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Unit 17: Our toys | 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!
Tiếng Anh 3 (1.1 K)
Unit 17: Our toys | 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 17: OUR TOYS Lesson 1 – Period 1 I. OBJECTIVES: Language:
By the end of the lesson, pupils will be able to:
- use the words car, kite, train, plane in relation to the topic “Our toys”;
- understand and correctly repeat the sentences in two communicative contexts
(pictures) to identify someone’s toys;
- correctly say the words and use He / She has ______. to identify someone’s toys;
- enhance the correct use of He / She has _____. to identify someone’s toys in a freer context. Core
teamwork, work standards, communication competencies: General
Listening: listen and recognize the toys, then repeat. competences:
Critical thinking: talk about toys.
Oral communication: speak about toys, ask and answer the questions.
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 46 - - Audio Tracks 64, 65
- - Teacher’s guide Pages 210, 211, 212
- - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 17)
- - 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 chant on page 44. Whole class
- Ask pupils to chant the song.
- Invite some of them to come to the board to role play, the rest of the pupils will sing.
Option 2: Game: Animals quiz Group work
Review the previous lesson by having the class play the game,
using the words: bird, parrot, cat, dog, fish, elephant, duck, rabbit.
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil to go to the board choose an animal and
say aloud. The one who can make it will have 3 points.
Step 3: Encourage pupils to join in the game.
Step 4: Give points for 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 identify someone’s toys. b. Input:
– Context a: Lucy: My brother has a car. Ben: Wow, I like cars!
– Context b: Ben: My sister has two dolls. Lucy: Wow, I like dolls! c. Outcome:
Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) to identify someone’s toys.
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.
Step 3: Play the recording again for pupils to listen and repeat Whole class
individually and in chorus. Correct their pronunciation where
necessary. Repeat the same procedure with Picture b.
Step 4: Invite a few pairs to the front of the classroom to listen Pair work
to and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the sentences My brother has Whole class/
a car. / My sister has two dolls. Tell pupils that they are used to Individual identify someone’s toys. work KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use He / She has _____. to identify someone’s toys. b. Input:
– Picture cues: a. a boy and a car b. a girl and a kite
c. a boy and two trains d. a girl and three planes
– Speech bubble: He / She has _____. Audio script:
a. a car b. a kite c. trains d. planes He has a car. c. Outcome:
Pupils can correctly say the words and use He / She has _____. to identify someone’s toys.
d. Procedure: Step 1: Draw pupils’ attention to Pictures a to d. Elicit the Whole class
character and the quantity of toys in each picture. Draw pupils’
attention to the plural form of toys in Pictures c (trains) and d
(planes). Check comprehension. Ask pupils to listen to the
recording and repeat the words for the toys several times until they feel confident.
Step 2: Put pupils into pairs. Tell them to point at the pictures Pair work
and say the names for the toys in the pictures.
Step 3: Draw pupils’ attention to the speech bubble. Remind Whole class/
them that He / She has ___. is used to identify someone’s toys. Individual
Ask pupils to look at the bubble and Picture a. Play the recording work
for them to listen to and repeat the sentence several times.
Repeat the same procedure with the other three pictures.
Step 4: Get them to talk about someone’s toys using the speech
bubble and picture cues. Go around the classroom to offer Whole class/ support. Individual
Step 5: Invite a few pupils to come to the front of the classroom work
and talk about someone’s toys. If they perform well, praise Individual them. work
Game: Listen and choose A or B.
Step 1: Divide the class into four teams. Group work
Step 2: Invite each pupil from the teams to go to the board, then listen and choose the correct answer.
The fastest with correct answer gets points for their team.
Step 3: Encourage pupils take part in the game.
Step 4: Give points for pupils. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of He / She has _____. to identify someone’s toys in a freer context. b. Input:
– Picture cue: A girl and a boy are playing with some toys.
