Unit 8: My school things | 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 8: MY SCHOOL THINGS Lesson 1 – Period 1 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- use the words pen, ruler, book, school bag in relation to the topic “School things”;
- use I have _____. to talk about having a school thing;
- understand and correctly repeat the sentences in two communicative contexts
(pictures) to talk about having a school thing. Core
decision making, teamwork, reliability, motivation, adaptability, problem-solving, competencies
integrity, communication, planning and organization General Listening: listen and repeat competencies
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 Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Secure and organized: keep school things in the right ways
II. RESOURCES AND MATERIAL: - Student’s book Page 56 - Audio Tracks 77, 78
- Teacher’s guide Pages 100, 101 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 8) - 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 7, 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 7, Lesson 3). Group work
- Ask pupils to chant and do the actions in Unit 7, Lesson 3 in groups.
- Give points to the groups and encourage them.
Option 3: Game: Listen and choose
Review the previous lesson by having the class play the game Individual
Listen and choose with the classroom instructions in Unit 7: work/ Group
Stand up, sit down, close your book, open your book. work EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts (pictures) to talk about having a school thing b. Input:
– Context a: Linh shows Ben her new pen and says: Look, Ben. I have a pen.
Ben expresses his surprise and says: It's nice. I like it.
– Context b: Linh shows Ben a ruler and says: I have a ruler, too. Ben says: It's nice. c. Outcome:
Pupils can understand and correctly repeat the sentences in two
communicative contexts to talk about having a school thing. d. Procedure:
Step 1: Have pupils look at Pictures a and b and identify the Whole class
characters (Linh and Ben) in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for Whole class
them to listen. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Follow the same
procedure with Picture b. Correct their pronunciation where necessary.
Step 3: Play the recording again for pupils to listen and Whole class
repeat in chorus, sentence by sentence.
Step 4: Invite a few pairs to the front of the class to listen Pair work
and repeat the sentences in the recording.
Step 5: Draw their attention to the sentences I have a pen Individual work
and I have a ruler. Tell pupils that the sentence I have _____.
is used to talk about having a school thing. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use: I have _____. to talk about having a school thing b. Input: – Picture cues: a. a pen b. a ruler c. a book d. a school bag
– Speech bubble: I have _____. Audio script: a. a pen b. a ruler c. a book d. a school bag c. Outcome:
Pupils can correctly say the words and use I have _____. to talk about having a school thing. d. Procedure:
Step 1: Draw pupils’ attention to the pictures. Tell them Whole class/ about the activity. Individual work
Step 2: Point at Picture a and the words a pen under it. Check
comprehension and give feedback. Play the recording for Whole class/
pupils to repeat the words a few times. Draw pupils’ Individual work
attention to the bubble. Elicit the missing words. Write the
answer on the board. Play the recording for pupils to repeat
the sentence a few times until they feel confident. Tell pupils
to point at the relevant school thing in the picture when they
are repeating the sentence. Whole class/ Individual work
Step 3: Repeat the same procedure with Picture b, c and d. Individual work
Step 4: Give pupils time to point at Pictures a, b, c and d to
practise saying the sentences.
Step 5: Invite a few pupils to stand up, point at each school Individual work
thing in the picture and say the sentence aloud. Game: Slap the board
Divide the class into four teams. Stick the pictures of Group work
activities on the board. T says a sentence, a pupil from each
team has to point/slap the right picture and says the
sentence again. The faster pupil will get points for their team. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of I have _____. to talk about having a school thing b. Input:
– Picture cue: Two pupils talk about having a school thing (a book, a school bag, a pen and a ruler). – Speech bubble: _____. c. Outcome:
Pupils can enhance the correct use of I have _____. to talk about having a school thing d. Procedure:
Step 1: Have pupils identify the school things in the picture Whole class/
(as in Input). Point at each school thing, elicit the missing Individual work
words in the bubble (I have a book /ruler / etc.). Complete
the sentence. Get pupils to say the completed sentence.
