Unit 20: At the zoo | 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
Thông tin:
Tác giả:
Preview text:
School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 20: At the zoo Lesson 1 – Period 1 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two communicative contexts
(pictures) to ask and answer questions about what animals someone can see at the zoo
- correctly use What can you see? – I can see ______. to ask and answer questions
about what animals someone can see at the zoo
- enhance the correct use of What can you see? – I can see . to ask and answer
questions about what animals someone can see at the zoo. Core
teamwork, motivation, problem-solving, integrity, communication competencies General
Listening: look, listen and repeat competencies
Critical thinking: listen, point and say
Oral communication: let’s talk Attributes:
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Sociability: talk to each other, share their knowledge about animals at the zoo to others
II. RESOURCES AND MATERIAL: - Student’s book Page 64 - Audio Tracks 94, 95 - Teacher’s guide Pages 242 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 20)
- 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 a “At the zoo” song Whole class
Option 2: Ask pupils if they have ever been to the zoo and what Individual
animals they saw. (Pupils can show their pictures at the zoo if work
they want). Then introduce the animal names and key
expressions for the lesson.
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts (pictures) to ask and answer questions about what animals someone can see at the zoo b. Input:
– Context a: Bill calls and asks Mai: Where are you, Mai? Mai answers: I’m at the zoo.
– Context b: Bill continues asking Mai: What can you see? Mai answers: I can see a tiger. c. Outcome:
Pupils can understand and correctly repeat What can you see? – I can see
______. to ask and answer questions about what animals someone can see at the zoo. d. Procedure:
Step 1: Have pupils look at Context a. Ask them some questions Whole class
such as Who are they? Where are they? What is Mai doing?.
Explain the meaning of the question and the answer. Check comprehension.
Step 2: Play the recording all the way through for pupils to
listen. Then let pupils listen and do choral and individual Individual
repetition, sentence by sentence. work
Step 3: Repeat Step 1 and 2 for Context b. Draw their attention
to the question What can you see? and the answer I can see a Whole class/
tiger. Explain that they are used to ask and answer questions Individual
about what animals someone can see at the zoo. Check work comprehension.
Step 4: Invite a few pairs to listen to the recording, to point at Pair work
the characters and say the language in front of the class.
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly use What can you see? – I can see ______. to ask and answer
questions about what animals someone can see at the zoo b. Input: – Picture cues:
a. a tiger b. a horse c. a monkey d. a peacock
– Speech bubbles: What can you see? – I can see ______. – Audio script:
a. a tiger b. a horse c. a monkey d. a peacock A: What can you see? B: I can see a tiger. c. Outcome:
Pupils can correctly use What can you see? – I can see ______. to ask and
answer questions about what animals someone can see at the zoo. d. Procedure:
Step 1: Have pupils look at Pictures a, b, c and d and elicit the Whole class
names of the animals. Have the class listen to the recording and
repeat the words a few times in chorus and individually.
Step 2: Model by getting pupils to point at the question in the Individual
first bubble “What can you see?” to listen to the recording and work
repeat a few times. Then let them point at Picture a, elicit the
pupils to say the missing words (e.g. a tiger). After that, get
them to point at the answer in the second bubble, listen to the
recording and repeat I can see a tiger. Go around and offer help
or correct pupils’ pronunciation, where necessary.
Step 3: Repeat Step 2 for Pictures b, c, d by letting one pupil ask Individual
the question and the other answer about what an animal he / work
she can see at the zoo. Go around the classroom and offer help where necessary.
Step 4: Invite a few pairs to point at the pictures and ask and
answer questions about animals in front of the class. Group work
Mini game: Listen and choose
Teacher asks pupils to listen carefully, then choose the correct Whole class/
answer. Write it on their mini board. Individual 1. Key: A work 2. Key: B 3. Key: A 4. Key: D 5. Key: C
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of What can you see? – I can see______ . to ask and
answer questions about what animals someone can see at the zoo b. Input:
– Picture cue: Some animals at the zoo: a tiger, a horse, a peacock, a monkey
– Speech bubbles: What can you see at the zoo? – _______. c. Outcome:
Pupils can enhance the correct use of What can you see? – ______. to ask and
answer questions about what animals someone can see at the zoo. d. Procedure:
Step 1: Have pupils look at the picture and elicit them to say the Whole class/
names of the animals. Check comprehension. Encourage pupils Individual
to point at each animal and say what they can see (e.g. I can see work a tiger.)
Step 2: Model by getting pupils to listen to and repeat the Individual
question in the first bubble What can you see? Then ask them work
to point at one animal (e.g. a peacock) and answer I can see a
peacock. Correct the pronunciation if necessary.
