
Sociability: talk to each other. 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 43 - - Audio Tracks 60
- - Teacher’s guide Pages 205, 206
- - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 16)
- Computer, projector, … III. PROCEDURE
Warm-up and review – Listen and number – Look, complete and read –
Let’s play – Fun corner and wrap-up. Procedure Teacher’s activities
Pupil’s activities Note
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 16, Lesson 1. Whole class
- - Ask pupils to sing the song.
- - Invite some of them come to the board to role
play, the rest of the pupils will sing.
Option 2: Sing a song (YouTube) Group work
Option 3: Game: Trashcan basketball Individual work/
- - Divide the class into 2 or 4 teams. Group work
- - Have each team take turns answering a vocabulary question.
- If they can answer correctly, the team gets 1 point.
- Then, give that team a ball (a crumpled up piece of paper will do).
- If the team can throw the ball into the trashcan,
that team is rewarded an extra point.
- Repeat until all vocabulary words have been tested! PRACTICE
Activity 4. Listen and number. 8 minutes a. Goal:
To listen to and understand four communicative contexts in which
pupils ask and answer questions about how many rabbits someone
has and number the correct pictures. b. Input: Picture cues:
a. one rabbit b. many rabbits c. four rabbits d. two rabbits Audio script: 1.
Girl: How many rabbits do you have? Boy: I have many. 2.
Girl: How many rabbits do you have? Boy: I have some. 3.
Girl: How many rabbits do you have? Boy: I have two. 4.
Girl: How many rabbits do you have? Boy: I have one. c. Outcome:
Pupils listen to and understand four communicative contexts in which
pupils ask and answer questions about how many rabbits someone
has and number the correct pictures. Key: 1. b 2. c 3. d 4. a
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Tell Whole class
them about this activity. Elicit the number of
rabbits in each picture and give feedback. Play the
recording for pupils to listen. Play the recording
again for pupils to do the task. Play the recording
a third time for them to check their answers.
Step 2: Tell pupils to swap books with a partner, Whole class
then check answers as a class. Write the correct
answers on the board for pupils to correct their answers.
Step 3: Play the recording again for pupils to Whole class/ double-check their answers. Individual work Whole class/
Step 4: Check answers as a class. Play the Individual work
recording again for the pupils to double-check Whole class
their answers and correct their answers in pairs.
Extension: If time allows, play the recording
sentence by sentence for the class to listen and
repeat in chorus. Correct their pronunciation where necessary. PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To complete the four gapped exchanges with the help of picture cues. b. Input:
Four picture cues and four incomplete exchanges to complete. c. Outcome:
Pupils can complete the four communicative contexts with the help of picture cues.
Key: 1. one 2. two 3. some 4. many
d. Procedure: Step 1: Have pupils look at the pictures. Have them Whole class/
identify the pets in the pictures and their names. Individual work
Step 2: Have pupils look at the four incomplete Whole class/
dialogues. Draw their attention to the missing Individual work words in the sentences.
Step 3: Model with Picture 1. Have pupils look at Whole class/
the dialogue. Ask them what is missing in the Individual work
answer (one). Then have them look at the picture
and identify the quantity. Then have them
complete the gap (I have one.).
Step 4: Follow the same procedure with Pictures 2, Whole class/
3 and 4. Draw the pupils’ attention to two gaps in Individual work
the dialogues 3 and 4.
Step 5: Have pupils complete the dialogues Pair work
individually and ask a few pairs to read them aloud. PRODUCTION
Activity 6. Let’s play. 8 minutes a. Goal:
To play the game How many ____? to review vocabulary and structure
words related to the topic “Pets”. b. Input:
– A picture showing pupils how to play the game.
– Speech bubbles How many _____ do you have? - I have ______. c. Outcome:
Pupils can play the game How many ____? to review vocabulary and
structure words that they have learnt related to the topic “Pets”.
d. Procedure: Step 1: Tell pupils the goal of the game and how to Whole class/
play it. Ask them to look at the picture carefully, Individual work
then listen to the questions to find the right answers.
Step 2: Invite a group of four to the front of the Whole class/
class to demonstrate the game. Two pupils Individual work
compete as a pair in one round. A teacher asks the
question How many _________ do you have? and the player who first correctly answers
I have ________. wins one point for his / her group.
Step 3: Give pupils time to play the game in groups Group work
of four. Go around the classroom during the
activity and offer help where necessary.
Extension: Divide the class into two groups. Group work
Use the words in the game to get the groups to
take turns asking and answering questions to identify things in a room.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words Whole class
in the picture of Activities 4, 5 and repeat after the recording.
Option 2: Game: Pass the ball Group work
- Divide the whole class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, students in each team take turns
to pass the ball around. After the music ends, 3
students who have the ball – stand up and say the
name, using the sentence model.
Option 3: Game: Spin the wheel Group work
- Divide the class into teams.