– Speech bubble: He / She has _____. c. Outcome:
Pupils can enhance the correct use of He / She has _____. to identify someone’s toys in a freer context.
d. Procedure: Step 1: Draw pupils’ attention to the picture. Ask questions to Whole class/
help them identify the context (see Input). Have pupils look at Individual
the bubble to understand how the sentence pattern is used. work
Step 2: Have pupils practise identifying someone’s toys in pairs. Pair work
Make sure pupils understand the structure and say them with
the right pronunciation and intonation. Go around the
classroom to observe and provide help if necessary.
Step 3: Invite some pupils to practise identifying someone’s toys Individual
in front of the class. Praise them if they perform well. work/ Whole class Game: Who says fast? Group work
- Divide the class into four teams.
- Each team has one pupil comes to the board, look at the picture,
then read the sentence with a missing word.
- Who can say it fast will get points for the teams.
Fun corner and wrap-up: 5 minutes Option 1: Whole class
Using sachmem.vn, have pupils look at the words in the picture
of Activities 1, 2 and repeat after the recordings to consolidate the lesson.
Option 2: Game: Guessing game Group work
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil from each team to come to the front and
say aloud the answer. If correct, give points for the teams.
Step 3: Encourage pupils to practise speaking English.
Step 4: Give points for pupils.
Option 3: Preparation for the project: Whole class
Tell pupils about the project on page 51. Ask them to prepare it
at home by making paper toys and bring their work to class to
present it at Project time. In Lesson 2, Period 4, remind pupils
again of what they need to prepare for the project. BOARD PRESENTATION
......., .................. 2022 Unit 17: OUR TOYS Lesson 1 – Period 1 1. Words: a car a kite trains planes 2. Model sentence: He has a car. He has trains. School: ___________________ _ Grade: ___________________ _ Teacher: ___________________ Date of teaching: _ Attendance: ___________________ _ ___________________ _ Unit 17: OUR TOYS Lesson 1 – Period 2 I. OBJECTIVES: Language:
By the end of the lesson, pupils will be able to:
- use the words car, kite, train, plane in relation to the topic “Our toys”;
- listen to and understand four communicative contexts in which pupils identify
someone’s toys and number the correct pictures.
- correctly four target sentence patterns with the help of picture cues.
- sing the song Their toys with the correct pronunciation and melody. Core
teamwork, work standards, communication competencies: General
Listening: listen and recognize the toys, then repeat. competences:
Critical thinking: talk about toys.
Oral communication: speak about toys, ask and answer the questions.
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 47 - Audio Tracks 66, 67
- Teacher’s guide Pages 212, 213
- - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 17)
- Computer, projector, …
III. PROCEDURE Warm-up and review – Listen and number – 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: Sing the song of Unit 16 - Lesson 1. Whole class
- Ask pupils to sing with the audio recording.
- Invite some of them to come to the board to sing and dance,
the rest of the pupils will clap their hands.
Option 2: Game: A letter to the Santa Claus Group work
Review the previous lesson by having the class play the game,
using the words: kite, car, plane, train.
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil to go to the board, look at the picture, then
say aloud what toy the boy wants for Christmas. The fastest
pupil gets one points for his/ her team.
Step 3: Encourage pupils to join in the game.
Step 4: Give points for pupils. PRACTICE
Activity 4. Listen and number. 8 minutes a. Goal:
To listen to and understand four communicative contexts in which pupils identify
someone’s toys and number the correct pictures. b. Input:
Picture cues: a. a girl holding a car
b. a girl holding a kite
c. a girl holding two planes
d. a girl holding two trains Audio script:
1. She has a kite.
2. She has two trains.
3. She has two planes.
4. She has a car. c. Outcome:
Pupils can listen to and understand four communicative contexts in which
pupils identify someone’s toys and number the correct pictures.
Key: 1. b 2. d 3. c 4. a d. Procedure:
Step 1: Draw pupils’ attention to the pictures. Elicit the toys the Whole class
characters are holding in the pictures.
Step 2: Play the recording for pupils to listen. Play the recording Whole class
again for pupils to do the task. Play the recording a third time to
give pupils another listening opportunity.
Step 3: Get pupils to swap books with a partner, then check Pair work/ Whole class
answers as a class. Write the correct answers on the board for
pupils to correct their answers.