Step 3: Give the pupils time to practise asking and answering
the questions in pairs. Go around the classroom and offer help Group work where necessary.
Step 4: Invite a few pairs to practise asking and answering the
questions in front of the class. Pairs work
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils do the activities to consolidate Whole class the lesson. Option 2: Game: Simon says Whole class
- Teacher starts a sentence with “Simon says”. Pupils must
follow the leader and do the action.
- If the sentence does not start with “Simon says’, pupils do nothing.
Simons says swim like a fish.
Simons says jump like a monkey.
Simon says run like a horse.
Touch your ears like a rabbit!
Did you touch your ears?
I didn’t say Simon says.
Simons says roar like a tiger. Dance like a peacock. Did you dance?
I didn’t say Simon says.
Option 3: Animal sounds
Ask pupils to listen to the sound carefully, then guess the Whole class animal’s name. Teacher: What do you hear? Pupils: It’s a ______ BOARD PRESENTATION
......., ................. 2022 Unit 20: AT THE ZOO Less on 1 – Period 1 1. Words:
a. a tiger b. a horse c. a monkey d. a peacock 2. Model sentences: What can you s ee at the zoo? I can see ______ . School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 20: At the zoo Lesson 1 – Period 2 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 what animals they can see at the zoo and number the correct pictures.
- complete the four gapped exchanges with the help of the picture cues.
- revise the target vocabulary items through the Miming game. Core
Decision making, teamwork, motivation, adaptability, problem-solving, integrity, and competencies initiative. General
Self-control & independent learning: perform listening and writing tasks competencies
Listening: listen and respond by writing correct numbers
Communication and collaboration: work in pairs or groups Attributes:
Kindness: help partners to complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 65 - Audio Tracks 96 - Teacher’s guide Pages 244 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 20)
- 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: Spend a few minutes revising the previous lesson by Whole class
inviting a few pairs of pupils to the front of the class to ask and
answer questions about what animals they can see at the zoo,
using the picture in Activity 3, Lesson 1.
Option 2: Animal dance
- Ask pupils to watch videos and listen to the song. Group work
- Then act out/dance/move (freestyle) like an animal to music. Option 3:
Game: Choose the correct word.
- Ask pupils to look at the picture, then choose the correct name Individual of the animals. work/ Group
- Write the answer on their mini board. work
Activity 1. Listen and number. 8 minutes a. Goal:
To listen to and understand four communicative contexts in which pupils ask and
answer questions about what animals they can see at the zoo and number the correct pictures b. Input: – Picture cues:
a. a horse b. a tiger c. peacock d. a monkey Audio script: 1. A: What can you see? B: I can see a monkey. 2. A: What can you see? B: I can see a horse. 3. A: What can you see? B: I can see a tiger. 4. A: What can you see? B: I can see a peacock. c. Outcome:
Pupils can listen to and understand four communicative contexts in which pupils
ask and answer questions about what animals they can see at the zoo.
Key: 1. d 2. a 3. b 4. c
d. Procedure: Step 1: Have pupils look at each picture in Activity 4 and ask them Whole class
What can you see? and let them give the answers (e.g. Picture a: I
can see a horse.). Check comprehension.
Step 2: Play the recording all the way through so that pupils can Whole class
get familiar with the characters’ voices. Then play the recording
(once or twice, if necessary) for them to listen to and number the pictures.
Step 3: Let them swap and check the answers before checking as
a class. Correct the answers, if necessary. Pair work/ Whole class
Extension: If time allows, play the recording, sentence by
sentence, for the class to listen and repeat individually and in Individual
chorus. Correct pronunciation where necessary. work
Extra activity: Listen and write.
Ask pupils to listen carefully and write the correct name of animals Whole class
on their mini board/notebook. This can be played in groups. Keys: 1. monkey 2. horse 3. tiger 4. peacock
Activity 2. Look, complete and read. 9 minutes a. Goal:
To complete the four gapped exchanges with the help of the picture cues. b. Input:
Four picture cues and four incomplete exchanges to complete. c. Outcome:
Pupils can complete and read aloud four exchanges correctly with the help of the picture cues. Key: 1. peacock 2. a horse 3. see; a monkey 4. can you see; a tiger
d. Procedure: Step 1: Tell the class the goal of this activity. Have pupils read each Whole class/
exchange and guess the missing word(s) that can be used to fill in Individual
the gap(s). Then have them look at the picture and elicit the name work
of the animal in Pictures 1 and 2 and the verb or verb phrase in
the question and the name of the animal in the answer in Pictures
3 and 4. You may model the gapped Exchange 1 as an example. Check comprehension.