Step 2: Put pupils into pairs. Encourage them to point at the Pair work
school things in the picture and in the classroom respectively
to say the sentence I have _____. Go around the classroom
to offer support where necessary.
Game: Let’s move and say!
- Use a simple map (ppt), get 2-3 pupils to play at the same Individual work time. / Whole class
- Each pupil tosses a dice then moves accordingly.
- When he/she gets to the space, they have to do the
requirements. Whoever gets to the last place first is the winner.
Fun corner and wrap-up: 5 minutes Option 1:
Use sachmem.vn, have pupils look at the words in the Whole class
pictures of the lessons and repeat after the recordings. Option 2: Game: Sentence Puzzle
- Divide the class into groups of four. Give each group a
sentence that is broken/cut into pieces. Ask them to Group work
arrange the words to make a complete sentence, then read it aloud. -
The group that makes it first will be the winner.
Option 3: Preparation for the project
Tell pupils about the project on page 61. Ask them to prepare Whole class
three school things at home and the language to present
about them. Tell them to bring their school things to the
classroom at the project time to talk with their classmates.
Guide them with the presentation language. BOARD PRESENTATION
......., .................. 2022
Unit 8: MY SCHOOL THINGS Less on 1 – Period 1 1. Words: a pen a ruler a book a school bag 2. Model sentences: I have a pen . I have a ruler. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 8: MY SCHOOL THINGS 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 in which pupils talk about the school things they have.
- read and complete the four gapped sentences with the help of the picture cues.
- sing the song School things with the correct pronunciation and melody. Core
decision making, teamwork, motivation, adaptability, problem-solving, integrity, competencies initiative General
Listening: listen and choose the correct answers competencies
Oral communication: sing a song
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
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 57 - Audio Tracks 79, 80
- Teacher’s guide Pages 102, 103 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 8) - 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: Say Hello song. Whole class
- Ask pupils to sing the song.
- Let pupils do actions. (waving, clapping, shaking hands…)
Option 2: Sentence Puzzle
Divide the class into groups of four. Give each group a sentence Group work
that is broken/cut into pieces. Ask them to arrange the words
to make a complete sentence, then read it aloud. The group
that makes it first will be the winner. Individual
Option 3: Invite a few pupils to stand up and pick up a school work
thing then say I have_____. PRACTICE
Activity 1. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts in which pupils talk
about the school things they have b. Input: Picture cues:
1a. a book 1b. a pen
2a. a school bag 2b. a ruler c. Outcome:
Pupils can listen to and understand two communicative contexts in which the
speakers talk about the school things they have. Key: 1. b 2. a d. Procedure:
Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them Whole class
about the activity. Elicit the name of the school thing in each
picture and play the recording for Picture 1. Play the recording
again for pupils to do the task. Play the recording a third time
for pupils to check their answers. Whole class
Step 2: Repeat Step 1 for the second target sentence.
Step 3: Tell pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the board for Pair work/
pupils to correct their answers. Whole class
Step 4: Play the recording again for pupils to double check their Individual answers. work
Extension: If time allows, play the recording sentence by
sentence for the class to listen and repeat in chorus. Correct Individual
their pronunciation where necessary. work
Game: Who says fast? Teacher points to the picture, pupils say
it as fast as they can. This can be played individually or in teams. Whole class PRACTICE
Activity 2. Look, complete and read. 9 minutes a. Goal:
To read and complete the four gapped sentences with the help of the picture cues b. Input:
Four picture cues of a pen, a book, a ruler and a school bag, and four gapped sentences to complete c. Outcome:
Pupils can read and complete the four gapped sentences with the help of the picture cues.