- Teacher calls one pupil to answer the question.
(Invite 2 pupils from each team to ask and answer
about the model sentence thay have learnt in this lesson.)
- Pupils/ teacher click on the “spin” button to get points. BOARD PRESENTATION
......., .................. 2022 Unit 16: MY PETS Lesson 2 – Period 4 1. Listen and number: 1. b 2. c 3. d 4. a
2. Look, complete and read:
1. one 2. two 3. some 4. many 3. Let’s play: School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 16: MY PETS Lesson 3 – Period 5 I. OBJECTIVES Language focus:
By the end of the lesson, pupils will be able to:
- correctly pronounce the sound of the letter o in isolation, in the words
dog and goldfish and in the sentences Do you have any dogs? and
How many goldfish do you have?
- use the words birds, cats, dogs, parrots, rabbits and goldfish in relation to the topic "Pets".
- listen to and demonstrate understanding of simple communicative
contexts in relation to the topic "Pets". - read and write about pets. Core
motivation, adaptability, problem-solving, integrity, communication competencies: General
Listening: listen and recognizethe sounds, then repeat. Competences:
Oral Communication: speak about one’s pet(s), ask and answer the questions.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups. 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 44 - - Audio Tracks 61, 62, 63
- Teacher’s guide Pages 207, 208 - - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 16)
- - Computer, projector, … III. PROCEDURE
Warm-up and review – Listen and repeat – Listen and circle – Let’s chant
– Fun corner and wrap-up. Procedure Teacher’s activities
Pupil’s activities Note
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 16, Lesson 1. Whole class
- Ask pupils to sing the song.
- Invite some of them come to the board to role
play, the rest of the pupils will sing.
Option 2: Game: Lucky number Group work
Review the previous lesson by having the class
play the game lucky number, using the model
sentences: Is it our _____?/ Let’s go the the _________.
Option 3: Game: Look and guess Individual work/ Group work KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sound of the letter o in isolation, in the words
dog and goldfish, and in the sentences Do you have any dogs? and
How many goldfish do you have? with the correct pronunciation and intonation. b. Input:
– The letter o, the word dog and the sentence Do you have any dogs?
– The letter o, the word goldfish and the sentence How many goldfish do you have? c. Outcome:
Pupils can correctly repeat the sound of the letter o in isolation, in the
words dog and goldfish, and in the sentences Do you have any dogs?
and How many goldfish do you have? with the correct pronunciation and intonation.
d. Procedure: Step 1: Draw pupils’ attention to the letter o, the Whole class/
word dog and the sentence Do you have any Individual work
dogs? Play the recording and encourage pupils to
point at the corresponding letter/ word/ sentence while listening.
Step 2: Play the recording again and encourage Whole class/
pupils to listen and repeat. Do this several times Individual work
until pupils feel confident. Correct their
pronunciation where necessary and praise them
if their pronunciation is good.
Step 3: Repeat Steps 1 and 2 for the letter o in the Whole class/
word goldfish and the sentence How many goldfish Individual work do you have? PRACTICE
Activity 2. Listen and circle. 5 minutes a. Goal:
To identify the target words dog and goldfish while listening. b. Input: Two sentences for completion Audio script:
1. How many goldfish do you have?
2. Do you have any dogs? c. Outcome:
Pupils can identify the target words dog and goldfish while listening. Key: 1. b 2. a
d. Procedure: Step 1: Draw pupils’ attention to the sentences and Whole class/
the answer options. Tell them about the activity. Individual
Play the recording for pupils to listen. Play the work
recording again for them to do the task. Play the
recording a third time for them to check the answers.
Step 2: Tell pupils to swap books with a partner, Whole class
then check the answers as a class. Write the
correct answers on the board for pupils to correct their answers.
Step 3: Play the recording again for pupils to Individual double-check their answers. work
Extension: Invite one or two pupils to stand up, Individual
listen and repeat the completed sentences. work 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 Whole class/
chant. Draw pupil’s attention to the sounds of the Individual
letter o in the words dogs and goldfish. Check work comprehension.
Step 2: Play the recording all the way through. Whole class/
Encourage them to listen carefully to the rhythm Individual and pronunciation. work
Step 3: Play the recording line by line for pupils to Individual
listen and repeat. Correct their pronunciation work where necessary.
Step 4: Play the recording all the way through for Group work
pupils to chant to. Encourage them to clap along while chanting.
Extension: Divide the class into two or more Group work
groups to take turns listening and repeating the / Whole class
chant while the rest of the class claps along.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words Whole class
in the picture of Activities 1, 2 and repeat after the recordings. Option 2: Group work Game:
- Divide the class into teams.
- Pupil from each team chooses a block by saying 2A , 4C ect.
- Pupils ask and answer using the model sentences in the lesson.
- If they have got the correct answer, they can
open the block and get points.
- The team with more points is the winner.