Step 2: Give pupils time to read the gapped exchanges, look at the Whole class/
pictures, and fill in the gaps independently. Go around and give Individual
further support to those pupils who find it difficult to do the task. work
Step 3: Ask pupils to swap and check their answers. Correct the
answers where necessary. If there is enough time, ask pupils to
write the answers on the board before having them write the Whole class/ answers in their notebooks. Pair work
Step 4: Invite a few pairs of pupils to read aloud the complete
exchanges in front of the class. The class listens and praises their work. Pair work
Game: What can you see?
Divide the class into 2-4 groups. Each group has a small board,
look at the picture then write what they can see there. There’s Group work
some letters for them to unscramble. The fastest pupils to finish
will get points for their group.
Activity 3. Let’s play. 8 minutes a. Goal:
To revise the target vocabulary items through the Miming game b. Input:
Five cards, each with a target vocabulary item (e.g. horse, tiger, monkey, elephant, peacock). c. Outcome:
Pupils can play the Miming game to revise the target vocabulary items learnt in the lesson.
d. Procedure: Step 1: Tell pupils that they are going to revise the target Whole class/
vocabulary items they have learnt in Lesson 1. Explain how the Individual
game is played. Check comprehension. work
Step 2: Divide pupils into groups of five and give each group a set Group work of cards.
Step 3: Have each player in group 1 in turn look at the card and Individual
mime / act out the animal on the card (e.g. peacock) without work/ Whole
making any sounds or lip movements. The other player in the class
group asks What can you see? The players in group 2 answer (e.g.
I can see a peacock.). If the second group has the correct answer,
they get a point. If the answer does not match the action, switch
the groups and let each player in group 2 mime the animal while
the first group gives the answer. The game ends when all the cards are gone.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils do the activities to consolidate the Whole class lesson. Option 2: Animal dice
T can print the cards out and stick them into the dice.
- Divide the class into 8 groups.
- Each pupil in groups takes turns rolling the dice. Group work
- Then he/she names the animal. Next he/she will read the
sentence “I can see a...”. Lastly, he/she moves/makes a sound like that animal.
Option 3: Game Tic tac toe
- Divide the class into 2 groups. (Group 1 is X, Group 2 is O.)
Teacher uses flashcards to ask: Group work + What can you see?
+ Pupils act out the animal on the card.
+ Make the sound of an animal.
- Pupils in each group have to listen to the question from the
teacher, then answer/do correctly.
- The first player to get 3 of the marks in a row (up, down, across, or diagonally) is the winner. BOARD PRESENTATION
......., ................. 2022 Unit 20 : AT THE ZOO Less on 1 – Period 2 1. Listen and number 1. d 2. a 3. b 4. c 1. monkey 2. horse 3. tiger 4. peacock
2. Look, complete and r ead 1. peacock 2. a horse 3. see; a monkey School: ____________________
4. can you see; a tiger
3. Homework: Workbook, page Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 20: At the zoo Lesson 2 – Period 3 I. OBJECTIVES
Language focus: By the end of the lesson, pupils will be able to:
- understand and correctly repeat What is the _____ doing? It's _____. to ask and
answer questions about what a zoo animal is doing.
- use What is the ______ doing? – It's ______. to ask and answer questions about what a zoo animal is doing.
- enhance the correct use of What’s the _____ doing? – It’s _____. to ask and
answer questions about what a zoo animal is doing. Core
communication, planning and organization, stress tolerance, and initiative competencies General
Listening: look, listen and repeat competencies
Critical thinking: listen, point and say
Oral communication: let’s talk Attributes:
Communication and collaboration: work in pairs or groups
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 66 - Audio Tracks 97, 98 - Teacher’s guide Pages 246 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 20)
- 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: Spend a few minutes revising Unit 20, Lesson 1 Whole class
by asking the class to play the Miming game.
Option 2: You may invite a few pairs of pupils to point at Group work
the pictures in Activity 5 and act out the exchanges, using
What can you see at the zoo? – I can see _____.
Option 3: Animal quiz game Individual
- Divide the class into 4 groups. work/ Group
- Teacher asks pupils to read the sentence about the work
animal's facts carefully. Then choose the correct name. 1. tiger 2. horse 3. monkey 4. elephant 5. parrot 6. peacock
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat What is the _____ doing? It's _____.
to ask and answer questions about what a zoo animal is doing. b. Input:
– Context a: Bill calls and asks Mai: What can you see? Mai answers: I can see an elephant.
– Context b: Bill continues asking Mai: What is the elephant doing? Mai answers: It's dancing. c. Outcome:
Pupils can understand and correctly repeat What is the _____ doing? It's
_____. to ask and answer questions about what a zoo animal is doing.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify Whole class
the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording Whole class for them to listen.
Step 3: Play the recording again for pupils to listen and Whole class/
repeat individually and in chorus. Correct their Individual
pronunciation where necessary. Repeat the same work
procedure with Picture b.
Step 4: Invite a few pairs to the front of the classroom to Pair work
listen to and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the question What’s the Whole class
elephant doing? and the answer It’s dancing. Tell pupils
that they are the question and the answer about what a zoo animal is doing.
Extension: For a more able class, let pupils read aloud the Pair work
conversation in the two contexts after listening and repeating.
Extra activity: Listen and Slap (Flashcards) Individual
- Divide the class into 2 groups: Boys and Girls. work/Whole
- The teacher then ask pupil from each group to come up class
to the board with fly swatters.
- They then listen as the teacher calls out a word and race
to slap the correct picture or word. Suggestion: 1. monkey 5. tiger 2. counting 6. elephant 3. parrot 7. climbing 4. dancing 8. swinging
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly use What is the _____ doing? – It's _____. to ask and answer
questions about what a zoo animal is doing. b. Input: Picture cues:
a. an elephant dancing b. a parrot counting
c. a monkey swinging d. a tiger climbing
– Speech bubbles: What is the _____ doing? – It's _____. Audio script:
a. dancing b. counting c. swing d. climbing A: What's the elephant doing? B: It's dancing c. Outcome:
Pupils can correctly use What is the ______ doing? – It's ______. to ask and
answer questions about what a zoo animal is doing.
d. Procedure: Step 1: Have pupils point at the words under the pictures, Whole class/
listen to the recording and repeat a few times until they Individual
feel confident. Explain the meaning of the words. Check work comprehension.
Step 2: Model by getting pupils to point at Picture a and Individual
elicit the name of the animal (e.g. elephant). Have them work
look at the question in the first bubble, listen to the
recording and repeat it a few times. Then have them look
at the gapped answer It's ___. and fill the gap with the ing
form of the verb under the picture (e.g. dancing), listen to
the recording and say the complete answer a few times.
Step 3: Give pupils a time limit to practise asking and Individual
answering the questions, using the ing form of the verbs work/Group
under the pictures as cues. Go around and offer help work where necessary.
Step 4: Invite a few pairs of pupils to point at the pictures, Group work
ask and answer questions about what an animal is doing
at the zoo in front of the class.
Extra activity: Look and match Individual
Ask pupils to look at the pictures, then match them with work/Group
correct verbs. Write their answers in a notebook. work 1. dancing 2. counting 3. swinging 4. climbing
Activity 3. Let’s talk. 8 minutes a. Goal
To enhance the correct use of What is the ___ doing? – ___. to ask and
answer questions about what a zoo animal is doing. b. Input
– Picture cues: Some animals at the zoo: An elephant dancing; a monkey
swinging; a tiger climbing (a tree); Two pupils are asking and answering
questions about what a zoo animal is doing.
– Speech bubbles: What is the _______doing? – ______. c. Outcome
Pupils can correctly use What is the ___ doing? – It's ___. to ask and answer
questions about what a zoo animal is doing d. Procedure
Step 1: Tell the class the goal of this activity. Get them to Whole class
point at the monkey and ask What is the monkey doing?
Then have them complete the exchange by saying: It's
swinging. Ask one pair of pupils to role-play the exchange
in front of the class. Check comprehension.
Step 2: Give the pupils time to practise asking and
answering the questions in pairs or groups. Go around the Group work
classroom and offer help or correct the pronunciation /Individual where necessary. work
Step 3: Invite a few pairs of pupils to point at each animal,
asking and answering the question in front of the class. Pair work
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils do the activities to Whole class consolidate the lesson.
Option 2: My favorite animal.
- Ask pupils to draw and color a picture about an animal they like best. Group work
- Then ask some pupils (3-4 pupils) to show and talk about
his/her drawing in front of the class.
Example: This is my drawing about monkey at the zoo /
Monkey is my favorite animal/ I like monkey best. The
monkey is swinging. It’s brown and beautiful. It likes eating banana. Option 3: Game: Who is faster? Group work
- Divide class into 2 groups: A and B
- Teacher clicks each box to open them and reveal the letter inside.
- Pupils in each group will guess what the verb-ing is. Then
run and write the answer on the board as fast as they can. BOARD PRESENTATION
......., ................. 2022 Unit 20: AT THE ZOO Lesson 2 – Period 3
1. Look, listen and repe at. What can you see?
I can see an elephant.
What is the elephant doing? It's dancing.
2. Listen, point and say.
What is the ____ doing? School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 20: At the zoo Lesson 2 – Period 4 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “At the zoo”.