Key: 1. pen 2. a book 3. have a ruler 4. I have a school bag d. Procedure:
Step 1: Have pupils look at the picture cues and identify the Whole class/
school things (a pen, a book, a ruler and a school bag). Individual
Step 2: Have pupils look at the four incomplete sentences. work
Draw their attention to the missing words in the sentences. Whole class/ Individual work
Step 3: Have pupils look at the incomplete Sentence 1. Ask
them what is missing in the sentence (pen). Write the answer Whole class/
on the board. Have them complete the gap and read the Individual completed sentence in chorus. work
Step 4: Follow the same procedure with Sentences 2, 3 and 4. Whole class
Step 5: Have pupils complete the sentences individually and Individual
ask a few pupils to stand up and read them aloud. work
Game: Choose the right 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 their team. PRACTICE
Activity 3. Let’s sing. 8 minutes a. Goal:
To sing the song School things with the correct pronunciation and melody b. Input:
The lyrics and the recording of the song School things c. Outcome:
Pupils can sing the song School things with the correct pronunciation and melody. d. Procedure:
Step 1: Draw pupils’ attention to the title and lyrics of the song. Whole class/
Check comprehension of the lyrics and give feedback. Individual
Step 2: Play the recording all the way through for pupils to work
listen to the whole song. Tell them to pay attention to the Whole class pronunciation and melody.
Step 3: Play the recording line by line for pupils to listen and Individual
repeat. Tell pupils to point at the relevant character and his / work
her school things while singing the relevant lyrics. Correct their
pronunciation where necessary. Whole class/
Step 4: Introduce actions for pupils to do while they are singing Individual
along with the recording. Play the recording all the way work
through for pupils to sing and do actions.
Step 5: Give pupils time to practise singing and doing actions in pairs or groups. Pair work/ Group work
Extension: Put pupils into groups to make up their own actions
for the song. Invite groups to the front of the class to perform Group work
the song and the rest of the class sings and / or claps along the song.
Fun corner and wrap-up: 5 minutes Option 1:
Game: Game: Let’s sing and move! Group work
Play audio track 80, then ask pupils to sing and dance along to
the song, when the music stops, everybody has to stop moving.
Pupils who can’t stop in time will be eliminated.
Option 2: Goodbye and Bye activity Individual
Say goodbye to each student and ask them to respond. work BOARD PRESENTATION .
......, .................. 2022
Unit 8: MY SCHOOL THINGS Lesson 1 – Period 2 1. Listen and tick: 1. b 2. a
2. Look, complete and read: I have a pen. I have a book. I have a ruler. I have a bag. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 8: MY SCHOOL THINGS 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) focusing on the questions and answers about having a school thing.
- correctly say the words and use Do you have _____? − Yes, I do. / No, I don’t. to
ask and answer questions about having a school thing.
- enhance the correct use of Do you have _____? − Yes, I do. / No, I don’t. to ask
and answer questions about having a school thing. Core
problem-solving, decision making, teamwork, reliability, motivation, adaptability, and competencies initiative General
Listening: look, listen and repeat competencies
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: keep school things in the right ways
II. RESOURCES AND MATERIAL - Student’s book Page 58 - Audio Tracks 81, 82
- Teacher’s guide Pages 103, 104, 105 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 8) - 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 greetings.
Option 1: Sing the song School things of Unit 8, page 57.
- Ask pupils to sing the song. Whole class
- Invite some of them to the board to role play and do action, the rest of the pupils will sing.
- Ask pupils to sing this song with some words covered. When they
finish singing, check the lyrics.
Option 2: Game: Who says fast?
- Hold a flashcard, then reveal it slowly. Ask the students What is it?
- The pupils guess the answer as fast as possible. Individual - work/ Group
This can be played in groups to make it more interesting. work Option 3:
Play ‘pass the ball’ game. Students stand up and pass the ball with
the music played. When music stops, those who keep the ball
must say a sentence with the structure I have a …. Whole class 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 the questions and answers about having a school thing. b. Input:
– Context a: Mary asks Minh if he has a pen: Do you have a pen? and he answers: Yes, I do.
– Context b: Mary asks Minh if he has a ruler: Do you have a ruler? and he answers: No, I don’t. c. Outcome:
Pupils can understand and correctly repeat the sentences in two communicative
contexts focusing on the questions and answers about having a school thing.