Step 4: Play the recording again for pupils to double-check their Whole class answers.
Extension: If time allows, play the recording, sentence by
sentence, for the class to listen and repeat individually and in Whole class
chorus. Correct their pronunciation where necessary. If they repeat well, praise them.
Game time! Listen and choose.
- Divide the class into four teams. Group work
- One pupil from each team comes to the board.
- Ask pupils to listen to the recording, then choose the correct picture.
- Who can choose the correct picture will have 2 points. The slower ones can have 1 point. PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To correctly four target sentence patterns with the help of picture cues. b. Input:
Four picture cues and four incomplete sentence patterns to complete. c. Outcome:
Pupils can complete four target sentence patterns with the help of picture cues.
Key: 1. car 2. a kite 3. He has 4. has two d. Procedure:
Step 1: Draw pupils’ attention to the first picture. Ask them to Whole class
identify the toy he has (a car).
Step 2: Write 1. He has a _____. on the board. Draw pupils’ Whole class/
attention to the gap in the sentence and say what they have to Individual
do. Encourage pupils to complete the sentence. Go around the work
classroom and offer help. Give further support to those pupils who find it difficult to do the task.
If necessary, ask a pupil to write the word car on the board before
having them complete the answer. Whole class
Step 3: Give pupils time to complete Sentences 2, 3 and 4
individually. Write each sentence on the board and check answers as a class. Individual
Step 4: Invite a few pupils to stand up and read aloud the work
completed sentences. Correct their pronunciation where necessary. Group work Guessing Game:
Step 1: Divide the class into four teams.
Step 2: Invite each pupil from each team to come to the front and
say aloud what they can see. The fastest students with the correct
answer will get points for their team.
Step 3: Encourage pupils to take part in the game.
Step 4: Give points for pupils. PRACTICE
Activity 3. Let’s sing. 8 minutes a. Goal:
To sing the song Their toys with the correct pronunciation and melody. b. Input:
The lyrics and the recording of the song Their toys c. Outcome:
Pupils can sing the song Their toys with the correct pronunciation and melody. d. Procedure:
Step 1: Draw pupils’ attention to the title and lyrics of the song. Whole class/
Encourage them to point at the pictures to reinforce their Individual understanding. work
Step 2: Play the recording all the way through for pupils to listen Whole class/
to the whole song. Encourage them to listen carefully to the Individual pronunciation and the melody. work
Step 3: Play the recording line by line for pupils to listen and Whole class/
repeat. Correct their pronunciation where necessary. Individual work
Step 4: Play the recording all the way through for pupils to sing Whole class/ along. Individual work
Step 5: Introduce actions for pupils to do while singing along with Whole class/ the recording. Individual work
Extension: Put pupils into groups to make up their own actions for Group work
the song. Invite groups to the front of the class to perform while
the rest of the class sings and / or claps along. Encourage the class
to praise or cheer the performers.
Moving time: Sing and dance Whole class/
Step 1: Divide the class into 4 teams. Group work
Step 2: Ask each team to stand up, then sing and dance. The team
that sing and dance the most beautiful will get points.
Step 3: Encourage pupils to join in this activity.
Step 4: Give points for team.
Fun corner and wrap-up: 5 minutes Option 1: Whole class
Using sachmem.vn, have pupils look at the words in the picture of
Activities 4, 6 and repeat after the recordings to consolidate the lesson.
Option 2: Game: Sentence puzzle Group work
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil from each team to come to the front to look
at the clues then rearrange the words in order to make a
sentence. Then quickly say aloud the sentence. If it is correct, give points for that team.
Step 3: Encourage pupils to practise speaking English.
Step 4: Give points for pupils. BOARD PRESENTATION
......., .................. 2022 Unit 17: OUR TOYS Lesson 1 – Period 2 4. Listen and number: 1. b 2. d 3. c 4. a
5. Look, complete and read: 1. He has a car. 2. She has a kite.
3. He has three planes. 4. She has two trains. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 17: OUR TOYS 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 identify someone’s toys that some people have.
- correctly say the words and use They have _____. to talk about the quantity of toys that some people have.
- enhance the correct use of They have _____. to talk about the quantity of toys that
some people have in a freer context. Core
teamwork, work standards, communication competencies: General
Listening: listen and recognize the toys, then repeat. competences:
Critical thinking: talk about toys.
Oral communication: speak about toys, ask and answer the questions.
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 48 - - Audio Tracks 68, 69
- - Teacher’s guide Pages 213, 214, 215 - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 17)
- 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 song Their toys in Lesson 1. 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: Toys game Group work
Review the previous lesson by having the class play the game,
using the words: kite, doll, car, train, plane.
Step 1: Divide the class into 4 teams.
Step 2: Look at the pictures on the screen and say aloud the
word. The fastest students with the correct answer will get points for their team.
Step 3: Encourage pupils to participate in the game.
Step 4: Give points for 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 identify someone’s toys that some people have. b. Input:
– Context a: Linh: Lucy and Mary have two dolls. Mai: Yes, they do.
– Context b: Mai: They have three cars. Linh: Yes, they do. c. Outcome:
Pupils can understand and correctly repeat the sentences in two communicative
contexts (pictures) to talk about the quantity of toys that some people have. 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 them Whole class to listen.
Step 3: Play the recording again for pupils to listen and repeat Whole class
individually and in chorus. Correct their pronunciation where
necessary. Repeat the same procedure with Picture b.
Step 4: Invite a few pairs to the front of the classroom to listen to Pair work
and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the sentences Lucy and Mary Whole class
have two dolls. / They have three cars. Tell pupils that they are
used to talk about the quantity of toys that some people have. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use They have _____. to talk about the quantity
of toys that some people have. b. Input:
– Picture cues: a. two trucks b. three buses
c. three ships d. two teddy bears
– Speech bubble: They have _____. Audio script:
a. trucks b. buses c. ships d. teddy bears They have two trucks. c. Outcome:
Pupils can correctly say the words and use They have _____. to talk about the
quantity of toys that some people have.
d. Procedure: Step 1: Draw pupils’ attention to Picture a. Elicit the quantity of Whole class
the toys in the picture (two trucks). Then ask pupils to look at the
label trucks. Explain the meaning of the label. Check
comprehension. Ask pupils to listen to the recording and repeat
the words trucks / two trucks several times until they feel
confident. Repeat the same procedure with Pictures b, c and d.
Step 2: Draw pupils’ attention to the speech bubble. Tell them that Whole class/
They have _____. is used to talk about the quantity of toys that Individual
some people have. Ask pupils to look at the bubble and Picture a. work
Play the recording for them to listen to and repeat the sentence
several times. Follow the same procedure with the other three pictures.
Step 3: Put pupils into pairs. Tell them to point to each picture and Pair work
talk about the quantity of toys that some people have in the
picture. Go around the classroom to offer support.
Step 4: Invite a few pupils to come to the front of the classroom, Individual
talk about the quantity of toys that some people have in the work
pictures, using the speech bubble and picture cues. If they perform well, praise them.
Game: Listen and choose A or B. Group work
Step 1: Divide the class into four teams.
Step 2: Invite each pupil from each team to go to the board, listen
to the recording then choose A or B. The fastest one with correct
answer gets one point for their team.
Step 3: Encourage pupils to take part in the game.
Step 4: Give point for pupils. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of They have _____. to talk about the quantity of toys
that some people have in a freer context. b. Input:
– Picture cue: A boy and a girl playing with various toys.
– Speech bubble: They have _____. c. Outcome:
Pupils can enhance the correct use of They have ______. to talk about the
quantity of toys that some people have in a freer context. d. Procedure: Step 1: Draw pupils’ attention to the picture. Whole class/
Ask questions to help them identify the context (see Input). Draw Individual
pupils’ attention to the bubble used to talk about the quantity of work
toys that some people have. Have them identify what is missing in
the sentence. Check comprehension.
Step 2: Put pupils into groups of four. Encourage them to talk Group work
about the quantity of toys using the speech bubble and picture
cues. Go around the classroom to offer support.
Step 3: Invite some groups to the front of the class to perform their Group work
talk. Praise them if they perform well.
Fun corner and wrap-up: 5 minutes Option 1: Whole class
Using sachmem.vn, have pupils look at the words in the picture of
Activities 1, 2 and repeat after the recordings.
Option 2: Game: Choose the correct pattern.
Step 1: Divide the class into 4 teams. Group work
Step 2: Invite 1 pupil from each team to come to the board, look and choose the correct answer.
If it is correct, give points for the teams.
Step 3: Encourage pupils to practise speaking English.
Step 4: Give points for pupils. BOARD PRESENTATION
......., .................. 2022 Unit 17: OUR TOYS Lesson 2 – Period 3 1. Words: trucks buses ships teddy bears 2. Model sentence: They have two trucks. They have three buses. They have three ships.
They have two teddy bears. School: ____________________ Grade: ____________________ Teacher: ____________________
Date of teaching: ____________________ Attendance: ____________________ Unit 17: OUR TOYS Lesson 2 – Period 4 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 the
quantity of toys that some people have and tick the correct pictures.
- complete four sentences with the help of picture cues.
- review vocabulary words for toys by playing Kim’s game. Core
teamwork, work standards, communication competencies: General
Listening: listen and recognize the toys, then repeat. competences:
Critical thinking: talk about toys.
Oral communication: speak about toys, ask and answer the questions.
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 49 - Audio Tracks 70
- Teacher’s guide Pages 215, 216, 217 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 17)
- Computer, projector, … III. PROCEDURE
Warm-up and review – Listen and tick – 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 chant on page 44. 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 is missing? Group work
Review the previous lesson by having the class play the game with
the words: kite, car, plane, train, truck, ship, bus, teddy bear.
Step 1: Divide the class into 4 teams.
Step 2: Look at the pictures and find out what is missing. Invite
pupils to find out which one is missing. The fastest pupils to have
the correct answer get points.
Step 3: Encourage pupils to join in the game.
Step 4: Give points for pupils. PRACTICE
Activity 4. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts in which pupils talk
about the quantity of toys that some people have and tick the correct pictures. b. Input:
Picture cues: 1a. Ben and Bill playing with three trucks
1b. Ben and Bill playing with three buses
2c. Lucy and Mary playing with two teddy bears
2d. Lucy and Mary playing with two dolls Audio script:
1. Ben and Bill are my friends. They have three buses.
2. Lucy and Mary are my friends. They have two teddy bears. c. Outcome:
Pupils can listen to and understand two communicative contexts in which pupils
talk about the quantity of toys that some people have and tick the correct pictures. Key: 1. b 2. a
d. Procedure: Step 1: Draw pupils’ attention to the pictures 1a and 1b. Elicit the Whole class
quantity of toys that the boys have in each picture. Play the
recording for Question 1. Play the recording again for pupils to do
the task. Play the recording a third time to give pupils another
listening opportunity. Repeat the same procedure with Pictures 2a and 2b.
Step 2: Tell pupils to swap books with a partner, then check Pair work
answers as a class. Write the correct answers on the board.
Step 3: Play the recording again for the pupils to double-check Whole class their answers.
Extension: If time allows, play the recording, sentence by Whole class
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 four sentences with the help of picture cues. b. Input:
Four picture cues and four incomplete sentence patterns to complete. c. Outcome:
Pupils can complete four sentences with the help of picture cues.
Key: 1. buses 2. two ships
3. three dolls 4. have two teddy bears
d. Procedure: Step 1: Draw pupils’ attention to the first picture. Ask them to Whole class
identify the quantity of toys in the picture (three buses).
Step 2: Write the incomplete sentence 1. Ben and Nam have three Whole class/
_____. on the board. Draw pupils’ attention to the gap in the Individual
sentence and say what they have to do. Encourage pupils to work
complete the sentence. Go around the classroom and offer help.
Give further support to those pupils who find it difficult to do the
task. If necessary, ask a pupil to write the word buses on the board
before having them complete the answer. Individual
Step 3: Give pupils time to complete Sentences 2, 3 and 4 work/ Whole
individually. Write each sentence on the board and check answers class as a class. Individual
Step 4: Invite a few pupils to stand up and read aloud the work
completed sentences. Correct their pronunciation where necessary. Group work
Extension: Ask pupils to look at the pictures, then read the
sentences carefully and choose the best answer. This game can be
played in groups to make it more interesting. PRODUCTION
Activity 6. Let’s play. 8 minutes a. Goal:
To review vocabulary words for toys by playing Kim’s game. b. Input:
- A picture showing toys: a kite, a doll, a train, a car, a truck, a plane
- Two sets of flash cards, each of which contains six cards showing pictures of toys that pupils have learnt c. Outcome:
Pupils can review vocabulary words for toys by playing Kim’s game.
d. Procedure: Step 1: Elicit the language that pupils need to name the toys. Whole class/
Step 2: Tell the pupils the goal of the game and how to play it: Individual
Pupils should look at the cards carefully and recall their names and work positions successfully.
Step 3: Divide the class into two teams. Group work
Step 4: Display both sets of cards face up on the board. Give pupils Group work
two minutes to memorise their set. Turn the cards face down on
the board. Explain that when you say a word, a nominated pupil
from each team must run to their set, try to remember which card
shows the relevant picture and turn it over to show to their team.
A correct card scores one point. When the pupils’ turn is over, they
must put the cards back on the board and return to their seats.
Remember to nominate a pupil from each team before saying the word.
Go around the classroom during the activity and offer help where necessary.
Step 5: Count the points for each team and announce the winner. Group work
The team with the most points wins. The winning team must then
correctly pronounce all of the words.
Fun corner and wrap-up: 5 minutes Option 1: Whole class
Using sachmem.vn, have pupils look at the words in the picture of
Activities 4 and repeat after the recording. Option 2: Game: Making sentences Group work
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil from each team to come to the front, look
at the scrambled sentence then rearrange the words in order to
make a sentence, then say it aloud. If he/ she says it correctly, his/ her team will have points.
Step 3: Encourage pupils to practise speaking English.
Step 4: Give points for pupils. BOARD PRESENTATION
......., .................. 2022 Unit 17: OUR TOYS Lesson 2 – Period 4 4. Listen and tick: 1. b 2. a
5. Look, complete and read:
Ben and Nam have three buses. They have two ships.
Lucy and Mai have three dolls.
They have two teddy bears. School: ____________________ Grade: ____________________ Teacher: ____________________
Date of teaching: ____________________ Attendance: ____________________ Unit 17: OUR TOYS 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 i and oy in isolation, in the words kite and
toy, and in the sentences She has a kite. and He has a toy. with the correct pronunciation and intonation.
- identify the target words kite and toy while listening.
- say the chant with the correct rhythm and pronunciation. Core
teamwork, work standards, communication competencies: General
Listening: listen and recognize the toys, then repeat. competences:
Critical thinking: talk about toys.
Oral communication: speak about toys, ask and answer the questions.
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 50 - Audio Tracks 71, 72, 73
- Teacher’s guide Pages 217, 218 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 17)
- - 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 chant on page 44. 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: Group work
Game: Chasing the thief
Review the previous lesson by having the class play the game with
the words: kite, plane, doll, train, bus, car, ship.
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil to go to the board and look at the picture,
then say aloud which one is missing.
Step 3: Encourage pupil to join in the game.
Step 4: Give points for pupils. KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sounds of the letters i and oy in isolation, in the words kite
and toy, and in the sentences: She has a kite. and He has a toy. with the correct pronunciation and intonation. b. Input:
– The letter i, the word kite and the sentence She has a kite.
– The letters oy, the word toy and the sentence He has a toy. c. Outcome:
Pupils can correctly repeat the sounds of the letters i and oy in isolation, in the
words kite and toy and in the sentences She has a kite. and He has a toy. with the
correct pronunciation and intonation.
d. Procedure: Step 1: Draw pupils’ attention to the letter i, the word kite and the Whole class
sentence She has a kite. Play the recording and encourage them to
point at the letter / word / sentence while listening.
Step 2: Play the recording again and encourage pupils to listen and Whole class
repeat. Do this several times until pupils feel confident. Correct
their pronunciation where necessary, and praise them when their
pronunciation is good. Repeat the same procedure with the letters
oy in the second line.
Step 3: Let pupils work in pairs or groups to pronounce the sounds Pair work/
of the letters i and oy, say the words kite and toy, and read the Group work
sentences She has a kite. and He has a toy. 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 kite and toy while listening. b. Input:
Two sentences for completion and three answer options Audio script: 1. She has a toy. 2. He has a kite. c. Outcome:
Pupils can identify the words kite and toy while listening. Key: 1. c 2. b d. Procedure:
Step 1: Draw pupils’ attention to the sentences and the gap-fill Whole class
options (as mentioned in Input). Explain what pupils have to do. Check comprehension.
Step 2: Play the recording for pupils to listen. Play the recording Whole class
again for pupils to listen and circle the correct options.
Step 3: Get pupils to swap books with a partner, then check the Pair work
answers as a class. Write the correct answers on the board for
pupils to correct their answers.
Step 4: Play the recording again for pupils to double-check their Pair work answers.
Extension: Game: Listen and choose. Group work
Ask pupils to look at the pictures, then listen to the sentences
carefully and choose the best answer. This game can be played in
groups to make it more interesting. 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. Check Whole class/ their comprehension. Individual work
Step 2: Play the recording all the way through for pupils to listen Whole class/
to the whole chant. Encourage them to listen carefully to the Individual
rhythm and pronunciation. Draw pupils’ attention to the sounds work
of the letters i and oy, the words kite and toy, and the sentences
Ben has a kite. and Ben and Mary have toys. in the chant.
Step 3: Play the recording line by line for pupils to listen and Whole class/
repeat. Correct their pronunciation where necessary. Individual work
Step 4: Play the recording all the way through for pupils to chant. Whole class/
Encourage them to clap along while chanting. Individual work
Extension: Divide the class into two or more groups to take turns Group work
listening and repeating the chant while the rest of the class claps along.
Fun corner and wrap-up: 5 minutes Option 1: Whole class
Using sachmem.vn, have pupils look at the words in the picture of
Activities 1, 2 and repeat after the recordings. Option 2: Group work Guessing game:
Step 1: Divide the class into 2 teams.
Step 2: Invite each pupil from each team to look at the phonics
words or pictures and say them aloud. The faster pupil with
correct answer will get points for his/ her team.
Step 3: Encourage pupils to practise speaking English.
Step 4: Give points for pupils. BOARD PRESENTATION
......., .................. 2022 Unit 17: OUR TOYS Lesson 3 – Period 5 1. listen and repeat:
i kite She has a kite. oy toy He has a toy. 2. Model sentence: She has a _____. He has a _____. School: ____________________ Grade: ____________________ Teacher: ____________________
Date of teaching: ____________________ Attendance: ____________________ Unit 17: OUR TOYS Lesson 3 – Period 6 I. OBJECTIVES: Language:
By the end of the lesson, pupils will be able to:
- read and understand a passage about toys.
- read, understand and complete a paragraph about toys that Lucy has.
- revise the target language by making paper toys and talking about them to the class. Core
teamwork, work standards, communication competencies: General
Critical thinking: talk about toys. competences:
Sociability: talk to each other, say good words to others.
Written communication: practise writing about toys. (Let’s write) Attributes:
Diligence: complete learning tasks.
Leadership: collaborate with teachers to enhance language skills.
Honesty: tell the truth about feelings and emotions.
II. RESOURCES AND MATERIAL: - Student’s book Page 51
- Teacher’s guide Pages 219, 220 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 17) - Computer, projector, … III. PROCEDURE
Warm-up and review – Read and circle a, b, or c – 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.
Option 1: Sing the song: Their toys, page 47. Whole class
- Ask pupils to sing the song.
- Invite some of them to come to the board to role play or do
actions, the rest of the pupils will sing.
Option 2: Game: What’s in the box? Group work
Review the previous lesson by having the class play the game,
using the words: kite, plane, doll, train, bus, car, ship.
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil from each team to go to the board and look
at the toy, then scramble the words by writing on the board and
say aloud what the toy is. The fastest will get more points than the rest.
Step 3: Encourage pupils to join in the game.
Step 4: Give points for the teams. PRACTICE
Activity 4. Read and circle a, b or c. 8 minutes a. Goal:
To read and understand a passage about toys. b. Input: – A passage about toys
– Three pictures for pupils to circle:
Picture a: a plane, a truck, a train, three ships
Picture b: two planes, a truck, two trains, three ships
Picture c: two planes, a truck, a train, three ships c. Outcome:
Pupils can read and understand the passage about toys. Key: c d. Procedure:
Step 1: Draw pupils’ attention to the passage about Linh’s and Whole class
Lucy’s toys and read it together as a class.
Step 2: Draw pupils’ attention to the pictures showing their toys. Whole class
Have pupils spot the differences between the pictures (the
quantity of toys in each picture). Check comprehension. Whole class
Step 3: Get pupils to read and circle the correct letter.
Step 4: Get pupils to swap books with a partner, then check Pair work answers together as a class. PRODUCTION
Activity 5. Let’s write. 9 minutes a. Goal:
To read, understand and complete a paragraph about toys that Lucy has. b. Input:
A passage with incomplete sentences c. Outcome:
Pupils can read, understand and complete the paragraph about toys that Lucy has. d. Procedure:
Step 1: Tell the class the goal of this activity: Pupils read the Whole class
passage about Lucy’s toys and fill in the gaps.
Step 2: Have pupils fill in the first gap together as an example. Whole class
Write the first gapped sentence on the board. Ask them to look at
the gap and guess what is missing (the word She). Let them write
down the word in the gap. Repeat the same procedure with the other incomplete sentences.
Step 3: If time allows, invite a few pupils to read aloud the Individual
paragraph they have completed in front of the class. The class work/Whole
observes and praises their work. class
Game: Who can choose fast? Group work
- Divide the class into four teams.
- Let one pupil from each team comes to the board, read the
sentences and choose the best answer.
- Who can make it will get points for the teams. PRODUCTION
Activity 6. Project. 8 minutes a. Goal:
To revise the target language by making paper toys and talking about them to the class. b. Input:
– A picture showing a boy and a girl holding some paper toys in their hands
– Materials: white or coloured paper, scissors, coloured pencils, glue c. Outcome:
Pupils can make paper toys and talk about them to the class, using the language learnt. d. Procedure:
Step 1: Elicit the language needed to do the task: He / She has Whole class
_____. Write it on the board. Ask pupils to repeat it several times.
Step 2: Ask pupils to work in groups of six. Ask them to show the Group work
paper toys that they have made at home, then tell the group about them. Check comprehension.
Step 3: Give pupils time to do the task. Encourage them to Group work
decorate their toys. Go around the classroom to offer help where necessary. Individual
Step 4: Invite some pupils to show and tell the class about the toys work/ Whole
they have made using the language learnt. Have pupils display class
their toys on the classroom walls.
Step 5: If there is not enough time, ask pupils to do the project as Whole class
homework and check by giving pupils time to share their work in the next lesson.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils do the Activities 4, 5 to consolidate Whole class the lesson. Option 2: Group work Game: Look and say.
Step 1: Divide the class into 4 teams.
Step 2: Invite 1 pupil from each team look at the picture and say
aloud 3 times. The fastest one with the correct answer will have points for his/ her team.
Step 3: Encourage pupils to practise speaking English.
Step 4: Give points for pupils. BOARD PRESENTATION
......., .................. 2022 Unit 17: OUR TOYS Lesson 3 – Period 6 1. Review: car ship bus kite teddy bear train truck plane