- complete the four gapped exchanges with the help of the picture cues
- sing the song At the zoo with the correct pronunciation, melody and intonation. Core
Decision making, teamwork, reliability, motivation, adaptability, problem-solving, competencies
integrity, communication, planning and organization General
Self-control & independent learning: perform listening tasks competencies
Written Communication: complete the sentence
Communication and collaboration: work in pairs or groups Attributes:
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 67 - Audio Tracks 99, 100 - Teacher’s guide Pages 248 - Website sachmem
- Flashcards/pictures and posters (Unit 20)
- 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: Spend a few minutes revising the previous lesson by Whole class/
letting a few pairs of pupils ask and answer questions about pair work
what a zoo animal is doing in the picture in Activity 3.
Option 2: Pass the animal.
- Pupils pass the stuffed Animal (or a picture) around the class while the music is playing. Whole class/
- When the music stops, the student with the animal/picture Individual
must answer the questions from the teacher. work Teacher: What can you see? Pupil: I can see a ...
Teacher: What is the ... doing? Pupil: The ... is ...
Teacher: Make a monkey dance!/ Let’s roar like a tiger/...
Option 3: Game: Guess me!
- Divide the class into 4 groups.
- Pupils try to identify different body parts of an animal Individual
(color/body/legs,...). Then guess which animal it is. work/ Group
- Then the teacher shows the last picture, asks the winning work
group: What is the ... doing?
Activity 1. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts in which pupils ask
and answer questions about what animals they can see at the zoo and each of
them is doing and tick the correct pictures b. Input: Picture cues:
1a. a monkey swinging on a branch 1b. a monkey climbing a tree.
2a. an elephant dancing 2b. an elephant walking. Audio script:
1. Bill: What can you see? Mai: I can see a monkey.
Bill: What’s the monkey doing?
Mai: It’s climbing the tree. 2. Bill: What can you see? Mai: I can see an elephant.
Bill: What’s the elephant doing? Mai: It’s dancing. c. Outcome:
Pupils can listen to and understand two communicative contexts in which pupils
ask and answer questions about what an animal they can see at the zoo and what it is doing. Key: 1. a 2. a
d. Procedure: Step 1: Have pupils look at the pair of picture cues 1. Ask them Whole class
some questions such as What can you see? What is it doing?
Draw pupils’ attention to the similarity (e.g. a monkey) and the Whole class
difference between two pictures (e.g. the monkey is swinging in Whole class/
Picture a, the monkey is climbing the tree in Picture b). Check Individual comprehension. work
Step 2: Play the recording of the first text (once or twice if
needed) for pupils to listen to and tick the correct pictures.
Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b. Draw
pupils' attention to the similarity and difference between two Whole class/
pictures. Check comprehension. Individual work
Step 4: Let pupils swap and check the answers before checking as a class. Pair work
Extension: If time allows, play the recording sentence by
sentence for the class to listen to and repeat the dialogues in Individual
chorus. Correct pronunciation if necessary. work
Activity 2. Look, complete and read. 9 minutes a. Goal:
To complete the four gapped exchanges with the help of the picture cues b. Input:
Four picture cues and four incomplete exchanges to complete c. Outcome:
Pupils can complete the four gapped exchanges with the help of the picture cues.
Key: 1. counting 2. the tiger; climbing (the tree)
3. the monkey; swinging 4. the elephant; It's dancing
d. Procedure: Step 1: Model by getting pupils to do the gapped exchange 1. Whole class/
Have them look at the picture. Ask them some questions such Individual
as What can you see? and What's it doing? Draw pupils’ work
attention to the gap in the answer and say what they should
write (e.g. counting). Check comprehension.
Step 2: Give pupils a time limit to read the gapped exchanges 2, Individual
3 and 4, look at the pictures and fill in the gaps independently. work
Step 3: Ask pupils to swap and check the answers. Correct the answers if necessary. Pair work
Step 4: Invite four pairs of pupils to read aloud the complete
exchanges in front of the class. Whole class Game: What can you see?
- Ask 6 pupils to wear an animal hat in front of the class (they
don’t know what the animal is).
- Then each pupil takes turns asking their friends: What can you see?
- The whole class can use both gestures or act out (without
saying a word) for him/her to guess the name of the animal: It’s a....
- Next, they can ask: What is the ...doing?.
- The whole class will do an action (climb tree/ dance/ swing/ count): The ... is ...-ing.
Activity 3. Let’s sing. 8 minutes a. Goal:
To sing the song At the zoo with the correct pronunciation, melody and intonation b. Input:
The lyrics and the recording of the song At the zoo c. Outcome:
Pupils can sing the song with the correct pronunciation, melody and intonation.
d. Procedure: Step 1: Have pupils read the first verse of the lyrics. Explain that Whole class/
the first question and answer focuses on what the pupils can see Individual
at the zoo. The second deals with what the monkey is doing. work Check comprehension.
