Unit 19: Outdoor activities | Giáo án Tiếng Anh 3 | Global Success
Giáo án Tiếng Anh 3 sách Kết nối tri thức với cuộc sống trọn bộ cả năm, mang tới các bài soạn của cả năm học. Qua đó, giúp thầy cô tiết kiệm khá nhiều thời gian, công sức trong quá trình xây dựng kế hoạch bài dạy của mình. Giáo án được biên soạn kỹ lưỡng, trình bày khoa học theo tuần. Mời thầy cô cùng xem tham khảo nhé!
Chủ đề: Giáo án Tiếng Anh 3
Môn: Tiếng Anh 3
Sách: Global Success
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School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 19: OUTDOOR ACTIVITIES Lesson 1 – Period 1 I. OBJECTIVES Language:
By the end of the lesson, pupils will be able to:
- use the words and phrase play badminton, run, paint, walk in relation to the topic “Outdoor activities”;
- use He’s / She’s _____. to talk about what someone is doing outdoors;
- listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “Outdoor activities”;
- understand and correctly repeat the sentences in two communicative contexts
(pictures) focusing on what someone is doing;
- enhance the correct use of He’s / She’s ____. to ask and answer questions about what someone is doing. Core
decision making, teamwork, work standards, reliability, motivation competencies: General
Listening: listen and recognize the contexts, focus on introducing someone, then competences: repeat.
Critical thinking: talk about friends.
Oral communication: speak about friends, ask and answer the questions.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Sociability: talk to each other, say good words to others. Attributes:
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: tell the truth about feelings and emotions.
Responsibility: appreciate kindness.
Leadership: collaborate with teachers to enhance language skills.
II. RESOURCES AND MATERIAL: - Student’s book Page 58 - Audio Tracks 84, 85
- Teacher’s guide Pages 231, 232, 233 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 19)
- 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 18, 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 18, Group work Lesson 3).
- Ask pupils to chant and do the actions in Unit 18, Lesson 3 in groups.
- Give points for the groups and encourage them. Option 3: Individual
- Play game in the PowerPoint Unit 19 – work/ Lesson 1 – Period 1. Group work
- Divide the class into 2 teams to play “I’m a fairy”.
- Each team chooses one letter to go to the question.
- Have pupils look, read and choose the right option.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are not any letters left.
- The team with the most points wins. 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 what someone is doing. b. Input:
– Context a: Lucy: Look! Nam is running. Mai: Yes, he is.
– Context b: Lucy: Look! Linh is painting. Mai: Yes, she is c. Outcome:
Pupils can understand and correctly repeat the sentences in two communicative
contexts (pictures) focus on what someone is doing.
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. Play the recording again, sentence by sentence, for pupils
to listen and repeat. Follow the same procedure with Picture b.
Correct their pronunciation where necessary.
Step 3: Play the recording again for pupils to listen and repeat in Whole class/ chorus sentence by sentence. Individual work
Step 4: Invite a few pairs to the front of the classroom to listen and Pair work
repeat the sentences in the recording.
Step 5: Draw their attention to the sentences Nam is running and Individual
Linh is painting. Tell pupils that they are sentences describing what work someone is doing. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly use He’s / She’s . to talk about what someone is doing. b. Input: – Picture cues:
a. a girl is playing badminton b. a boy is running c. a boy is painting d. a girl is walking
– Speech bubbles: He’s / She’s . Audio script:
a. playing badminton b. running c. painting d. walking
She’s playing badminton. c. Outcome:
Pupils can correctly use He’s / She’s . to talk about what someone is doing.
d. Procedure: Step 1: Have pupils look at the pictures and identify the characters Whole class/
(a boy or a girl). Have the class repeat the words / phrases a few Individual work times.
Step 2: Have pupils point at Picture a, listen to the recording and Whole class/
repeat the phrase (playing badminton). Follow the same Individual
procedure with the other three pictures. work
Step 3: Point at Picture a and have pupils listen and repeat after Whole class/ Individual
the recording (She’s playing badminton.). work
Step 4: Have pairs practise saying He’s/ She’s ______. with Pictures Pair work b, c and d.