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Tell pupils about Whole class
this activity. Have pupils look at Pictures a and b and identify
names of the speakers in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for them Whole class
to listen and familiarise themselves with the stress and intonation
of the sentences. Play the recording again for pupils to listen and
repeat sentence by sentence. Do this several times until they feel
confident. Correct their pronunciation where necessary.
Step 3: Follow the same procedure with Picture b.
Step 4: Put pupils into pairs to practise repeating the sentences in Whole class
Pictures a and b. Go around the classroom to offer support where Whole class/ necessary. Pair work
Step 5: Draw pupils’ attention to the questions Do you have a pen
/a ruler? and the answers Yes, I do. / No, I don’t. Tell pupils that
they are used to asking and answering about having a school thing. Individual work KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use Do you have _____? − Yes, I do. / No, I don’t.
to ask and answer questions about having a school thing b. Input:
– Picture cues: a. a pencil b. a pencil case c. a notebook d. an eraser
– Speech bubbles: Do you have _____? − Yes. I do. /No, I don't. Audio script:
a. a pencil / yes b. a pencil case / no
c. a notebook / yes d. an eraser / no
A: Do you have a pencil? A: Do you have a pencil case?
B: Yes, I do. B: No, I don’t. c. Outcome:
Pupils can correctly say the words and use Do you have _____? − Yes, I do. / No, I
don’t. to ask and answer questions about having a school thing.
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Tell them about the Whole class/ activity. Individual
Step 2: Point at Picture a and the words underneath. Play the work
recording for pupils to listen to and repeat the words a few times.
Draw pupils’ attention to the gapped question. Explain the Whole class/
meaning. Elicit the missing phrase and write it on the board. Play Individual
the recording for pupils to listen to and repeat the completed work
question and answer a few times. Remind pupils to point at the
relevant school thing in the picture when they are repeating.
Step 3: Repeat the same procedure with Pictures b, c and d.
Step 4: Give pupils time to take turns asking and answering the
questions about the school things in Pictures a, b, c and d. Go Whole class
around the classroom to offer support where necessary. Whole class/
Step 5: Invite a few pairs to come to the front of the class, take Individual
turns pointing at each school thing in the pictures to ask and work
answer the questions about having a school thing.
Note: Explain the use of a / an before a noun: a book, a pen, a Pair work
school bag, a ruler, etc. but an eraser Game: LUCKY WHEEL
- Divide the class into four groups.
- Each group takes turns to pick a number. Group work/
- Have pupils look at the picture cues and answer the questions Individual on the slide. work PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of Do you have _____? − Yes, I do. / No, I don’t. to ask
and answer questions about having a school thing b. Input:
− Picture cue: Two pupils ask and answer the question about having a school thing
(a book, a notebook, a school bag, an eraser, a pen, a pencil, a pencil case and a ruler).
− Speech bubble: Do you have _____? − Yes, /No, _____. c. Outcome:
Pupils can enhance the correct use of Do you have _____? - Yes, I do. / No, I don't.
to ask and answer questions about having a school thing.
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Elicit the context Whole class/
(see Input) and the missing words. Write them on the board. Individual
Complete the question and relevant answer. Invite two pupils to work
take turns to ask and answer with yes. Correct their pronunciation
where necessary. Repeat the procedure, but with no answers.
Step 2: Put pupils into pairs to do the task. Go around the
classroom to offer support where necessary. Pair work
Step 3: Invite some pairs to the front of the classroom to take
turns to hold up a school thing in their classroom, ask and answer Pair work
about having a school thing, first the answer with yes, then the answer with no.
Fun corner and wrap-up: 5 minutes Option 1:
Use sachmem.vn, have pupils look at the words in the pictures of Whole class
the Lesson and repeat after the recording. Option 2: Game: Sentence Puzzle
Divide the class into groups of four. Give each group a sentence Group work
that is broken/cut into pieces. Ask them to arrange the words to
make a complete sentence, then read it aloud. The group that
makes it first will be the winner. Option 3:
Teacher tells pupils to put their school things on a desk. Whole class
Ask them: Do you have a pen/book/ruler…?