Step 2: Have pupils listen to the first verse, drawing their Individual
attention to the pronunciation, the rhythm and the melody of work
the song. Then let them listen to and practise singing it, line by
line first, and clap hands or do actions until they sing confidently.
Step 3: Repeat Steps 1 and 2 with the second verse. Go around Individual
and check pronunciation, the rhythm and the melody if needed. work
Step 4: Ask pupils to sing the whole song, clapping hands or doing actions. Whole class
Step 5: Invite two groups to the front of the class to sing the
song. The class may sing along and clap or do actions to Group work reinforce the activity.
Extra activity: Teacher plays the song and sings the questions
parts. Pupils will sing the answers. Later, divide the class into 2 Whole class
teams and let them sing: one asks and the other answers.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils do the activities to consolidate Whole class the lesson.
Option 2: Animal in the basket
- Teacher prepares flashcards, four different colored balls and four baskets beforehand. Group work
- Divide the class into 4 groups. Each pupil will look at the
flashcard, and listen to the question from the teacher. Suggestion:
+ What is the ...doing? It’s ...
+ What can you see at the zoo?
+ What is your favorite animal at the zoo?
+ How many animals can you see?
+ Can you say 2/3/4/... names of animals?
- If he/she answers correctly then he/she can take a shot at the
basket. If the pupil gets the ball in the basket then he/she wins
2 points. If the pupil hits the basket without going inside then
he/she wins 1 point. The person who gets the most points for their group is the winner.
Option 3: Find the differences between two pictures. Group work
- Ask pupils to work in groups of 4/6.
- Ask them to look at the pictures, talk to their classmates and
find the differences between 2 pictures. Set time to work (2-3 minutes)
- Ask some pairs to share answers with the whole-class. BOARD PRESENTATION
......., ................. 2022 Unit 20: AT THE ZOO Less on 2 – Period 4 1. Listen and tick 1. a 2. a
2. Look, complete and r ead 1. counting
2. the tiger; climbing (the tree)
3. the monkey; swinging
4. the elephant; It's dancing. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 20: At the zoo Lesson 3 – Period 5 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- correctly repeat the sounds of the letter a in isolation, in the words parrot and
dancing and in the sentences I can see a parrot. and The peacock is dancing.
- identify the target words parrot and dancing while listening.
- say the chant with the correct rhythm and pronunciation. Core
Problem-solving, decision making, teamwork, reliability, motivation, and adaptability competencies General
Critical Thinking: listen and circle/ listen and repeat. competencies
Oral Communication: let’s chant. Attributes:
- Diligence: complete learning tasks
- 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 68 - Audio Tracks 101, 102, 103 - Teacher’s guide Pages 250 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 20)
- Computer, projector…
III. PROCEDURE Warm-up and review – Look and repeat – Listen and circle– Let’s chant – Fun corner and wrap-up Pupils’ Note Procedure
Teaching and learning activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Invite one or two groups of pupils to the front of Whole class/
the class and sing the song At the zoo. The class may sing Group work along and do actions or clap.
Option 2: Ask pupils to find a few photos of animals they Individual
can see at home or at the zoo so that they can show to the work
class at Act 6, Lesson 3 and tell the class what animal they can see. Option 3: Game: Spell my name! Group work
- Divide the class into 8 small groups. They will work and
write their answers on the group's board.
- Teacher asks pupils to look at the picture, guess the
animal. Then take letters from the box to make a meaningful word. Keys: 1. tiger 2. parrot 3. monkey 4. peacock 5. horse 6. elephant
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sounds of the letter a in isolation, in the words
parrot and dancing; and in the sentences I can see a parrot and The peacock is dancing b. Input:
The letter a, the word parrot, and the sentence I can see a parrot.
The letter a, the word dancing, and the sentence The peacock is dancing. c. Outcome:
Pupils can correctly pronounce the sounds of the letter a in isolation, in the
words parrot and dancing, and in the sentences I can see a parrot. and The peacocks are dancing.
d. Procedure: Step 1: Have pupils point at the letter a, the word parrot Whole class
and the sentence I can see a parrot. Play the recording for
them to listen to and repeat in chorus and individually.
Invite a few pupils to listen to and repeat the sound, the
word and the sentence in front of the class.
Step 2: Repeat the same procedure with the second line. Go Whole class/
around the class and correct the pronunciation where Individual
necessary. Explain that the letter a is pronounced work
differently in isolation as well as in the words parrot and dancing.
Step 3: Let pupils work in pairs or groups, pronouncing the Pair work/
sounds, saying the words and reading the sentences until group work they feel confident.
Step 4: Ask a few pupils to say two lines in front of the class. Individual work
Game: Choose the correct egg!
Divide the class into 4 groups. Play the recording for the
pupils to listen and read the words on the eggs. Ask pupils Whole class/
to write on the small boards then show it to the teacher. group work
Those who write correctly will get points for the groups.
Activity 2. Listen and circle. 9 minutes a. Goal:
To identify the target words parrot and dancing while listening b. Input:
Two gapped sentences with three answer options. Audio script:
1. I can see a parrot. 2. The monkey is dancing. c. Outcome:
Pupils can listen to two sentences and circle the correct options
Key: 1. c 2. a
d. Procedure: Step 1: Tell the pupils the goal of the activity. Explain that Whole class
they have to listen to the recording and circle the correct options. Check comprehension.
Step 2: Get pupils to read the sentences and guess which Whole class
option can be chosen to fill in the gaps. Then ask them to
read the sentences and the words aloud.
Step 3: Play the recording, once or twice, for pupils to listen
and circle the correct options. Whole class
Step 4: Let pupils swap and check the answers in pairs or
groups before checking as a class. Pair work
Step 5: Invite a few pupils to read aloud the complete
sentences in front of the class. Remind them to stress the Individual target language. work
Extra activity: Listen and choose
Let the pupils listen to the recording, then choose the correct answer (A or B). Whole class 1. A(tiger) 2. A (monkey) 3. B (horse)
4. A (The elephant is dancing)
5. A (The mokey is climbing the tree)
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 sing the chant with the correct rhythm and pronunciation. d. Procedure
Step 1: Have pupils read the first verse of the chant and Whole class/
elicit its meaning. Draw pupils’ attention to the sound of the Individual
letter a in the word parrot in the first, second and third lines. work Check comprehension.
Step 2: Play the recording for pupils to listen and repeat the Group work
first verse, line by line. Show them how to chant and clap.
Step 3: Play the recording of the whole verse again, more
than once if necessary, for pupils to do choral and individual
repetition. Then invite one or two groups of pupils to listen Individual
to and repeat the verse in front of the class. work
Step 4: Repeat the same procedure with the second verse
of the chant. Draw pupils’ attention to the sound of the Individual
letter a in the word dancing in the second and fourth lines. work/ Whole class
Step 5: Put the class into two groups to practise chanting
and clapping. Each of the groups should sing one verse of
the chant. Invite a few groups to the front of the class to Group work
chant and clap. The rest of the class may clap along.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils do the activities to Whole class consolidate the lesson. Option2:
Make popsicle stick animal puppets. Individual
- Teacher prepares popsicle sticks and papers for the whole work/ Whole class. class
- Pupils can draw and color the animals. Then cut them out.
- Finally, glue the animal's face to the popsicle stick. Option 3: Game: Let’s go home! Group work
- Divide the class into 6 groups, in each group, choose one
pupil to wear animal hats. Other pupils will stand in a circle.
This circle is called “Home”.
- On each animal, put a point tag (from 10-60 points) on his/her back.
- While the music is playing, 6 pupils will run and find the
way to go back “home”. When the music stops, pupils inside
the circle can get points for their groups. But anybody
outside will do the activity like his/her creature.
- Lastly, groups that don't have their animal in circle must read 2 sentences: We can see a ... The ... is ..... BOARD PRESENTATION
......., ................. 2022 Unit 20: AT THE ZOO Less on 3 – Period 5 1. Listen and repeat
a parrot I can see a parrot.
a dancing The peacock is dancing. 2. Listen and circle
1. I can see a parrot. School: ____________________
2. The monkey is dancing. Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 20: At the zoo Lesson 3 – Period 6 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- use the target language in real context by reading and writing a gapped text about
what pupils can see at the zoo.
- use the target language items they have learnt in a real context by showing the class
some photos of animals and saying what animals they can see at home or at the zoo. Core
Teamwork, reliability, motivation, and adaptability. competencies General
Listening: listen to the teacher and classmates in communicating competencies
Critical thinking: complete a task in reading a text
Oral communication: presenting a project
Communication and collaboration: work in pairs or groups Attributes:
Self-confidence: ability to work as a team member and practice speaking in front of the class
Diligence: complete learning tasks
II. RESOURCES AND MATERIAL: - Student’s book Page 69 - Teacher’s guide Pages 251 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 20)
- Computer, projector…
III. PROCEDURE Warm-up and review – Read and tick True or False – 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: Greet the class then invite one or two pupils to the Whole class
front of the class and sing the chant in Activity 3. The rest of the
class may chant along and clap hands. Option 2:
Game: Line True or False.
- Teacher puts a line of tape on the floor and writes one side "True" and the other "False".
- Hold up an object or flashcard and say out loud the Individual
word/sentence (name of animals, the actions of animals,...). If work
pupils think that you have said the correct word/ sentence they
jump on to the True side, if not they jump on to the False side.
Option 3: Game Odd-One-Out.
- Divide the class into 2 groups. Group work
- Write three words on the board. Pupils in each group must
circle the odd-one-out (e.g. tiger - horse – cake/ dancing- do- counting/...).
Activity 1. Read and tick. 8 minutes a. Goal:
To read and understand the text b. Input:
– A short text about animals at a zoo and what they are doing.
– Four sentences with True and False boxes. c. Outcome:
Pupils can read and understand the text.
Key: 1. True 2. False 3. True 4. True
d. Procedure: Step 1: Tell the class the goal of this activity and how to complete Whole class
the task. Tell pupils that the text is about a visit to a zoo and what
some animals are doing. Check comprehension and give feedback.
Step 2: Do Sentence 1 as an example. First, have pupils read the
sentence and identify where Linh and her mother are. Then have Whole class/
them read the text and find the appropriate information to tick Individual
in the True box or False box. Check comprehension. work
Step 3: Set a time limit for pupils to do the activity Individual
independently. Go around the classroom and offer help where work necessary.
Step 4: Let pupils swap and check the answers. Correct the answers if necessary. Pair work
Extension: If time allows, select one or two pupils to read the
text in front of the class. You may ask pupils to correct the false Individual
sentences with the information from the text. work
Extra activity: Read and choose the correct word.
Ask pupils to read the text again. then choose the correct words Whole class
on the box. Write them in their notebook/on the mini board. Keys: 1. zoo 2. swinging 3. climbing 4. elephant 5. peacock
Activity 2. Let’s write . 9 minutes a. Goal:
To use the target language in real context by completing a gapped text about themselves b. Input: A short gapped text c. Outcome:
Pupils can complete the text with their own experiences. Key: Pupils’ own answers
d. Procedure: Step 1: Tell the class the goal of this activity: Pupils read the Whole class
gapped text and fill in the gaps with their own experience.
Explain that the first gap should be animals, the second gap
should be what the monkey is doing, the next gap can be an
animal and the last gap can be what the pupils think about the
animals at the zoo. Check comprehension.
Step 2: Give pupils time to complete the text independently. Go Individual
around the classroom and offer help where necessary. work
Step 3: In pairs or groups, ask pupils to swap their complete text Group work
before checking as a class. Praise them when they do the task well.
Extension: If there is enough time, invite one or two pupils to Individual
read their complete text in front of the class. work
Extra activity: My day at the zoo. Individual
- Ask pupils to work in groups of 4. work/
- Pupils will listen and answer their friend ‘s questions about their Group work
day at the zoo (based on their own writing). For example:
+ How many friends are there at the zoo with you?
+ How many animals are there at the zoo? + What animal is dancing? + What is the monkey doing?
+ Do you like animals at the zoo?
Activity 3. Project. 8 minutes a. Goal:
To use the target language items they have learnt in a real context by showing
the class some photos of animals and saying what animals they can see at home or at the zoo b. Input:
Photos of animals at home or at the zoo that pupils have found as homework. c. Outcome:
Pupils can use the target language in real context by showing some photos of
animals at home or at the zoo and telling their partners what animals they can see at home or at the zoo.
d. Procedure: Step 1: Tell pupils about the goal of the activity. Explain that they Whole class/
are going to show some photos of animals (at home or at the Individual
zoo) which they have found as homework and tell the class about work them.
Step 2: Have pupils work in groups. Each member shows his / her Group work
photos and introduces them, e.g. I can see a dog at home. I can
see two monkeys at the zoo. Go around and praise pupils when they perform well.
Step 3: Invite one or two pupils to show their photos to the class
and say what animals they can see at home or / and at the zoo. Individual work
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils do the activities to consolidate Whole class the lesson.
Option 2: Art Gallery.
- Draw enough squares on the board for 6-8 pupils to be able to Individual
draw in. Have the pupils write their names above their squares. work
- Teacher calls out a word and the pupils draw it (The monkey is
climbing the tree/ The tiger is dancing/...).
- The whole class will give a score for each pupil (from 5-10
marks). The pupil with the highest score at the end is the winner. Option 3:
Game: Welcome to the zoo! Group work
- Divide the classroom into 6 corners. There is a zoo keeper and
a picture of an animal at each corner.
- Pupils go around the classroom. Look at the picture, talk to their friends about that animal. Example:
What can you see? I can see a ___
What is the ___ doing? The ___ is ____
Then put a tick to show that you have visited that corner.
Later, let pupils practice speaking by asking and answering in pairs. BOARD PRESENTATION
......., ................. 2022 Unit 20: AT THE ZOO Less on 3 – Period 6 1. Read and tick 1. True 2. False 3. Tr ue 4. Tr ue