Step 5: Invite a few pupils to point at the pictures and talk about Individual
what someone is doing in front of the class. work Group work Game: Slap the board
- Divide the class into four teams.
- Stick the pictures of activities on the board.
- Teacher says a sentence, a pupil from each team has to point/
slap the right picture and says the sentence again.
- The one who says faster will get points. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of He’s / She’s ______. to ask and answer questions
about what someone is doing in a freer context. b. Input:
– Picture cues: In the park, a boy is playing football, a girl is running, a girl is painting.
– Speech bubbles: He’s / She’s . c. Outcome:
Pupils can enhance the correct use of He’s / She’s . to talk about what someone is doing. d. Procedure: Step 1: Draw pupils’ attention to the picture. Whole class/
Ask questions to help them identify the context (see Input). Individual work
Step 2: Tell individual pupils to talk about what someone is doing Whole class/
in the park. Go around the classroom to offer support. Individual work
Step 3: Invite some pupils to the front of the class to talk about Whole class/ Individual what someone is doing. work
Preparation for the project: Individual Tell pupils about the project on page 63. work/
Ask them to prepare it at home by colouring the characters in the Whole class
picture on a copy and bring their work to class to present it at Project time.
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 1, 2 and repeat after the recordings to consolidate the lesson. Option 2: Group work Game: Sentence Puzzle
- 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 that makes it first will be the winner.
Option 3: Play game in the PowerPoint for Unit 19 – Lesson 1 – Group work Period 1.
- Divide the class into 2 teams to play “I’m a fairy – Level 2”.
- Each team chooses one letter to go to the question.
- Have pupils look, read and choose the right option.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are not any letters left.
- The team with the most points wins. BOARD PRESENTATION
......., .................. 2022
Unit 19: OUTDOOR ACTIVITIES Lesson 1 – Period 1 1. Vocabulary:
playing badminton running painting walking 2. Model sentence:
He’s/ She’s ______. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 19: OUTDOOR ACTIVITIES Lesson 1 – Period 2 I. OBJECTIVES Language:
By the end of the lesson, pupils will be able to:
- use the words and phrase play badminton, run, paint, walk in relation to the topic “Outdoor activities”;
- use He’s / She’s _____. to talk about what someone is doing;
- listen to and understand two communicative contexts about what someone is doing;
- read and complete four target sentence patterns with the help of the picture cues;
- sing the song Painting and singing with the correct pronunciation, rhythm and melody. Core
decision making, teamwork, work standards, reliability, motivation, adaptability, competencies: problem-solving General
Listening: listen and recognize the contexts, focus on introducing someone, then competences: repeat.
Critical thinking: talk about friends.
Oral communication: speak about friends, ask and answer the questions.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Sociability: talk to each other, say good words to others. Attributes:
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: tell the truth about feelings and emotions.
Responsibility: appreciate kindness.
Leadership: collaborate with teachers to enhance language skills.
II. RESOURCES AND MATERIAL: - Student’s book Page 59 - Audio Tracks 86, 87
- Teacher’s guide Pages 233, 234 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 19)
- Computer, projector, … III. PROCEDURE
Warm-up and review – Listen and tick – Look, complete and read – Let’s sing – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 18, Lesson 2. 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 18, Lesson 3). Group work
- Ask pupils to chant and do the actions in Unit 18, Lesson 3 in groups.
- Give points for the groups and encourage them. Individual
Option 3: Play game in the PowerPoint for Unit 19 – Lesson 1 work/Group – Period 2. work PRACTICE
Activity 4. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts about what someone
is doing and tick the correct pictures. b. Input: Picture cues:
1a. Mary is playing badminton. 1b. Mary is painting.
2a. Nam is running. 2b. Nam is playing football. Audio script: 1. 2. A: Is that Mary? A: Who’s that? B: Yes, it is. B: It’s Nam.