If they have that item, say: Yes, I do. If not, then say: No, I don’t. BOARD PRESENTATION
......., .................. 2022 Unit 8: MY S CHOOL THINGS Lesson 2 – Period 3 Words: a pencil a pencil case a notebook an eraser Modal sentences: Do you have a pen? Yes, I do. Do you hav e a crayon? No, I don’t. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 8: MY SCHOOL THINGS 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 having a school thing.
- read and match four simple exchanges with the correct pictures
- review vocabulary words for school things and use them in the sentence patterns
Do you have _____? and Yes, I do. / No, I don’t. by playing the matching game or Pelmanism. Core
problem-solving, decision making, teamwork, reliability, motivation, and adaptability competencies General Listening: listen and number
competences Critical thinking: read and match
Oral communication: let’s play
Sociability: talk to each other Attributes
Diligence: complete learning tasks
Secure and organized: keep school things in the right ways
II. RESOURCES AND MATERIAL: - Student’s book Page 59 - Audio Tracks 83
- Teacher’s guide Pages 105, 106, 107 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 8) - Computer, projector…
III. PROCEDURE Warm-up and review – Listen and number – Read and match – Let’s play – 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 School things of Unit 8, page 57. Individual - Ask pupils to sing the song. work / -
Invite some of them to come to the board to role play and Whole class
do action, the rest of the pupils will sing.
Option 2: Game: Pass the school things. Individual
Review the previous lesson by having the class pass the school work/ Group
things around while playing the music. When the music stops, work
those who have school things have to say the sentence: I have a …
Option 3: What school things do you see? Individual
There’s a classroom with school things everywhere. Ask pupils work/ Group
to look at the pictures carefully and find the school things. Let work
pupils count the number of items they find to make it more interesting. PRACTICE
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 having a school thing b. Input:
Picture cues: a. a notebook b. an eraser c. a pencil case d. a pencil Audio script:
1. A: Do you have a pencil case? B: Yes, I do.
2. A: Do you have a pen?
B: No, I don’t. I have a pencil.
3. A: Do you have a book?
B: No, I don’t. I have a notebook.
4. A: Do you have an eraser? B: Yes, I do. c. Outcome:
Pupils can listen and number four communicative contexts in which two pupils
ask and answer questions about having a school thing.
Key: 1. c 2. d 3. a 4. b d. Procedure:
Step 1: Draw pupils’ attention to the pictures. Tell them about Whole class
this activity. Elicit the words for the school thing in each
picture. Play the recording twice so that pupils can do the task.
Play the recording a third time to give pupils another listening
opportunity and check their answers.
Step 2: Tell pupils to swap books with a partner, and check Pair work
answers together as a class. Write the answers on the board
for pupils to correct their answers.
Step 3: Play the recording all the way through for pupils to Whole class double-check all the answers.
Extension: If time allows, play the recording, sentence by Whole class/
sentence, for the class to listen and repeat in chorus. Correct Individual
their pronunciation, where necessary. work PRACTICE
Activity 2. Read and match. 9 minutes a. Goal:
To read and match four simple exchanges with the correct pictures b. Input:
Four simple exchanges and four picture cues c. Outcome:
Pupils can read and match four simple exchanges with the correct pictures.
Key: 1. d 2. c 3. a 4. b d. Procedure:
Step 1: Draw pupils’ attention to Exchange 1. Tell them about Whole class/
this activity. Show them how to do the task. Get pupils to read Individual
Exchange 1 in chorus. Ask them what A and B are talking about. work
Write the word notebook on the board. Tell pupils to identify
the picture of a notebook (Picture d). Then match Exchange 1 with Picture d.
Step 2: Give pupils time to do the task with Exchanges 2, 3 and Whole class/
4. Go around the classroom to offer support where necessary. Individual
Step 3: Tell pupils to swap books with a partner, then check work
answers together as a class. Write the correct answers on the Pair work/
board for pupils to correct their answers. Whole class
Extension: Invite some pairs of pupils to stand up and read aloud the matched exchanges. Pair work
Let’s choose and say!
Pupils choose a number, then answer the question. Who can
say the correct answer will get points for the team. (ppt game) Group work Ex: Do you have a pencil? Yes, I do./ No, I don’t.
Pupils have to choose the correct one. PRODUCTION
Activity 3. Let’s play. 8 minutes a. Goal:
To review vocabulary words for school things and use them in the sentence
patterns Do you have _____? and Yes, I do. / No, I don’t. by playing the matching game or Pelmanism b. Input:
A picture showing four face down cards plus a face up card (pen) matching with
another face up card (picture of a pen) c. Outcome:
Pupils can review the vocabulary words for school things and use them in the
sentence patterns: Do you have _____? and Yes, I do. / No, I don’t. by playing a matching game. d. Procedure:
Step 1: Explain how to play the game: Players take turns Whole class/
flipping over two matching cards. A picture matches with the Individual
name of the object in the picture. For example, a picture of a work
pen matches with the word pen. If two cards match, they are
left turned face up and the player scores one point. If they do
not match, they are returned to their face down layout and the
turn passes to the next player. Players that successfully match
cards get to take another turn and try to match two more
cards. This continues until that player fails to match a pair. The
player with the most points is the winner. Pair work/
Step 2: Set a time limit for pupils to play the game in pairs. Go
around the classroom to offer support where necessary. Group work
Step 3: When time runs out, show the cards one by one and
invite a few pairs to ask and answer questions using the Pair work
sentence patterns Do you have _____? and Yes, I do. / No, I don’t.
Outcome: Pupils can review the vocabulary words for school Whole class
things and use them in the sentence patterns Do you have
_____? and Yes, I do. / No, I don’t. by playing a matching game.
Fun corner and wrap-up: 5 minutes Option 1: Game: Sentence Puzzle
- Divide the class into groups of four. Give each group a Group work
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 2: Whole class
- Teacher asks pupils to put out their school things on the desk.
- Ask them to show the school things in the correct order.
(example: Show me: pencil, eraser, pen). BOARD PRESENTATION
......., .................. 2022
Unit 8: MY SCHOOL THINGS Lesson 2 – Period 4 1. Listen and number: 1.c 2.d 3.a 4.b 2. Read and match: 1. d 2.c 3.a 4.b School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
UNIT 8: MY SCHOOL THINGS 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 cluster oo and letter a in isolation, in
the words book and eraser, and in the sentences I have a book. and Do you
have an eraser? with correct pronunciation and intonation
- identify the target words book and eraser while listening
- say the chant with the correct rhythm and pronunciation. Core
problem-solving, decision making, teamwork, reliability, motivation, and competencies adaptability General
Listening: listen and repeat, listen and circle competencies
Critical thinking: listen and circle
Oral communication: let’s chant
Sociability: talk to each other Attributes
Diligence: complete learning tasks
Self-confidence: develop the ability to work as a team member
II. RESOURCES AND MATERIAL: - - Student’s book Page 60 - Audio Tracks 84, 85, 86
- Teacher’s guide Pages 107, 108 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 8) - 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 Whole class/
by dividing the class into two groups. Group work
- Show a few picture cards of school things, one by one.
Each group takes turns to ask and answer questions
using the sentence patterns Do you have _____? and Yes, I do. / No, I don’t.
- Get pupils to open their books on page 60 and look at
Lesson 3, Activity 1. Tell them what they will learn in this lesson. Option 2:
Game: Pass the school things. Individual
Review the previous lesson by having the class pass the work/
school things (a book, a pencil, a pen…) while playing the Group work
music . When the music stops, those who have school things
have to say the sentence: I have a … KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sounds of the letter cluster oo and letter a in isolation,
in the words book and eraser, and in the sentences I have a book. and Do you
have an eraser? with correct pronunciation and intonation b. Input:
– The letter cluster oo, the word book and the sentence I have a book.
– The letter a, the word eraser and the sentence Do you have an eraser? c. Outcome:
Pupils are able to correctly repeat the sounds of the letter cluster oo and
letter a in isolation, in the words book, eraser, and in the sentences I have a
book. And Do you have an eraser? with correct pronunciation and intonation. d. Procedure:
Step 1: Draw pupils’ attention to the letter cluster oo, the Whole class
word book and the sentence I have a book. Play the recording
for pupils to listen and repeat. Encourage them to point at
the letters / word / sentence while listening.
Step 2: Play the recording again and encourage pupils to Whole class/
listen and repeat. Do this several times until pupils feel Individual
confident. Correct their pronunciation where necessary. work
Repeat the procedure with the letter a.
Game: Listen and choose!
Divide the class into 2 groups. Let the pupils listen to the Group work
recording, then choose the correct moving shapes. PRACTICE
Activity 2. Listen and circle. 9 minutes a. Goal:
To identify the target words book and eraser while listening b. Input:
Two sentences for completion and three options Audio script:
1. I have an eraser. 2. Do you have a book? c. Outcome:
Pupils can identify the words book and eraser while listening. Key: 1. b 2. c d. Procedure:
Step 1: Draw pupils’ attention to the sentences and the gap- Whole class/
fill options. Tell them about the activity. Check their Individual
comprehension and give feedback. work
Step 2: Play the recording for Sentence 1 for pupils to listen.
Play the recording again for them to listen and circle the
correct option. Play the recording a third time for pupils to check their answers.
Step 3: Repeat the procedure of Step 2 for Sentence 2.
Step 4: Tell pupils to swap books with a partner, then check
the answers together as a class. Write the correct answers on Pair work
the board. Play the recording for pupils to check their answers again.
Extension: Invite one or two pupils to stand up, listen and Individual
repeat the completed sentences. work
Game: Listen and tick the box!
Play the recording or say a sentence for pupils to choose a Group work
correct answer and tick the box. (ppt game) 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 of the lyrics and give feedback. Individual
Step 2: Play the recording all the way through so that pupils work
can listen to the whole chant. Encourage them to listen
carefully to the rhythm and pronunciation. Draw their
attention to the sounds of the letter cluster oo and letter a in
the words book and eraser in the chant.
Step 3: Play the recording line by line for pupils to listen and
repeat. Correct their pronunciation where necessary.
Step 4: Play the recording all the way through for pupils to
say the chant. Encourage them to clap along while they chant. Extension:
Game: Say out loud with me! Group work
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: Game: Show me!
Divide the class into four groups. Ask pupils to say the chant Group work
again, then show their school things as they say the chant. T
can change the name of school things for pupils to chant and show theirs as they chant.
Option 2: Teacher tells pupils to put their school things on the desk. Individual work
- Ask them to show the school things with the correct order
(example: Show me: pencil, eraser, pen). The fastest to
show the right items is the winner.
- Ask pupils to show those school things and repeat. BOARD PRESENTATION
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Unit 8: MY SCHOOL THINGS Lesson 3 – Period 5 Liste n and repeat:
oo book I have a book.
a eraser Do you have an eraser? List en and circle: 1. b 2. c School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 8: My school things Lesson 3 – Period 6 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- read and complete a gapped paragraph with the words provided
- read, understand and complete the writing frame with pupils’ information
- collect three school things from home and bring them to the classroom to present to their classmates. Core
teamwork, reliability, motivation, and adaptability competencies General
Listening: listen to classmates speaking in the project activity competencies
Critical thinking: complete a task by reading and filling in the gap
Oral communication: presenting a project
Sociability: talk to each other, say good words to others Attributes
Responsibility: appreciate kindness
Self-confidence: practice speaking in front of the class
II. RESOURCES AND MATERIAL: - Student’s book Page 61
- Teacher’s guide Pages 109, 110 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 8) - Computer, projector…
III. PROCEDURE Warm-up and review – Read and complete – 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 Group work
the class say the chant on page 60.
- Get pupils to open their books on page 61 and look at
Activity 4. Tell them what they will learn in this lesson. Group work/
Option 2: Game: Look and match. (PPT) Individual work PRACTICE
Activity 1. Read and complete. 8 minutes a. Goal:
To read and complete a gapped paragraph with the words provided b. Input:
– Words in the box: eraser, have, my, pen – A gapped paragraph c. Outcome:
Pupils can read and complete a gapped paragraph with the words provided.
Key: 1. have 2. pen 3. eraser 4. my
d. Procedure: Step 1: Tell pupils about this activity. Draw pupils’ attention to Whole class
the gaps in Sentence 1. Elicit the missing word for the first gap
(have). Then tell pupils to pay attention to the article a / an to
select appropriate nouns in the box for the next two gaps. Get
the class to read the completed sentence in chorus.
Step 2: Give pupils time to do the rest individually or in pairs. Pair work/
Go around the classroom to offer support where necessary. Individual
Step 3: Tell pupils to swap their answers with a partner. Then work
check answers as a class. Write the correct answers on the Pair work/
board for pupils to correct their answers. Whole class
Extension: Invite a few pupils to stand up and read the Individual completed sentences aloud. work PRODUCTION
Activity 2. Let’s write. 9 minutes a. Goal:
To read, understand and complete the writing frame with pupils’ information b. Input:
The writing frame with three blanks for pupils to complete with their personal Information c. Outcome:
Pupils can read, understand and complete the writing frame with their information.
d. Procedure: Step 1: Write the writing frame on the board. Tell pupils about Whole class/
this activity. Have pupils read the sentences in chorus. When Individual
you reach the first gap, point to it and tell pupils to complete it work
with their name. Then read the next line and tell them to
complete each gap with the school things they have. Individual
Step 2: Give pupils time to do the task. Go around the classroom work
to offer support where necessary. Individual
Step 3: Invite a few pupils to stand up and read their writing work aloud. Game: Spin the wheel Individual
Divide the class into 4 groups. A pupil from each group comes work /
to the board, spin the wheel, look at the chosen picture, then Group work
write the answer on the board. PRODUCTION
Activity 3. Project. 8 minutes a. Goal:
To collect three school things from home and bring them to the classroom to present to their classmates b. Input:
Three school things that pupils have collected c. Outcome:
Pupils can collect three school things from home and bring them to the
classroom to present to their classmates.
d. Procedure: Step 1: Tell pupils about the activity. Check their school things. Whole class/
Draw a school thing on the board, for example, and write the Individual
presentation language under it. Check comprehension and give work
feedback. Have pupils repeat the sentences until they can say
them by themselves. Model the presentation a few times. Whole class/
Step 2: Invite a pupil to the front of the class to model the Individual
presentation. Watch and offer your support with the language. work
Step 3: Put pupils into groups to rehearse their presentation.
Go around the classroom to offer support where necessary. Group work
Step 4: Invite a few pupils from different groups to show and
talk about their school things in front of the class.
Extension: Create a class display of school things and vote for Individual the best presentation. work Whole class/ Individual work
Fun corner and wrap-up: 5 minutes Option 1:
Use sachmem.vn, have pupils look at the words in the pictures Whole class
of the Lesson and repeat after the recordings. Option 2:
Game: HOW DO YOU SPELL…? Group work/
Divide the class into four groups. Ask pupils to look at the letters Individual and spell the words. work BOARD PRESENTATION
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Unit 8: MY SCHOOL THINGS Less on 3 – Period 6 1. Let’s write:
My name is …. . Look at my school things. I have a book and a pen. 2. Project: My school things