Option 3: Preparation for the project: Whole class
Tell pupils about the project on page 45. Ask them
to prepare the photos of their pets to share with
the class and introduce about their pets. They
need to prepare the captions for the photos.
In Lesson 2, Period 4, remind pupils again of what
they need to prepare for the project. BOARD PRESENTATION
......., .................. 2022 Unit 16: MY PETS Lesson 3 – Period 5
1. Listen and reapeat: o /ɒ/ - dog o /əʊ/ - goldfish 2. Listen and circle: 1. b 2. a 3. Let’s chant: School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 16: MY PETS Lesson 3 – Period 6 I. OBJECTIVES Language focus:
By the end of the lesson, pupils will be able to:
- correctly pronounce the sound of the letter o in isolation, in the words
dog and goldfish and in the sentences Do you have any dogs? and How
many goldfish do you have?
- use the words birds, cats, dogs, parrots, rabbits and goldfish in relation to the topic "Pets".
- listen to and demonstrate understanding of simple communicative
contexts in relation to the topic "Pets". - read and write about pets. Core
motivation, adaptability, problem-solving, integrity, communication competencies: General
Listening: listen and recognize the sounds, then repeat. Competences:
Oral Communication: speak about one’s pet(s), ask and answer the questions.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups. 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 45
- - Teacher’s guide Pages 208,209 - - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 16)
- Computer, projector, … III. PROCEDURE
Warm-up and review – Read and complete – Let’s write – Project –
Fun corner and wrap-up. Procedure Teacher’s activities
Pupil’s activities Note
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 16, Lesson 1. Whole class
- Ask pupils to sing the song.
- Invite some of them come to the board to role
play, the rest of the pupils will sing.
Option 2: Let’s chant Unit 16, Lesson 3 Track 63. Group work - Ask pupils to chant.
- Give point for the groups and encourage them.
Option 3: Game: Slap the board Individual work/ Group work PRACTICE
Activity 4. Read and complete. 8 minutes a. Goal:
To read and complete a target paragraph using the four words provided. b. Input:
- - Words in the box: and, do, have and many - - A gapped paragraph c. Outcome:
Pupils can read the target paragraph and complete it using the four words provided.
Key: 1. many 2. have 3. and 4. do
Step 1: Tell pupils about this activity. Tell pupils Whole class
how to complete the task: They should read the
gapped paragraph in silence, and look at the four
words provided in order to complete the sentences.
Step 2: Give pupils time to do the task individually. Individual work
Go around the classroom to offer support where necessary. Whole class
Step 3: Get pupils to swap and correct their answers
with a partner. Then check answers as a class. Write
the correct answers on the board for pupils to correct their answers. PRODUCTION
Activity 5. Let’s write. 9 minutes a. Goal:
To read, understand and complete a gapped text about pets. b. Input: A short gapped text c. Outcome:
Pupils can read, understand and complete the text with their own experiences.
d. Procedure: Step 1: Explain the goal of this activity. Tell pupils Whole class
how to complete the task: They should read the
gapped text, guess the missing information and
complete it. Check comprehension and give feedback.
Step 2: Give the pupils time to do the task. Go Whole class
around the classroom to offer help where necessary.
Step 3: In pairs or groups, ask pupils to swap their Pair work/ complete text. Group work
Step 4: Invite a few pupils to stand up and read Individual work their writings aloud. PRODUCTION
Activity 6. Project. 8 minutes a. Goal:
To use the target language items they have learnt in a real context
by showing the photos of their pets and telling the class about them. b. Input: Some photos of the pets. c. Outcome:
Pupils can use the target language items they have learnt in a real
context by showing the photos of their pets and telling the class about them.
d. Procedure: Step 1: Point at the prompt picture and explain Whole class/
what they should do to complete the project. Individual work
Step 2: Prepare two photos to share with pupils. Whole class
Point at one photo and say: I have some . and
point at the other photo and say: I have some ____.
Step 3: Have pupils work in groups. Each pupil Group work
shares his/ her photos and says what pets he/ she has in the photos.
Step 4: Give the class time to complete the Individual work
project. Go around the classroom to monitor and offer support.
Step 5: Invite some pupils to the front of the class Individual to present the photos. work/ Whole class
Note: If there isn’t enough time, set the project as Individual work
homework and check it in the next lesson.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words Whole class
in the picture of Activities 4, 5.
Option 2: Game: Noughs and crosses Group work
Option 3: Sentence Puzzle Group work
- - Divide the class into groups of four.
- Give each group a sentence that is broken/ cut into pieces.
- Ask them to arrange them to make a complete sentence, then read it aloud.
- The group makes it first will be the winner. BOARD PRESENTATION
......., .................. 2022 Unit 16: MY PETS Lesson 3 – Period 6 1. Read and complete:
1. many 2. have 3. and 4. do 2. Let’s write: 3. Project: