Unit 18: Playing and doing | 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 18: PLAYING AND DOING 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 to
talk about an action in progress;
- correctly say the words and use I’m _____. to identify an action in progress;
- - enhance the correct use of I’m _____. to identify an action in progress in a freer context. Core
Decision making, teamwork, reliability, motivation, adaptability, problem-solving, competencies:
integrity, communication, planning and organization. General Listening: listen and repeat. competences:
Oral communication: let’s talk.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Sociability: talk to each other, say good words to others. Attributes:
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Responsibility: appreciate kindness.
Secure and organized: join activities to have fun and relax after busy working or studying.
II. RESOURCES AND MATERIAL: - - Student’s book Page 52 - - Audio Tracks 74, 75
- - Teacher’s guide Pages 221, 222, 223 - - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 18)
- 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 in Unit 17 - 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: Chant and do activities (Unit 17, Lesson 3). Individual
- - Ask pupils to chant and do the actions in Unit 17, Lesson 3 in work/ groups. Group work
- Give points for the groups and encourage them.
Option 3: Domino Game Group work
- Divide the class into 2 teams: Boys and Girls.
- Members of each team try to give answers after seeing the
animal’s pictures on the screen to get the points.
- If they answer incorrectly, they lose their turns. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative contexts
to talk about an action in progress. b. Input:
– Context a: Mum: Where are you, Linh? Linh: I’m in my room.
– Context b: Linh: Mum, I’m dancing. Mum: Have fun! c. Outcome:
Pupils can understand and correctly repeat the sentences in two communicative
contexts to talk about an action in progress.
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Point at each Whole class
picture, elicit the names of the speakers in the pictures.
Step 2: Have pupils look at Picture a. Play the recording again 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 Individual
necessary. Repeat the same procedure with Picture b. work
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 sentence I’m dancing. Tell Individual
pupils that it is used to talk about an action in progress. work KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use I’m _____. to identify an action in progress. b. Input:
– Picture cues: a. a girl is writing b. a girl is dancing
c. a boy is singing d. a boy is reading
– Speech bubble: I’m _____.
– Flash cards for writing, dancing, singing and reading Audio script:
a. writing b. dancing c. singing d. reading I’m writing. c. Outcome:
Pupils can correctly say the words and use I’m ________. to identify an action in progress.
d. Procedure: Step 1: Have pupils look at the picture cues, and elicit the actions Whole class/ in progress. Individual work
Step 2: Have pupils point at Picture a (writing), listen to the
recording and repeat the word. Repeat the same procedure with
the other three pictures. Have the class repeat the words a few Whole class/
times. Hold up the flash cards for writing, dancing, singing and Individual
reading and have pupils say the words. work
Step 3: Point at the speech bubble and have pupils listen and
repeat after the recording (I’m writing). Repeat the same
procedure with the other three pictures. Whole class/
Step 4: Point at one of the pictures randomly to elicit the sentence Individual
or use the flash cards for writing, dancing, singing and reading to work
elicit the action and I’m _____. Have pupils do the TPR action while Whole class/ saying each sentence. Individual
Step 5: Give pupils time to work in pairs. Remind them that they work
can select any of the four pictures to point and say the sentence.
Go around the classroom to offer support. Pair work
Step 6: Invite a few pupils to point at the pictures and say the
sentences in front of the class.
Game: Moving matchmaker Individual
- - T divides the class into 2 teams: Boys and Girls. work
- T calls each member to choose one number. Teamwork
- The pictures will move around the words.
- Pupils will say STOP to match the correct pictures and words.
- T clicks the button again to stop.
- Pupils then say I’m ______. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of I’m _____. to identify an action in progress in a freer context. b. Input:
– Picture cue: Four pupils are reading, dancing, singing and writing.
– Speech bubble: I’m _____. c. Outcome:
Pupils can enhance the correct use of I’m _____. to identify an action in progress in a freer context.
d. Procedure: Step 1: Have pupils look at the picture cue and read the gapped Whole class/
speech bubble. Tell them about the activity. Individual work
Step 2: Give pupils time to practise in pairs, do the action and say: Pair work
I’m _____. in context. Remind pupils to do the action while saying.
Circulate round the class during the activity and offer help or
correct the pronunciation where necessary.
Step 3: Invite some pupils to the front of the class to act and say. Individual
Praise them, and get the class to cheer or clap hands if they do a work good job.
Extension: Pupils can choose a pupil in the picture cue, do the Group work/
action, say I’m _____. to describe an action in progress, and have Whole class
other friends guess who they are pretending to do.
Game: Guess what? Group work
- T asks some pupils come to the board and do some actions to
describe words (dancing, singing, writing, reading) and the others
will give their guesses. If pupils can say the answer correctly, they
will get points for their 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: Group work
Game: WHERE’S MICKEY?
A game for up to 4 players. How to play:
1. Decide on the winning overall score for this game (e.g. 20).
2. Each player then clicks on the small cube on their cloud to indicate
which cube they think Mickey is going to be found under.
3. Click on the Mickey sitting on top of the big cubes. He will fly off and hide in one of the cubes.
4. Click on each cube to see if Mickey is there.
5. Any players who have chosen the correct cube can click the
numbers on their scoreboards to add the points they get.
6. Then click the ‘NEXT’ sign for the next game.
7. Continue to play until one team achieves the winning overall score.
8. The remaining team can continue.
PRACTICE: When choosing the correct cube, pupils have to say the
sentences with I’m ____.
Option 3: Preparation for the project:
Tell pupils about the project on page 57. Ask them to prepare the Whole class
photos of themselves to share with their friends and introduce
what they are doing in the photos. 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
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Unit 18: PLAYING AND DOING Lesson 1 – Period 1 1. Words: HH writing dancing singing reading 2. Model sentence: I’m writing. I’m dancing. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 18: PLAYING AND DOING 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 about identifying actions in
progress and tick the correct pictures;
- complete the four target sentence patterns with the help of picture cues;
- practise the target vocabulary and sentence patterns by playing the Miming game. Core
Decision making, teamwork, motivation, adaptability, problem-solving, integrity, and competencies: initiative. General
Listening: listen and respond by choosing correct answers (tick the correct one). competences:
Oral communication: sing the song – let’s sing.
Written communication: complete the sentences.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups. Attributes:
Kindness: pupils wait for their turns to answer the questions.
Diligence: complete learning tasks.
Responsibility: appreciate kindness.
Leadership: collaborate with teachers to enhance language skills.
II. RESOURCES AND MATERIAL: - - Student’s book Page 53 - - Audio Tracks 76
- - Teacher’s guide Pages 223, 224
- - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 18)
- 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 Hello song. Whole class
- Ask pupils to sing the song.
- Let pupils do actions (waving, clapping, shaking hands…). Option 2: Individual
GAME: Hidden Picture Guessing work
- Teacher asks pupils to choose the numbers to reveal and guess
the pictures behind (words of activities in Lesson 1 - Period 1).
Option 3: Invite a few pupils to stand up, come to the board, do Individual
an action and say I’m _____. for the others to guess. work PRACTICE
Activity 4. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts about identifying
actions in progress and tick the correct pictures. b. Input:
Picture cues: 1a. a girl is writing 1b. a girl is reading
2a. a boy is singing 2b. a boy is dancing Audio script:
1. A: Where are you, Mary?
B: I’m here in my room. I’m reading.
2. A: Where are you, Nam?
B: I’m here. I’m dancing. c. Outcome:
Pupils can listen to and understand two communicative contexts about
identifying actions in progress and tick the correct pictures. Key: 1. b 2. b
d. Procedure: Step 1: Have pupils look at Pictures 1a and 1b. Elicit the word for Whole class/
the action in each picture. Play the recording of the first exchange. Individual
Play the recording again for pupils to do the task. Play the work
recording a third time for pupils to check their answers. Repeat
the same procedure with the second exchange.
Step 2: Have pupils swap books with a partner, then check Whole class/
answers as a class. Write the correct answers on the board. Pair work
Step 3: Play the recording again for pupils to double-check their Individual answers. work
Extension: If time allows, play the recording, sentence by Whole class
sentence, for the class to listen and repeat individually and in
chorus. Correct their pronunciation where necessary. Game: Slap the board Individual
Let pupils listen and read the sentence with I’m _____., then come work/ Group
to the front and slap on the correct picture. The one who can do work
it fast and correctly will be the winner. The winner has 2 points,
the others have 1 point. This game can be more interesting when playing in groups or teams. PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To complete the 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 the four target sentence patterns with the help of picture cues.
Key: 1. dancing 2. reading 3. singing 4. writing
d. Procedure: Step 1: Have pupils look at the pictures and identify the actions in Whole class/ the pictures. Individual work
Step 2: Have pupils look at the four incomplete sentences. Draw Whole class/
their attention to the missing words in the sentences. Individual work
Step 3: Model Picture 1. Have pupils look at the sentence. Ask Whole class/
them what is missing in the sentence (dancing). Then have them Individual
look at the picture and identify the action. Have them complete work
the gap (I’m dancing.). Repeat the same procedure with Pictures
2, 3 and 4.
Step 4: Have pupils complete the sentences individually. Get Individual
pupils to swap and correct their answers in pairs. Check the work/ Group answers as a class. work
Ask a few pupils to read the sentences aloud. Game: Matching Pairs Group work
- Divide the class into two teams.
- Each pupil from each team comes to the board, choose a card
from the left, then choose one from the right.
- If they match, he/ she gets points for the team. PRACTICE
Activity 6. Let’s play. 8 minutes a. Goal:
To practise the target vocabulary and sentence patterns by playing the Miming game. b. Input:
– A picture showing pupils how to play the game
– Flash cards for dancing, reading, singing and writing c. Outcome:
Pupils can practise the target vocabulary and sentence patterns by playing the Miming game.
d. Procedure: Step 1: Tell pupils the goal of the game and how to play it: Point Whole class/
at the game illustration, point at the girl, do an action, pretend to Individual
be the girl to elicit the word dancing. Then say: Yes. I’m dancing. work
Step 2: Nominate a pupil to come to the front of the class. Show Individual
him or her a flash card and tell him / her to do the action for the work
class to guess. Check the answer as a class.
Step 3: Divide the class into two groups. Have pupils in each group Individual
choose a picture and do the action. The group that guesses work/ Whole
correctly wins a star. After three or four rounds, the group with class more stars is the winner.
Note: You may use other words in Unit 10 to play this game.
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, 5 and repeat after the recording to consolidate the lesson. Option 2: Teamwork Game: Tic Tac Toe
- T divides class into 2 teams (BOYS and GIRLS).
- The teams will choose the circle or cross before playing.
- T asks 2 members of each team to listen and write the words
(activities) on the board. Who can write fast and correctly will
have a chance to mark on “tic tac toe board”.
Option 3: Goodbye and Bye activity Whole class
Use goodbye and bye greetings to dismiss the class. Say goodbye
to individual pupils and have them respond as they leave. BOARD PRESENTATION
......., .................. 2022
Unit 18: PLAYING AND DOING Lesson 1 – Period 2 4. Listen and tick: HH 1. b 2. b
5. Look, complete and read: 1. dancing 2. reading 3. singing 4. writing School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 18: PLAYING AND DOING 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 to
ask and answer questions about an action in progress.
- correctly say the words and use What are you doing? – I’m _____. to ask and answer
questions about an action in progress.
- enhance the correct use of What are you doing? – I’m _____. to ask and answer
questions about an action in progress in a freer context. Core
Problem-solving, decision making, teamwork, reliability, motivation, adaptability, and competencies: initiative. General
Listening: look, listen and repeat. competences:
Critical thinking: listen, point and say.
Oral communication: let’s talk.
Sociability: talk to each other, say good words to others. Attributes:
Diligence: complete learning tasks.
Responsibility: appreciate kindness.
Secure and Organized: joining activities to exercise and have fun.
II. RESOURCES AND MATERIAL: - - Student’s book Page 54 - - Audio Tracks 77, 78
- - Teacher’s guide Pages 224, 225, 226
- - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 18)
- 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 and encourage pupils to respond to your greeting.
Option 1: Sing the song of Unit 17.
- Ask pupils to sing the song. Whole class
- Invite some of them come to the board to role play and do action,
the rest of the pupils will sing.
Game: Sing, sing, sing!
Ask pupils to sing this song with some words are covered. When
they finish singing, check the lyrics. Option 2: Game: Remember that! Teamwork
- T divides the class into 4 teams.
- T put pupils in teams look at pictures in 30 seconds and try to
remember as many pictures as they can.
- T asks pupils to write the words they remember on the board to get points. Option 3:
Play Pass the ball game. Stand up and pass the ball with music. Whole class
When music stops, those who keep the ball must look at a picture
on the board and say a sentence. I’m ______. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative contexts
to ask and answer questions about an action in progress. b. Input:
– Context a: Lucy: Hello.
Mai: Hi, Lucy. What are you doing?
Lucy: I’m singing.
– Context b: Bill: Hi, Ben. What are you doing?
Ben: I’m watching TV. c. Outcome:
Pupils can understand and correctly repeat the sentences in two communicative
contexts to ask and answer questions about an action in progress.
d. Procedure: Step 1: Have pupils look at Picture a and Picture b. Point at each Whole class
picture, elicit the names of the speakers in the pictures.
Step 2: Have pupils look at Picture a. Play the recording for them Whole class/ to listen. Individual work
Step 3: Play the recording again for pupils to listen and repeat Individual
individually and in chorus. Correct their pronunciation where work
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 question What are you Individual
doing? and the answers I’m singing. and I’m watching TV. Tell work
pupils that they are a question and answers to ask an action in progress. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use What are you doing? – I’m _____. to ask and
answer questions about an action in progress. b. Input: – Picture cues:
a. a girl is playing basketball b. a girl is drawing a picture
c. a girl is watching TV d. a boy is listening to music
– Speech bubbles: What are you doing? – I’m _____.
– Flash cards for playing basketball, drawing a picture, watching TV and listening to music Audio script:
a. playing basketball b. drawing a picture
c. watching TV d. listening to music A: What are you doing?
B: I’m playing basketball. c. Outcome:
Pupils can correctly say the words and use What are you doing? – I’m _____. to
ask and answer questions about an action in progress.
d. Procedure: Step 1: Have pupils look at the pictures and elicit the actions in Whole class/ progress. Individual work
Step 2: Have pupils point at Picture a (playing basketball), listen Whole class/
to the recording and repeat the phrase. Repeat the same Individual
procedure with the other three pictures. Have the class repeat the work
phrases a few times. Hold up the flash cards for drawing a picture,
listening to music, playing basketball and watching TV and have pupils say the phrases.
Step 3: Point at Picture a, do the TPR action for playing basketball Whole class
and have pupils do the action for playing basketball. Ask: What
are you doing? and point at the target speech bubble to elicit the
missing word. Then have the class repeat the completed sentence
a few times: I’m playing basketball. Have the class repeat the
question: What are you doing? and the answer: I’m playing
basketball. Have pupils listen and repeat after the recording.
Repeat the same procedure with other three pictures.
Step 4: Give pupils time to practise asking and answering the
question What are you doing? Remind them that they can use any Individual
of the four pictures to point, ask and answer the question. work/
Go around the classroom to offer support.
Step 5: Invite a few pairs to point at the pictures, ask and answer Pair work
the question in front of the class. Game: Spin and Say Individual
- T calls some pupils to say the sentences with the pictures after work/ they spin the wheel. Pair work
- T asks: What are you doing? Whole class
- Pupils answer: I’m _______. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of What are you doing? – I’m _____. to ask and answer
questions about an action in progress in a freer context. b. Input:
– Picture cue: Two friends are talking on the phone. One pupil asks: What are you
doing? and the other is drawing and answers.
– Speech bubbles: What are you doing? – I’m _____. c. Outcome:
Pupils can enhance the correct use of What are you doing? – I’m _____. to ask
and answer questions about an action in progress in a freer context.
d. Procedure: Step 1: Have pupils look at the picture. Point at the picture and Whole class/
elicit the answer I’m drawing a picture. Have pupils do the action Individual
for drawing a picture. Pretend to start a phone call and ask pupils: work
What are you doing? and elicit the full answer:
I’m drawing a picture. Have pupils repeat the question a few
times, and then the answer. Correct their pronunciation and
intonation where necessary. Step 2: Have pupils sit back-to-back in pairs.
One pupil is doing something while the other calls and asks: What Pair work
are you doing? Give pupils time to take turns making a phone call
and practising the questions and the answers in pairs. Go around
the classroom to offer support.
Step 3: Invite some pairs to the front of the class to interact with
each other, pointing at the activity in the picture cue in their Pair work
books. Praise them, and get the class to cheer or clap hands if they do a good job.
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: Group work
Game: Act out and guess who?
- Let the class sit or stand in a circle.
- One person is choosen to be in charge of doing the action by
starting an action (such as playing basketball, then change to
singing, next is dancing, then reading…) for the rest to follow and copy.
- Another students will stand outside and guess who is the choosen one. BOARD PRESENTATION
......., .................. 2022
Unit 18: PLAYING AND DOING Lesson 2 – Period 3
1. Look, listen and repeat: H I’m singing. I’m watching TV.
2. Listen, point and say: - What are you doing?
- I’m playing basketball. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 18: PLAYING AND DOING Lesson 2 – Period 4 I. OBJECTIVES Language:
By the end of the lesson, pupils will be able to:
- listen to and understand four communicative contexts in which pupils ask and
answer questions about an action in progress and number the correct pictures;
- complete four gapped dialogues with the help of picture cues;
- - sing the song What are you doing? with the correct pronunciation and melody. Core
Problem-solving, decision making, teamwork, reliability, motivation, and adaptability competencies: General Listening: listen and number. competences:
Critical thinking: look, complete and read.
Oral communication: let’s sing.
Sociability: talk to each other, say good words to others. Attributes:
Diligence: complete learning tasks.
Responsibility: appreciate kindness.
Secure and organized: spend time to join activities and have fun.
II. RESOURCES AND MATERIAL: - - Student’s book Page 55 - - Audio Tracks 79, 80
- - Teacher’s guide Pages 226, 227, 228
- - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 18)
- - 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 and encourage pupils to respond to your greeting. Whole class
Option 1: Sing the song of Unit 18. Individual
- Ask pupils to sing the song. work /
- Invite some of them to come to the board to role play and do Group work
action, the rest of the pupils will sing. Option 2: Individual
Game: Pass the flashcards. work/
Review the previous lesson by having the class pass the flashcards Group work
with music. When the music stops, those who have flash cards
have to stand up and say the sentence: I’m _______. Option 3: Individual Game: Matching pairs work/
- Divide the class into two teams. (Boys and Girls) Group work
- Ask pupils to choose the matching pairs. (words with pictures)
- Pupils come to the front and choose the pictures in order to match
with the words. Who can make it will have points for the team.
- Give points for the pupils. Encourage the pupils to join the activity. 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 an action in progress and number the correct pictures. b. Input: Picture cues:
a. a boy is playing basketball b. a girl is drawing picture
c. a boy is watching TV d. a girl is listening to music Audio script:
1. A: What are you doing? B: I’m watching TV.
2. A: What are you doing?
B: I’m drawing a picture.
3. A: What are you doing?
B: I’m playing basketball.
4. A: What are you doing?
B: I’m listening to music. c. Outcome:
Pupils can listen to and understand four communicative contexts in which pupils
ask and answer questions about an action in progress and number the correct pictures.
Key: 1. c 2. b 3. a 4. d
d. Procedure: Step 1: Have pupils look at the four picture cues. Point at the Whole class/
picture cues in turn and elicit the actions in progress. Individual work
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 Individual
give pupils another listening opportunity. work
Step 3: Check answers together as a class. Play the recording again Whole class/
for the pupils to double-check their answers. Individual work
Extension: If time allows, play the recording, sentence by Whole class
sentence, for the class to listen and repeat individually and in
chorus. Correct their pronunciation where necessary.
Game: What’s missing? Group work
- Ask pupils to look at the pictures.
- One picture is missing, they have to say quickly what the picture is.
- This game will become harder when there are 2 pictures missing.
- This game can be play in groups or by the whole class. PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To complete four gapped dialogues with the help of picture cues. b. Input:
Four picture cues and four gapped dialogues to complete c. Outcome:
Pupils can complete four gapped dialogues with the help of picture cues.
Key: 1. listening 2. watching 3. doing; drawing 4. are; playing
d. Procedure: Step 1: Have pupils look at the pictures. Have them identify the Whole class/ actions in the pictures. Individual work
Step 2: Have pupils look at the four incomplete dialogues. Draw Whole class/
their attention to the missing words in the sentences. Individual work
Step 3: Model Picture 1. Have pupils look at the dialogue. Ask them Whole class/
what is missing in the answer (listening). Then have them look at Individual
the picture and identify the action. Have them complete the work
sentence (I’m listening to music.). Repeat the same procedure with
Pictures 2, 3 and 4.
Step 4: Have pupils complete the dialogues individually. Get pupils Pair work
to swap and correct their answers in pairs. Check the answers as a class.
Ask a few pairs to read the dialogues aloud. Game: Slap the board Group work
- T divides the class into 2 teams: BOYS and GIRLS.
- T shows 1 sentence on the TV, 1 boy and 1 girl of each team come
to the board, look at the sentences and choose the best words to
make correct sentences. (Pupils slap the words on the board). PRODUCTION
Activity 6. Let’s sing. 8 minutes a. Goal:
To sing the song What are you doing? with the correct pronunciation and melody. b. Input:
The lyrics and the recording of the song What are you doing? c. Outcome:
Pupils can sing the song What are you doing? with the correct pronunciation and melody.
d. Procedure: Step 1: Have pupils look at the pictures illustrating the song lyrics Whole class/
and tell what they can see in the pictures. Elicit the actions: Individual
listening to music, drawing a picture, watching TV and playing work basketball.
Step 2: Play the recording and ask pupils to clap their hands when Whole class/
they hear the word doing. Play the recording again for the class to Individual listen and clap their hands. work
Step 3: Play the recording and ask pupils to do the TPR actions for Whole class/
listening to music, drawing a picture, watching TV and playing Individual
basketball when they hear the words listening, drawing, watching work
and playing. Play the recording again for the class to listen and do
the TPR actions.
Step 4: Play the recording a few times for them to practise singing, Whole class/
and doing the clapping hands and doing actions while singing. Individual
Extension: Put pupils into groups to make up their own actions for work
the song. Invite groups to the front of the class to perform while Group work
the rest of the class sings and / or claps along. Encourage the class
to praise or cheer the performers.
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 to consolidate the lesson.
Option 2: Game: Memory game Group work
Step 1: Tell pupils that they are going to look at the cards in 60
seconds, memorise the words, then remember as many of the
words as possible. Explain how the game is played. Check comprehension.
Step 2: Put the cards on a desk or stick them on the board. Then
cover them with a piece of cloth. Do not let pupils see what is beneath the piece of cloth.
Step 3: Divide the class into 2 or 4 groups. Remove the cloth and
show the cards for 60 seconds. Then cover them again. In their
groups, pupils try to say as many of the words as they can remember.
Step 4: Have the groups say the names of the things aloud. For
each correct word, give them a star or a point. The group with the most stars / points wins. Whole class
Option 3: Teacher tells pupils to make sentences with I’m _______. BOARD PRESENTATION
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Unit 18: PLAYING AND DOING Lesson 2 – Period 4 4. Listen and number: HH 1. c 2. b 3. a 4. d
5. Look, complete and read: 1. listening 2. watching 3. doing; drawing 4. are; playing School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 18: PLAYING AND DOING 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 n and ng in isolation, in the words listen
and singing and in the sentences We listen to music at break time. and I’m singing my
favourite song. with the correct pronunciation and intonation;
● - identify the target words listen and singing while listening;
- say the chant with the correct rhythm and pronunciation. Core
Problem-solving, decision making, teamwork, reliability, motivation, and adaptability competencies: General
Listening: listen and repeat, listen and circle. competences:
Critical thinking: listen and circle.
Oral communication: let’s chant.
Sociability: talk to each other, say good words to others. Attributes:
Diligence: complete learning tasks.
Responsibility: appreciate kindness.
Self-confidence: ability to work as a team member and practice speaking in front of the class.
II. RESOURCES AND MATERIAL: - - Student’s book Page 56 - - Audio Tracks 81, 82, 83
- - Teacher’s guide Pages 228, 229
- - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 18)
- 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 and encourage pupils to respond to your greeting. Option 1:
- Spend a few minutes revising the previous lesson by dividing the Whole class/ class into two groups. Group work
- Show a few picture cards of activities, one by one. Let two halves
of the class take turns to ask and answer questions using the
sentence patterns What are you doing?/ I’m ____.
- Get pupils to open their books on page 56 and look at Lesson 3,
Activity 1. Tell them what they will learn in this lesson. Option 2:
Activity: Listen and say! Individual
- Pupils sit in a circle. Some pupils come in the middle and keep the work/ Group pictures. work
- The others take turn saying a word, the one keeping the pictures
raise their hands then say the whole sentence.
- Who can make it will have points. KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sounds of the letters n and ng in isolation, in the words
listen and singing and in the sentences We listen to music at break time. and I’m
singing my favourite song. with the correct pronunciation and intonation. b. Input:
– The letter n, the word listen and the sentence We listen to music at break time.
– The letter ng, the word singing and the sentence I’m singing my favourite song. c. Outcome:
Pupils can correctly repeat the sounds of the letters n and ng in isolation, in the words listen and singing and in the sentences
We listen to music at break time. and I’m singing my favourite song. with the
correct pronunciation and intonation. d. Procedure:
Step 1: Have pupils point at the letter n, the word listen, and the Individual
sentence We listen to music at break time. while they are work/
listening to the recording and repeating them for the first time. Whole class
Play the recording of the first line a few times for pupils to repeat
in chorus and individually. Repeat the same procedure with the second line.
Step 2: Divide the class into two groups. Tell the groups to take Group work
turns listening to the recording and repeating the two lines
respectively. Invite a few pupils to stand up, listen to and repeat the two lines. Game: Slap the board Teamwork
- T divides class into 2 teams: BOYS and GIRLS.
- 1 boy and 1 girl of each team come to the board, listen to the
recording and choose the right words. (Pupils slap the words on the board) PRACTICE
Activity 2. Listen and circle. 9 minutes a. Goal:
To identify the target words listen and singing while listening. b. Input: Two sentences for completion Audio script:
1. I listen to music at break time.
2. I’m singing a song. c. Outcome:
Pupils can identify the words listen and singing while listening. Key: 1. a 2. a d. Procedure:
Step 1: Draw pupils’ attention to the sentences and the gap-fill Whole class/
options. Play the recording for pupils to listen. Play the recording Individual
again for pupils to listen and circle the correct options. work
Step 2: Get pupils to swap books with a partner, then check the Whole class/
answers as a class. Write the correct answers on the board. Play Individual
the recording again for pupils to double-check their answers. work
Extension: Invite one or two pupils to stand up, listen to and repeat the sentences. Game: Look and say Group work
- Divide the class into two teams: Boys and Girls.
- Ask each pupil from each team to come to the front, look at the pictures then say a sentence.
- Who can say it fast and correctly will get points for the team. PRACTICE
Activity 3. Let’s chant. 8 minutes a. Goal:
To say the chant with the correct rhythm and pronunciation. b. Input:
The lyrics and recording of the chant c. Outcome:
Pupils can say the chant with the correct rhythm and pronunciation. d. Procedure:
Step 1: Draw pupils’ attention to the lyrics of the chant. Check Whole class/ 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 n and ng in the words listen and sing in the chant.
Step 3: Play the recording line by line for pupils to listen and Whole class
repeat. Correct their pronunciation, where necessary.
Step 4: Play the recording all the way through for pupils to chant. Whole class
Encourage them to clap along while chanting. Group work
Extension: Divide the class into two or more groups to take turns
listening to and repeating the 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 in the picture Whole class
of Activities 1, 2 and repeat after the recordings to consolidate the lesson. Option 2: Individual
- Pupils sit in a circle. Some of them hold flash cards of activities work
(listening to music, playing basketball, singing, drawing...), then
pass it one by one with music.
- When they listen to the music, they have to pass the flash cards
to the person next to them. When the music stops, those who
keeps the cards have to stand in the middle of the circle and say
the words, the others listen and check the answer. Option 3: Individual
- Show a few picture cards of activities, one by one. Let two halves work/
of the class take turns to ask and answer questions using the Whole class
sentence patterns What are you doing? / I’m ____. and do the action with the sentences. BOARD PRESENTATION
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Unit 18: PLAYING AND DOING Lesson 3 – Period 5 1. Listen and repeat: 2. Listen and circle: 1. a 2. a School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 18: PLAYING AND DOING Lesson 3 – Period 6 I. OBJECTIVES Language:
By the end of the lesson, pupils will be able to:
- read and match the pupils with the activities that they are doing;
- write a paragraph about what they are doing;
- present their photos and tell their friends what they are doing in the photos. Core
Teamwork, reliability, motivation, and adaptability competencies: General
Listening: Listen to the teacher and classmates in communicating. competences:
Critical thinking: complete a task in reading a text.
Oral communication: presenting a project.
Sociability: talk to each other, say good words to others. Attributes:
Responsibility: appreciate kindness.
Self-confidence: ability to work as a team member and practice speaking in front of the class.
II. RESOURCES AND MATERIAL: - - Student’s book Page 57
- - Teacher’s guide Pages 229, 230 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 18)
- - Computer, projector, … III. PROCEDURE
Warm-up and review – Read and match – 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 and encourage pupils to respond to your greeting. Option 1: Warm-up Whole class/
- Spend a few minutes revising the previous lesson by having the Group work
class say the chant on page 56.
- Get pupils to open their books on page 57 and look at Activity 4.
Tell them what they will learn in this lesson. Option 2: Individual
Review: Look, read and match work
- T asks pupils to match the words with the pictures. PRACTICE
Activity 4. Read and match. 8 minutes a. Goal:
To read and match the pupils with the activities that they are doing. b. Input:
Three reading texts and the icons for listening, reading and drawing c. Outcome:
Pupils can read and match the pupils with the activities that they are doing.
Key: 1. b 2. a 3. c
d. Procedure: Step 1: Draw pupils’ attention to the icons for listening, reading Whole class
and drawing. Elicit the words. Individual work
Step 2: Tell pupils about the activity. Give pupils time to read and Group work/ match. Individual work
Step 3: Get pupils to swap books with a partner. Then check the
answers as a class. Write the correct answers on the board for
pupils to check and correct their answers. Pair work/ Activity: Whole class
Read and remember the information in the text.
Let’s choose and say!
- Pupils choose a number then say the correct sentence.
- Who can say it correctly will get points for the team. (ppt game). PRODUCTION
Activity 5. Let’s write. 9 minutes a. Goal:
To write a paragraph about what they are doing. b. Input: A short gapped paragraph c. Outcome:
Pupils can write a paragraph about what they are doing. d. Procedure: Step 1: Draw pupils’ attention to the first gap. Whole class/
Ask: What do you write here? and elicit their names. Have pupils Individual
write the answer on their notebooks. Repeat the same procedure work
with Gaps 2, 3 and 4.
Step 2: Give pupils time to write the answers in their notebooks. Individual work
Step 3: Have some pupils read their paragraphs aloud. Individual work PRODUCTION
Activity 6. Project. 8 minutes a. Goal:
To present their photos and tell their friends what they are doing in the photos. b. Input:
Picture cue: a boy holding up photos of himself drawing and singing c. Outcome:
Pupils can present their photos and tell their friends what they are doing in the photos.
d. Procedure: Step 1: Point at the prompt drawing and explain what they should Whole class/ do to complete the project. Individual work
Step 2: Prepare two photos to share with pupils. Take a piece of
paper and write the captions for the photos. Point at one photo
and say: In this photo, I’m _____. and point at the other photo and Whole class/
say: And in this photo, I’m _____. Individual
Step 3: Have pupils show the photos or pictures that they have work
prepared for the project. Revise some structures and vocabulary
that pupils need for their presentations. Give the pupils time to Whole class/ practise their presentations by themselves. Individual
Go around the classroom to monitor and offer support. work
Step 4: Give pupils time to use their photos to practise presenting
their projects within their groups. Invite some groups to present in front of the class. Group work
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words in the picture of Whole class
Activities 4, 5 to consolidate the lesson. Option 2:
Game: Which is missing? Group work
- T shows all the pictures and asks pupils to look at them carefully
and find out which one is missing.
- T shows again the pictures with one hidden and asks pupils to find out. BOARD PRESENTATION
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Unit 18: PLAYING AND DOING Lesson 3 – Period 6 5. Let’s write: 6. Project: Our activities