A: Look! She’s playing
A: Look! He’s running. badminton. B: Yes, he is. B: Yes, she is. c. Outcome:
Pupils can listen to and understand two communicative contexts about what
someone is doing and tick the correct picture. Key: 1. a 2. a d. Procedure:
Step 1: Draw pupil’s attention to Pictures 1a and 1b. Elicit the Whole class/ names of the characters. Individual work
Step 2: Play the recording for Question 1. Play the recording again Whole class/
for pupils to do the task. Play the recording a third time to give Individual
pupils another listening opportunity. work
Step 3: Repeat Steps 1 to 2 for Pictures 2a and 2b. Whole class/ Individual work
Step 4: Tell pupils to swap books with a partner, then check Whole class/
answers together as a class. Write the correct answers on the Individual
board. Play the recording again for the pupils to double-check work 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 Individual
pronunciation where necessary. work PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To read and complete four target sentence patterns with the help of the picture cues. b. Input:
Four picture cues and four incomplete sentence patterns to complete c. Outcome:
Pupils can complete and read four target sentence patterns with the help of the picture cues.
Key: 1. playing football 2. painting
3. playing badminton 4. running d. Procedure:
Step 1: Have pupils look at the pictures. Have them identify the Whole class/
characters (a boy or a girl) in the pictures. Individual work
Step 2: Have pupils look at the incomplete sentences. Draw their Whole class/
attention to the missing words in the sentences. Individual work
Step 3: Model with Picture 1. Have pupils look at the first Whole class/
sentence. Ask them what words are missing in the sentence Individual
(playing football). Then have them complete the sentence (He’s work
playing football.)
Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw Whole class/
the pupils' attention to the gaps in the sentences in Pictures 2, 3 Individual and 4. work
Step 5: Have pupils complete the gaps in the sentences Individual
individually and ask a few pupils to read them aloud. work Game: Slap the board Group work
- Divide the class into four teams.
- Stick the pictures of activities on the board.
- Teacher says a sentence, a pupil from each team has to point/
slap the right picture and says the sentence again.
- The one who says faster will get points. PRACTICE
Activity 6. Let’s sing. 8 minutes a. Goal:
To sing the song Painting and singing with the correct pronunciation. b. Input:
The lyrics and the recording of the song Painting and singing c. Outcome:
Pupils can sing the song Painting and singing with the correct pronunciation. d. Procedure:
Step 1: Draw pupils’ attention to the title and lyrics of the song. Whole class/
Model the title and lyrics line by line for pupils to repeat. Individual
Encourage them to point at the characters’ pictures to reinforce work their understanding.
Step 2: Play the recording all the way through for pupils to listen Group work
to the whole song. Encourage them to listen carefully to the
pronunciation and the melody.
Step 3: Play the recording line by line for pupils to listen to and Individual
repeat. Correct their pronunciation where necessary. work
Step 4: Play the recording all the way through for pupils to sing Individual along. work/ Whole class
Step 5: Introduce actions for pupils to do while singing along with Whole class the recording.
Extension: Put pupils into groups to make up their actions for the Individual
song. Invite some groups to the front of the class to perform while work/
the rest of the class sings and / or claps along. Encourage the class Whole class
to praise or cheer the performers. Game: Matching game Individual
- Using pictures and flash cards, get 3 pupils to hold the pictures work/
and 3 more to hold the sentences. Whole class - Ask them to find and match.
- Praise the ones who finish the matching.
- Then ask the class to look and say aloud.
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: Group work Game: Sentence Puzzle
- 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 that makes it first will be the winner.
Option 3: Play game in the PowerPoint for Unit 19 – Lesson 1 – Whole class Period 2.
- Divide the class into 3 teams.
- Each team takes turns picking a square.
- Answer the question correctly, pupils will get points. BOARD PRESENTATION
......., .................. 2022 Unit 19: OUTDOO R ACTIVITIES Lesson 1 – Pe riod 2 1. Listen and tick: 1. a 2. a
2. Look, complete and read:
1. playing football 2. painting
3. playing badminton 4. running
3. Let’s sing: School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 19: OUTDOOR ACTIVITIES Lesson 2 – Period 3 I. OBJECTIVES Language:
By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two communicative contexts
(pictures) focus on what someone is doing outdoors;
- use What’s he / she doing? − He’s / She’ s ______. to ask and answer questions
about what someone is doing outdoors;
- enhance the correct use of What’s he / she doing? − He’s / She’ s ______. to ask
and answer questions about what someone is doing outdoors in a freer context. Core
communication, planning and organization, stress tolerance, and initiative competencies: General
Listening: listen and recognize someone, then repeat. competences:
Critical thinking: talk about someone.
Oral communication: speak about someone, ask and answer the questions.
Written communication: practise writing about school things.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Problem-solving and creativity: answer comprehension questions after reading the story.
Sociability: talk to each other, say good words to others. Attributes:
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: tell the truth about feelings and emotions.
Responsibility: appreciate kindness.
Leadership: collaborate with teachers to enhance language skills.
Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL: - Student’s book Page 60 - Audio Tracks 88, 89
- Teacher’s guide Pages 235, 236 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 19)
- 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 19, 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. Group work
Option 2: Play game Sit down, please! (Unit 19, Lesson 1).
- Ask pupils to give instructions for his / her group to act out.
- Give points for the groups and encourage them.
Option 3: Play games in the PowerPoint for Unit 19 – Lesson 2 – Individual Period 3. work/ Group
- Click on the letter to go to the questions. work
- Click on the global to turn back the menu.
- Click on the animals on the net to release them. 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 what someone is doing outdoors. b. Input:
– Context a: Nam: Where’s Bill? - Mary: He’s in the park.
– Context b: Nam: What’s he doing? - Mary: He’s skating. c. Outcome:
Pupils can understand and correctly repeat the sentences in two communicative
contexts (pictures) focus on what someone is doing outdoors. 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. Play the recording again, sentence by sentence, for Individual
pupils to listen and repeat. Follow the same procedure with work
Picture b. Correct their pronunciation where necessary
Step 3: Play the recording again for pupils to listen and repeat in Pair work chorus sentence by sentence.
Step 4: Invite a few pairs to the front of the classroom to listen Pair work
and repeat the sentences in the recording.
Step 5: Draw their attention to the question What’s he doing? Individual
and the answer He’s skating. Tell pupils that they are the work
question and the answer about what Nam’s doing in the park. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly use What’s he / she doing? − He’s / She’s . to ask and answer
questions about what someone is doing outdoors. b. Input: – Picture cues:
a. a boy is skating b. a girl is cycling
c. a boy is flying a kite d. a girl is skipping
– Speech bubbles: What’s he / she doing? − He’s / She’s ______. Audio script: a. skating b. cycling
c. flying a kite d. skipping A: What’s he doing? B: He’s skating. c. Outcome:
Pupils can correctly use What’s he / she doing? − He’s / She’ s ____. to ask
and answer questions about what someone is doing outdoors. d. Procedure:
Step 1: Have pupils look at the pictures and identify the characters Whole class/
(a boy or a girl) and their actions. Have the class repeat the words/ Individual phrases a few times. work
Step 2: Have pupils point at Picture a, listen to the recording and Whole class/
repeat the word (skating). Follow the same procedure with the Individual other three pictures. work
Step 3: Point at Picture a and have pupils listen and repeat after Whole class/
the recording (What’s he doing? - He’s skating.) Individual work
Step 4: Have pairs practise asking and answering questions Pair work
What’s he / she doing? – He’s / She’s ____. with Pictures b, c and d.
Step 5: Invite a few pairs to point at the pictures and say the Pair work
questions and answers in front of the class. Game: Slap the board Group work
- Divide the class into four teams.
- Stick the pictures of activities on the board.
- Teacher says a sentence, a pupil from each team has to point/
slap the right picture and says the sentence again.
- The one says faster will get points. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of What’s he / she doing? − ________. to ask and
answer questions about what someone is doing outdoors. b. Input:
– Picture cues: In the park, Lucy is cycling, Ben is skating, Minh is flying a kite and Linh is skipping.
– Speech bubbles: What’s he / she doing? − _______. c. Outcome:
Pupils can enhance the correct use of What’s he / she doing? − He’s / She’ s
______. to ask and answer questions about what someone is doing outdoors in a freer context. d. Procedure:
Step 1: Draw pupils’ attention to the pictures. Ask questions to Whole class/
help them identify the contexts (see Input). Individual work
Step 2: Put pupils into pairs and encourage them to ask and Pair work
answer questions about what someone is doing outdoors. Go
around the classroom to offer support.
Step 3: Invite some pairs of pupils to come to the front of the class Pair work
to perform their conversations. Game: Matching game Individual work/
Using pictures and flash cards, get 3 pupils hold the pictures and Whole class
3 more hold the sentences. Ask them to find and match. Praise
the ones who finish the matching. Then ask the class to look and say aloud.
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 1, 2 and repeat after the recording. Option 2: Game: 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 that makes it first will be the winner.
Option 3: Play games in the PowerPoint for Unit 19 – Lesson 2 – Group work Period 3.
- Divide the class into 2 teams.
- Each team chooses one rubbish thing to answer.
- Have pupils look, read and choose the right word to complete the sentence.
- Back to the menu for another question.
- The one who helps the environment cleanest is the winner. BOARD PRESENTATION
......., .................. 2022 Unit 19: OUTDO OR ACTIVITIES Lesson 2 – Period 3 1. Vocabulary: skating flying a kite cycling skipping 2. Model sentence: Where’s ____?
He’s/ She’s ______.
Where’s he/ she doing?
He’s/ She’s _________. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 19: OUTDOOR ACTIVITIES Lesson 2 – Period 4 I. OBJECTIVES Language:
By the end of the lesson, pupils will be able to:
- use the words skate, cycle, kite and skip in relation to the topic “Outdoor activities”;
- use He’s / She’s ____. to talk about where someone is;
- understand and correctly repeat the sentences in two communicative contexts
(pictures) focusing on what someone is doing outdoors;
- correctly use What’s he / she doing? − He’s / She’s ____. to ask and answer questions
about what someone is doing outdoors. Core
communication, planning and organization, stress tolerance, and initiative competencies: General
Listening: listen and recognize someone, then repeat. competences:
Critical thinking: talk about someone.
Oral communication: speak about someone, ask and answer the questions.
Written communication: practise writing about school things.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Problem-solving and creativity: answer comprehension questions after reading the story.
Sociability: talk to each other, say good words to others. Attributes:
- Kindness: help partners to complete learning tasks.
- Diligence: complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
- Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL: - Student’s book Page 61 - Audio Tracks 90
- Teacher’s guide Pages 236, 237, 238 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 19)
- Computer, projector, … III. PROCEDURE
Warm-up and review – Listen and number – Look, complete and read – Let’s play – Fun corner and wrap-up. Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 19, 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: Play Miming game! (Unit 18, Lesson 1). Group work
- Divide the class into two groups.
- Have pupils in each group choose a picture and do the action.
- The other group that guesses correctly wins a star.
- After three or four rounds, the group with more stars is the winner.
- Give point for the groups and encourage them.
Option 3: Play game in the PowerPoint for Unit 19 – Lesson 2 – Individual Period 4. work/ Group work 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 what someone is doing outdoors. b. Input: – Picture cues:
a. a boy is flying a kite b. a girl is cycling
c. a girl is skipping d. a boy is skating
– Audio script:
1. A: What’s he doing? B: He’s skating.
2. A: What’s he doing?
B: He’s flying a kite.
3. A: What’s she doing? B: She’s cycling.
4. A: What’s she doing? B: She’s skipping. c. Outcome:
Pupils can listen to and understand four communicative contexts in which pupils
ask and answer questions about what someone is doing outdoors.
Key: 1. d 2. a 3. b 4. c
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Elicit the characters Whole class and their outdoor activities.
Step 2: Play the recording for pupils to listen. Play the recording Whole class
again so that pupils can do the task. Play the recording a third time
to give pupils another listening opportunity.
Step 3: Check answers together as a class. Play the recording again Whole class/
for the pupils to double-check their answers and correct their Pair work answers in pairs.
Extension: If time allows, play the recording, sentence by Whole class/
sentence, for the class to listen and repeat in chorus. Correct their Individual
pronunciation, where necessary. work PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To read and complete four target sentence patterns in four sentences and
dialogues with the help of picture cues. b. Input:
Four picture cues and four incomplete sentence patterns to complete. c. Outcome:
Pupils can complete and read target sentence patterns with the help of the picture cues.
Key: 1. cycling 2. flying 3. skating 4. she; skipping
d. Procedure: Step 1: Have pupils look at the pictures. Have them identify the Whole class/
characters and their actions in the pictures. Individual work
Step 2: Have pupils look at the two incomplete sentences and two Whole class/
incomplete dialogues. Draw their attention to the missing words Individual in the sentences. work
Step 3: Model with Picture 1. Have pupils look at the first Whole class/
sentence. Ask them what word is missing in the gap (cycling). Then Individual
have them complete the sentence (She’s cycling.). work
Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw Whole class/
the pupils' attention to the gaps in the sentences in Pictures 2, 3 Individual and 4. work
Step 5: Have pupils complete the sentences individually and ask a Whole class/ few pairs to read them aloud. Pair work Game: Slap the board Group work
Divide the class into four teams. Stick the pictures of activities on
the board. Teacher says a sentence, a pupil from each team has to
point/ slap the right picture and says the sentence again. The one says faster will get points. PRODUCTION
Activity 6. Let’s play. 8 minutes a. Goal:
To listen to and repeat target words about outdoor activities. b. Input:
A picture showing pupils how to play Whispering game c. Outcome:
Pupils can listen to and repeat target words about outdoor activities.
d. Procedure: Step 1: Tell pupils that they are going to play Whispering game. Whole class/
Write Whispering game on the board. Individual work Group work
Step 2: Divide the class into two teams and have both teams line up in front of the board. Individual
Step 3: Whisper a word or sentence about outdoor activities (e.g. work
skating) to the first member of each team. Then each member
whispers the words to the next member in the team until the
words reach the last member of each team. The last member must
say the word aloud. The team which correctly repeats the words first receives a point. Individual
Step 4: Have the first pupils go to the end of their teams’ lines and work/
replay the game until every pupil has had a chance to go first. Whole class
Step 5: At the end of the game, the team with the most points Group work wins.
Extension: Put pupils into groups to create actions for the song. Group work
Invite some groups to the front of the class to perform, while the
rest of the class sings and / or claps along the song.
Game: Matching game Individual
Using pictures and flash cards, get 3 pupils hold the pictures and work/
3 more hold the sentences. Ask them to find and match. Praise Whole class
the ones who finish the matching. Then ask the class to look and say aloud.
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. Option 2: Group work Game: Sentence Puzzle
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 that makes it first will be the winner.
Option 3: Play game in the PowerPoint for Unit 19 – Lesson 2 – Period 4.
- Click on the numbers to go to the questions.
- Click on the global to turn back the menu.
- Click on the trees to grow trees for the Earth. BOARD PRESENTATION
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Unit 19: OUTDOOR ACTIVITIES Lesson 2 – Period 4 1. Listen and number: 1. d 2. a 3. b 4. c
2. Look, complete and read:
1. cycling 2. flying 3. skating 4. she; skipping 3. Let’s play: School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 19: OUTDOOR ACTIVITIES Lesson 3 – Period 5 I. OBJECTIVES Language:
By the end of the lesson, pupils will be able to:
- use the words skate, cycle, kite and skip in relation to the topic “Outdoor activities”;
- use What’s he / she doing? − He’s / She’s ____. to ask and answer questions about
what someone is doing outdoors;
- listen to and understand four communicative contexts in which pupils ask and
answer questions about what someone is doing outdoors;
- read and complete four target sentence patterns in four sentences and dialogues
with the help of picture cues;
- listen to and repeat target words about outdoor activities. Core
communication, planning and organization, stress tolerance, and initiative competencies: General
Listening: listen and recognize someone, then repeat. competences:
Critical thinking: talk about someone.
Oral communication: speak about someone, ask and answer the questions.
Written communication: practise writing about school things.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Problem-solving and creativity: answer comprehension questions after reading the story.
Sociability: talk to each other, say good words to others. Attributes:
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: tell the truth about feelings and emotions.
Responsibility: appreciate kindness.
Leadership: collaborate with teachers to enhance language skills.
Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL: - Student’s book Page 62 - Audio Tracks 91, 92, 93 - Teacher’s guide Pages 238 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 19)
- Computer, projector, … III. PROCEDURE
Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 19, 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: Play Whispering game! (Unit 19, Lesson 2). Group work
- Divide the class into two teams and have both teams line up in front of the board.
- Whisper a word or sentence about outdoor activities
(e.g.skating) to the first member of each team. Then each member
whispers the words to the next member in the team until the
words reach the last member of each team. The last member must
say the word aloud. The team which correctly repeats the words first receives a point.
- Have the first pupils go to the end of their teams’ lines and replay
the game until every pupil has had a chance to go first.
- At the end of the game, the team with the most points wins.
Option 3: Play game in the PowerPoint for Unit 19 – Lesson 3 – Period 5. Individual work/ Group work KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sounds of the consonant clusters pl and fl in isolation, in
the words play and fly, and in the sentences She’s playing volleyball. and He’s
flying a kite. with the correct pronunciation and intonation. b. Input:
- The consonant cluster pl, the word play and the sentence
She’s playing volleyball.
- The consonant cluster fl, the word fly and the sentence He’s flying a kite. c. Outcome:
Pupils can correctly repeat the sounds of the consonant clusters
pl and fl in isolation, in the words play and fly, and in the sentences She’s playing
volleyball. and He’s flying a kite. with the correct pronunciation and intonation.
d. Procedure: Step 1: Draw pupils’ attention to the consonant cluster pl, the Whole class/
word play and the sentence She’s playing volleyball. Play the Individual
recording and encourage them to point to the consonant cluster / work
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 Individual
their pronunciation where necessary and praise them if their work pronunciation is good.
Step 3: Repeat Steps 1 and 2 for the consonant cluster fl. Whole class/ Individual work PRACTICE
Activity 2. Listen and circle. 9 minutes a. Goal:
To identify the target words playing and flying while listening. b. Input: Two sentences for completion. Audio script:
1. Mai is playing volleyball.
2. Minh is flying a kite. c. Outcome:
Pupils can identify the target words playing and flying while listening. Key: 1. c 2. b
d. Procedure: Step 1: Draw pupils’ attention to the sentences and the gap-fill Whole class/ options (a, b). Individual work
Step 2: Play the recording for pupils to listen. Whole class/ Individual work
Step 3: Play the recording again for pupils to listen and circle the Whole class/ correct options. Individual work
Step 4: Tell pupils to swap books with a partner, then check the Pair work
answers together as a class. Write the correct answers on the board.
Step 5: Tell pupils to return the books to their partners. Play the Pair work/
recording again for pupils to double-check their answers. Whole class
Extension: Invite one or two pupils to stand up, listen to and Individual repeat the 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 chant. Model Whole class/
them line by line for pupils to repeat. Individual work
Step 2: Play the recording all the way through so that pupils can Whole class/
listen to the whole chant. Encourage them to listen carefully to the Individual
rhythm and pronunciation. 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 say the Individual
chant. Encourage them to clap along while chanting. work/ Whole class
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 Activites 1, 2 and repeat after the recording. Option 2:
Game: Play game in the PowerPoint for Unit 19 Group work – Lesson 3 – Period 5.
- Divide the class into 2 teams.
- Each team take turns choosing one letter.
- If they answer the question correctly, they will get points. BOARD PRESENTATION
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Unit 19: OURDOOR ACTIVITIES Lesson 3 – Period 5 1. Listen and repeat:
pl play She’s playing volleyball.
fl fly He’s flying a kite. 2. Listen and circle: 1. c 2. b 2. Let’s chant: School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 19: OUTDOOR ACTIVITIES Lesson 3 – Period 6 I. OBJECTIVES Language:
By the end of the lesson, pupils will be able to:
- correctly pronounce the sounds of the consonant clusters pl and fl in isolation, in the
words play and fly, and in the sentences She’s playing volleyball. and He’s flying a
kite; with the correct pronunciation and intonation;
- read a passage and answer the questions about what someone is doing outdoors;
- complete a paragraph about what a pupil and his/her friend are doing outdoors;
- trace and colour the friends, then tell the class where they are and what they are doing. Core
communication, planning and organization, stress tolerance, and initiative. competencies: General
Listening: listen and recognize someone, then repeat. competences:
Critical thinking: talk about someone.
Oral communication: speak about someone, ask and answer the questions.
Written communication: practice writing about school things.
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Problem-solving and creativity: answer comprehension questions after reading the story.
Sociability: talk to each other, say good words to others. Attributes:
- Kindness: help partners to complete learning tasks.
- Diligence: complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
- Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL: - - Student’s book Page 63
- - Teacher’s guide Pages 240, 241 - - Website sachmem.vn
- - Flash cards/ pictures and posters (Unit 19)
- Computer, projector, … III. PROCEDURE
Warm-up and review – Read and answer – Let’s write – Project –
Fun corner and wrap-up. Procedure Teacher’s activities
Pupils’ activities Note
Warm-up and review: 5 minutes Greet the class.
Option 1: Say Let’s chant. in Unit 19, Lesson 3. Whole class - Ask pupils to chant.
- Invite some of them to come to the board to
role play, the rest of the pupils will chant.
Option 2: 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 that makes it first will be the winner.
- Option 3: Play game in the PowerPoint for Individual work/
Unit 19 – Lesson 3 – Period 6. Group work PRACTICE
Activity 4. Read and answer. 8 minutes a. Goal:
To read a passage and answer the questions about what someone is doing outdoors. b. Input: A passage and four questions. c. Outcome:
Pupils can read a passage and answer the questions about what someone is doing outdoors.
Key: 1. They’re in the park. 2. She’s cycling.
3. He’s flying a kite. 4. He’s playing football. d. Procedure:
Step 1: Draw pupils’ attention to four questions and his / her Whole class/
outdoor activity in the passage. Individual work
Step 2: Have pupils work individually. Individual work Whole class/
Step 3: Set a time limit for pupils to read and answer the Individual work
questions. Go around the classroom to offer support where necessary.
Step 4: Tell pupils to swap the answers with a partner, then Pair work/
check answers as a class. Write the answers on the board. Whole class PRODUCTION
Activity 5. Let’s write. 9 minutes a. Goal:
To complete a paragraph about what a pupil and his / her friend are doing outdoors. b. Input: A gapped paragraph:
Lucy and Nam are my friends. They like ____________. Lucy is _____________. Nam is ____________. I like ___________. I’m ____________. What are you doing? c. Outcome:
Pupils can complete the paragraph about what they and their friends are doing outdoors.
Key: (Pupils’ answers) d. Procedure:
Step 1: Draw pupils’ attention to the first gap and elicit the Whole class/
words (sports and games). Have pupils write their answers. Individual work
Step 2: Repeat Step 1 with the next gap.
Step 3: Give pupils time to complete the paragraph. Whole class/ Individual work
Step 4: Have some pupils read their completed paragraphs Whole class/ aloud. Individual work PRODUCTION
Activity 6. Project. 8 minutes a. Goal:
To trace and colour the friends, then tell the class where they are and what they are doing. b. Input: A general picture c. Outcome:
Pupils can trace and colour the friends, then tell the class where they are and what they are doing. d. Procedure:
Step 1: Have pupils work in groups. Group work
Step 2: Model by saying: Look at this boy. He is Bill. I’ll trace Whole class/
and colour him. Then trace and colour the character (Bill) in Individual work
different colours. Finally, describe the character. For
example: Look! This is my friend Bill. He’s in the Central Park
now. He’s skating …
Step 3: Hand out copies of the picture to pupils (as shown in Whole class/
Input) and coloured pencils. Individual work
Step 4: Give time for all groups to do their task. Go around Group work
the classroom and check their work.
Step 5: If time allows, invite representatives of one or two Individual work/
groups to tell the class about the characters they have traced Whole class
and coloured, then describe where and what they are doing.
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 to consolidate the lesson. Option 2: Game: 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 that makes it first will be the winner. Option 3: Group work
Play game in the PowerPoint for Unit 19 – Lesson 3 – Period 6.
- Divide the class into 2 teams.
- Pupils take turn picking candy.
- If they answer correctly, they will get points. BOARD PRESENTATION
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Unit 19: OUTDOOR ACTIVITIES Lesson 3 – Period 6 1. Read and answer:
1. They are in the park. 3. He is flying a kite.
2. She is cycling. 4. He is playing football. 2. Let’s write: 3. Project: