Giáo án Unit 10 Tiếng anh 3 global success

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• understand and correctly repeat the sentences in two communicative contexts about school break time activities.
• correctly say the words and use I ______ at break time. to identify school break time activities.
• enhance the correct use of I ______ at break time. to identify school break time activities.

Core competencies

teamwork, motivation, communication, planning and organization

General Competencies

Listening: look, listen and repeat

Critical Thinking: listen, point and say

Oral Communication: let’s talk

Written Communication: complete the sentence

Communication and collaboration: work in pairs or groups

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about activities at break time

II. RESOURCES AND MATERIAL:

• Student’s book Page 68
• Audio Tracks 97, 98
• Teacher’s guide Pages 122, 123, 124
• Website sachmem.vn
• Flashcards/pictures, ppt and posters (Unit 10)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 9

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Game: Look and Guess

• Teacher shows 4 pictures numbered 1 to 4 on the board.
• Teacher lets the pupils choose 1 square on the screen and open it.
• Teacher lets the pupils guess the corresponding number of the picture.

Option 3: Chant and do activities (Unit 9)

• Ask pupils to chant and do the actions in Unit 9 in groups.
• Give points to the groups and encourage them.

Whole class

Individual work/ Group work

Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts about school break time activities

b. Input:

– Context a: Ben says: It’s break time. Let’s play chess. Lucy says: OK!

– Context b: Lucy says: I play volleyball at break time. What about you, Minh? Minh: I play basketball.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts about school break time activities.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for 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 repeat in chorus sentence by sentence.

Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the sentence pattern I _____ at break time, e.g. I play volleyball at break time. Tell them that the pattern is used to identify school break time activities.

Whole class

Whole class

Whole class/ Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use I ______ at break time. To identify school break time activities

b. Input:

– Picture cues: a. a boy playing chess b. a girl playing volleyball

c. a boy playing basketball d. a girl playing badminton

– Speech bubble: I ______ at break time.

Audio script:

a. play chess b. play volleyball

c. play basketball d. play badminton

I play chess at break time.

c. Outcome:

Pupils can correctly say the words and use I ______ at break time. to identify school break time activities.

d. Procedure:

Step 1: Draw pupils’ attention to Pictures a to d. Elicit the name of each break time activity. Check comprehension. Ask pupils to listen to the recording and repeat the names of the break time activities several times until they feel confident.

Step 2: Draw pupils’ attention to the speech bubble. Remind them that I ______ at break time. is used to identify break time activities. Point at Picture a and have pupils listen and repeat after the recording (I play chess at break time.) several times.

Follow the same procedure with the other three pictures.

Step 3: Put pupils into pairs. Tell them to point the pictures and talk about break time activities using the sentence pattern I _____ at break time.

Step 4: Invite a few pairs to come to the front of the class and talk about break time activities. If they perform well, praise them.

Game: Whisper

• Teacher divides the class into groups of 4.
• Teachers ask 2 groups to get in 2 lines and stand back to the board.
• Teacher asks the first pupil of each line to look at 1 out of 4 pictures and whisper to the next one.
• The last one of each line comes to the board and chooses the picture and sticks it on the board.
• Change the position of the first pupil and repeat the activities.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of I ______ at break time. to identify school break time activities

b. Input

– Picture cue: pupils doing different activities at break time

– Speech bubble: I ______ at break time.

c. Outcome

Pupils can enhance the correct use of I ______ at break time to identify school break time activities.

d. Procedure

Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Have pupils look at the bubble to understand how the sentence pattern is used.

Step 2: Have pupils practise in pairs. Make sure pupils understand the structure and say them with the right pronunciation and intonation. Go around to observe and provide help.

Step 3: Invite some pupils to practise talking about school break time activities in front of the class. Praise them if they perform well.

Extension: For a more able class, have pupils talk about what they do at break time using the structure learnt.

Whole class/ Individual work

Pair work

Individual work

Whole class/ Individual work

Fun corner and wrap-up: 5 minutes

Option 1: Preparation for the project:

Tell pupils about the project on page 73. Ask them to draw a table showing columns of break time activities and the names of pupils.

Option 2:

Game: Act and guess

• Teacher asks 4 pupils to come to the board and act to describe 4 break time activities (play volleyball, play basketball, play chess, play badminton)
• Teacher asks the others to look at the pictures on the board and guess which pupils go with which picture.
• Show 4 pictures on the board and ask pupils to repeat -> Wrap up.

Option 3:

Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings.

Whole class

Individual work/ Group work

Whole class

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

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 what they do at break time.
• complete four target sentence patterns with the help of the picture cues.
• sing the song “It’s break time” with the correct pronunciation and melody.

Core competencies

teamwork, work standards, adaptability, communication, planning and organization

General competencies

Listening: listen and tick

Written Communication: look, complete and read

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 others about break time activities

II. RESOURCES AND MATERIAL:

• Student’s book Page 69
• Audio Tracks 99, 100
• Teacher’s guide Pages 124, 125
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 10)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Listen and tick – Look, complete and read – Let’s sing – Fun corner and wrap up.

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1:

Greet the class. Invite a few pairs of pupils to the front of the class to use the picture cue in Lesson 1, Activity 3 to ask and answer questions to identify break time activities.

Option 2:

• Get pupils to open their books on page 68 and look at Unit 10, Lesson 1 to repeat break time activities they learnt).
• Ask pupils to do the actions in Unit 10, lesson 1 in groups.
• Give points for the groups and encourage them.

Option 3: Game: Act and Guess

• Teacher divides the class into 2 teams (Boys and Girls)
• 1 pupil of each team comes to the board and does actions for their team to guess the names of break time activities and sticks the right pictures.
• The first team to stick 4 correct pictures in the right order is the winner.

Whole class

Group work

Individual work/ Group work

PRACTICE

Activity 1. Listen and tick. 8 minutes

a. Goal:

To listen to and understand two communicative contexts in which pupils talk about what they do at break time

b. Input:

Picture cues:

1a. Linh is playing chess. 1b. Linh is playing volleyball.

2a. Ben is playing basketball. 2b. Ben is playing badminton.

Audio script:

1. Linh: Hi. I’m Linh. I play volleyball at break time.

2. Ben: Hello. I’m Ben. I play basketball at break time.

c. Outcome:

Pupils can listen to and understand two communicative contexts in which pupils talk about break time activities.

Key: 1. b 2. a

d. Procedure:

Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit the action of the character in each picture.

Step 2: Ask pupils to listen carefully and play the recording for Question 1. Ask pupils to listen and tick the correct box next to the picture. Play the recording a third time to give pupils another listening opportunity.

Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b.

Step 4: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board.

Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary.

Whole class

Whole class

Whole class/ Individual work

Pair work

Whole class/ Individual work

PRACTICE

Activity 2. Look, complete and read. 9 minutes

a. Goal:

To complete four target sentence patterns with the help of the picture cues

b. Input:

Four pictures with four target sentence patterns to complete

c. Outcome:

Pupils can read and complete four target sentence patterns with the help of the picture cues.

Key: 1. play basketball 2. play chess 3. play volleyball 4. Play badminton

d. Procedure:

Step 1: Draw pupils’ attention to the first picture. Ask them to identify the activity of the character.

Step 2: Write on the board: 1. I _____ at break time. Draw pupils’ attention to the gap and say what they have to do. Go around and offer help. If necessary, ask a pupil to write play basketball on the board before having them complete the answer.

Step 3: Give pupils time to complete Sentences 2, 3 and 4 individually. Write the sentences on the board and check answers as a class.

Step 4: Invite a few pupils to read the completed sentences aloud. Correct their pronunciation where necessary.

Game: matching

• Teacher divides the class into 2 teams.
• Pupils from each team take turns to choose the matching pictures and sentences to talk about break time activities.
• Each matching pair will get 1 point.

(Click the numbers to show, click to the red circles to hide the pictures and sentences.)

Whole class/ Individual work

Whole class/ Individual work

Individual work

Whole class/ Individual work

PRACTICE

Activity 3. Let’s sing. 8 minutes

a. Goal

To sing the song “It’s break time” with the correct pronunciation and melody

b. Input

The lyrics and the recording of the song “It’s break time”

c. Outcome

Pupils can sing the song “It’s break time” with the correct pronunciation and melody.

d. Procedure

Step 1: Draw pupils’ attention to the title and lyrics of the song. Check comprehension of the lyrics and give feedback. Encourage pupils to answer questions such as What is the song about? or identify the school activities.

Step 2: Play the recording all the way through. Encourage them to listen carefully to the pronunciation and melody.

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 and have pupils sing along.

Step 5: Introduce actions for pupils to do while they sing along to the recording.

Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the class to perform, while the rest of the class sings and / or claps along. Hide some words to let pupils remember the words. Encourage the class to praise or cheer the performers.

Whole class/ Individual work

Individual work/ Whole class

Individual work/ Whole class

Whole class

Group work

Fun corner and wrap up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording.

Option 2:

Game: Guessing

• Teacher divides the class into groups of 4 or 5.
• Teacher calls members of 1 group to come to the board and write their answers (break time activities) on the small boards.
• Have members of the group on the board make sentences, then ask members of other groups to guess YES or NO.
• The groups will get points for their correct answers.

Option 3: Practice

T shows 4 pictures on the board and asks pupils to repeat -> Wrap up.

Whole class

Group work

Whole class

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

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 school break time activities.
• correctly say the words and use What do you do at break time? – I ______. to ask and answer questions about school break time activities.
• enhance the correct use of What do you do at break time? – I ______. to ask and answer questions about school break time activities.

Core competencies

teamwork, work standards, adaptability, problem-solving, communication, planning and organization, stress tolerance

General Competences

Listening: look, listen and repeat

Critical Thinking: listen, point and say

Oral Communication: let’s talk

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Sociability: talk to each other, say good words to others

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotions

Responsibility: appreciate kindness

II. RESOURCES AND MATERIAL:

• Student’s book Page 70
• Audio Tracks 101, 102
• Teacher’s guide Pages 126, 127
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 10)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teaching and learning activities

Pupil’s activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Game: Stand and Sit

- Have the pupils listen to the song of period 2 and each pupil chooses 1 activity in the song.

- When they hear the names of activities they’ve chosen, they have to stand up, then sit down again

- Play the recording 3-4 times.

Option 2: Review the words of break time activities

• Teacher shows pictures of break time activities and asks individual pupils to repeat.

Option 3: Chant and do activities (Unit 9)

• Ask pupils to chant and do the actions in Unit 9 in groups.
• Give points to the groups and encourage them.

Whole class

Individual work

Group 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 ask and answer questions about school break time activities

b. Input:

– Context a: Mai asks Bill: What do you do at break time? Bill answers: I play football.

– Context b: Bill asks Mai: What do you do at break time? Mai answers: I play badminton.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about school break time activities.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for 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 repeat in chorus sentence by sentence.

Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording.

Step 5: Draw their attention to the question What do you do at break time? and the answer I ______. Tell them that these sentences are used to ask and answer questions about break time activities.

Whole class

Whole class

Whole class/ Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use What do you do at break time? – I ______. to ask and answer questions about school break time activities

b. Input:

– Picture cues: a. a boy doing word puzzles

b. a girl chatting with her friends

c. a boy playing football

d. a girl playing table tennis

– Speech bubbles: What do you do at break time? – I ______.

Audio script:

a. do words puzzles

b. chat with my friends

c. play football

d. play table tennis

A: What do you do at break time?

B: I do word puzzles.

c. Outcome:

Pupils can correctly say the words and use What do you do at break time? – I ______. to ask and answer questions about school break time activities.

d. Procedure:

Step 1: Draw pupils’ attention to Picture a. Elicit the action of the character (a boy doing word puzzles). Then ask pupils to look at the label: ‘do word puzzles’. Explain the meaning of the phrase. Check comprehension. Ask pupils to listen to the recording and repeat the phrase ‘do word puzzles’ several times until they feel confident.

Step 2: Repeat Step 1 for Pictures b, c and d.

Step 3: Draw pupils’ attention to the speech bubbles. Tell them that What do you do at break time? – I ______. are used to ask and answer questions about break time activities. Ask pupils to look at the bubbles and Picture a. Play the recording for them to listen to and repeat the sentences several times.

Step 4: Put pupils into pairs. Tell them to point at each picture, ask and answer questions about break time activities. Go around the classroom to offer support.

Step 5: Invite a few pairs to come to the front of the class, ask and answer questions about break time activities, using the speech bubbles and picture cues. If they perform well, praise them.

Whole class/ Individual work

Whole class

Whole class

Whole class

Pair work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of What do you do at break time? – I ______. to ask and answer questions about school break time activities

b. Input:

– Picture cue: pupils playing different games and sports at break time

– Speech bubbles: What do you do at break time? – ______.

c. Outcome:

Pupils can enhance the correct use of What do you do at break time? – I ______. to ask and answer questions about school break time activities.

d. Procedure:

Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Draw pupils’ attention to the two bubbles used to ask and answer questions about break time activities. Have them identify what is missing in the answer. Check comprehension.

Step 2: Put pupils into groups of four. Encourage them to ask and answer questions about break time activities using the speech bubbles and picture cue. Go around the classroom to offer support.

Step 3: Invite some groups to come to the front of the class to perform their dialogues. Praise them if they perform well.

Whole class/ Individual work

Whole class/ Individual work

Group work

Fun corner and wrap-up: 5 minutes

Option 1: Game: Act and Guess

- Teacher shows pictures pupils have learnt in unit 10.

- T calls 1 pupil to come to the board and turn back to the board so that they can’t see the pictures.

- The others will act to describe the pictures the teacher points to.

Option 2:

• Talking chain: pupils stand in lines and face to face to practise asking and answering about break time activities.
• After 1-2 minutes, the teacher rings the bell and the pupils will move to change their partners (move 1 step).

Option 3: Practice:

Teacher shows pictures of activities and question the board and asks pupils to ask and answer, using the sentence patterns.

Whole class

Group work

Whole class

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

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 school break time activities
• read and match four target sentence patterns with four pictures
• practise the target language by playing a Miming game.

Core competencies

decision making, teamwork, adaptability, problem-solving, communication, planning and organization and initiative

General Competencies

Listening: listen and number

Critical Thinking: read and match

Oral Communication: let’s play

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

Awareness of sports and health: to spend time to play sport

Secure and Organized: keep sport things in the right ways

II. RESOURCES AND MATERIAL:

• Student’s book Page 71
• Audio Tracks 103
• Teacher’s guide Pages 128, 129
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 10)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Listen and number – Read and match – Let’s play – Fun corner and wrap-up

Procedure

Teaching and learning activities

Pupil’s activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Game: Who’s faster?

• Teacher calls 2 pupils to come to the board.
• Pupils on the board have a quick look at the break time activities on the board.
• When the teacher says the sentences, who gets the pictures of those sentences first will get the points.

Option 2: Chant and do activities (Unit 9).

• Ask pupils to chant and do the actions in Unit 9, Lesson 3 in groups.
• Give points to the groups and encourage them.

Option 3: Sing the song in Unit 9

• 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.

Individual work

Individual work/ Group work

Whole class/ Individual work

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 school break time activities

b. Input:

Picture cues: a. a girl playing table tennis b. a boy playing football

c. a girl doing word puzzles d. a boy chatting with his friends

Audio script:

1. A: What do you do at break time?

B: I play football.

1. A: What do you do at break time?

B: I play table tennis.

1. A: What do you do at break time?

B: I chat with my friends.

1. A: What do you do at break time?

B: I do word puzzles.

c. Outcome:

Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about school break time activities.

Key: 1. b 2. a 3. d 4. c

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Elicit the action of the character in each picture.

Step 2: Ask pupils to listen carefully and play the recording.

Step 3: Get pupils to listen and number the pictures. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity.

Step 4: Check answers as a class. Play the recording again for pupils to double-check their answers and correct their answers in pairs.

Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. If they repeat well, praise them.

Whole class

Whole class

Whole class/ Individual work

Whole class/ Pair work

Whole class/ Individual work

PRACTICE

Activity 2. Read and match. 9 minutes

a. Goal:

To read and match four target sentence patterns with four pictures

b. Input:

Four target sentences with four pictures to match.

c. Outcome:

Pupils can read and correctly match the sentences with the pictures.

Key: 1. b 2. c 3. d 4. a

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Elicit the characters’ actions. Check comprehension.

Step 2: Draw pupils’ attention to the first sentence I play table tennis. Ask pupils to read the sentence and find the correct picture on the right to match. When pupils answer correctly (Picture b), tell them to draw a line to match the sentence and the picture.

Step 3: Repeat Step 2 for Questions 2, 3 and 4.

Step 4: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board. Ask pupils to look at the board and check their answers again.

Extension: Invite some pupils to stand up and read the sentences aloud.

Game: Lucky numbers

• Teacher divides the class into 2 teams (Boys and Girls)
• 1 pupil in each team comes to the board, has a look at the pictures of break time activities and their corresponding phrases.
• When the teacher points to the picture, the first one to write the correct phrases matching with the pictures will choose the lucky numbers to open the boxes and get the hidden points.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Pair work

Individual work

Team work

PRODUCTION

Activity 3. Let’s play. 8 minutes

a. Goal:

To practise the target language by playing a miming game

b. Input:

A picture showing pupils how to play the game: Some pupils are standing in a circle.

A girl is standing in the centre of the circle and miming the action of kicking a ball.

The phrase ‘play football’ appears above a boy’s head in a speech bubble.

c. Outcome:

Pupils can practise using the target language by playing a miming game.

d. Procedure:

Step 1: Elicit the language that pupils need to talk about break time activities (play football, play chess, play volleyball, do word puzzles, chat with friends, play table tennis, etc.). When pupils answer correctly, write the language on the board.

Step 2: Explain how the game is played: One pupil mimes the action of doing an activity. Other pupils look at him / her, guess the action and what it is, e.g. play football. Check comprehension and give feedback.

Step 3: Model the game with two pupils. Do the action of playing chess. Ask the pupils to look at the action, guess what action it is and say play chess. Praise them if they answer correctly.

Step 4: When pupils feel confident and are familiar with the game, divide the class into four groups. In each group, choose a pupil to do the actions while the rest guesses the words. Pupils get one point for each correct answer.

Step 5: Set a time limit for pupils to play the game. The group with the most points wins.

Whole class/ Individual work

Whole class/ Individual work

Whole class

Group work

Group work

Fun corner and wrap-up: 5 minutes

Option 1: review

T shows pictures of break time activities on the board and asks pupils to make sentence using the model structure.

Option 2:

Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings.

Option 3:

Game: Who’s faster?

• Teacher calls 4 pupils to come to the board.
• Pupils on the board have a quick look at the break time activities on the board.
• On the four chairs, there are phrases written on pieces of paper which match with the pictures.
• When the teacher points to the pictures, 4 pupils try to run fast and look for the matching pieces of paper and sit on the chairs having those pieces.
• There are 3 correct answers, so one pupil has to go back to his or her seat.
• Repeat the game until the last picture.

Whole class

Whole class

Individual work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• correctly repeat the sounds of the letters f and v in isolation, in the words football and volleyball, and in the sentences “I play football at break time.” and “I play volleyball at break time.” with the correct pronunciation and intonation.
• identify the target words football and volleyball while listening.
• say the chant with the correct rhythm and pronunciation.

Core competencies

teamwork, work standards, problem-solving, integrity, communication

General Competencies

Listening: listen and repeat

Critical Thinking: listen and circle

Oral Communication: let’s chant

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

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Student’s book Page 72
• Audio Tracks 104, 105, 106
• Teacher’s guide Pages 130, 131
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 10)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap up

Procedure

Teaching and learning activities

Classroom management

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1:

Game: Who’s faster?

• Teacher divides the class into 2 teams (Boys and Girls).
• 1 pupil in each team comes to the board, looks at the question and chooses a, b, c, or d.
• The first one to choose correct answers will get the points.
• The ones who can't get points will go back to their seats and other pupils will take their turns.

Option 2: Chant and do activities (Unit 9).

• Ask pupils to chant and do the actions in Unit 9 in groups.
• Give points to the groups and encourage them.

Option 3: T asks pupils to write 1 break time activity on their board and when they hear the word of their activities in the song, they will stand up and raise their board.

Group work

Individual work/ Group work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 1. Listen and repeat. 8 minutes

a. Goal:

To correctly repeat the sounds of the letters f and v in isolation, in the words football and volleyball, and in the sentences “I play football at break time.” and “I play volleyball at break time.” with the correct pronunciation and intonation.

b. Input:

– The letter f, the word football and the sentence I play football at break time.

– The letter v, the word volleyball and the sentence I play volleyball at break time.

c. Outcome:

Pupils can correctly repeat the sound of the letters f and v in isolation, in the words football and volleyball, and in the sentences “I play football at break time.” and “I play volleyball at break time.” with the correct pronunciation and intonation.

d. Procedure:

Step 1: Draw pupils’ attention to the letter f, the word football and the sentence “I play football at break time.” Play the recording and encourage them to point at the letter / word / sentence while they listen.

Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary and praise them if their pronunciation is good.

Step 3: Repeat Steps 1 and 2 for the letter v.

Step 4: Let pupils work in pairs or groups to pronounce the sounds of the letters f and v, say the words “football and volleyball” , and read the sentences “I play football at break time.” and “I play volleyball at break time.” Invite a few pupils to listen to the recording and say the language in front of the class. If they perform well, praise them.

Whole class

Whole class/ Individual work

Whole class/ Individual work

Pair work/ Group work

PRACTICE

Activity 2. Listen and circle. 9 minutes

a. Goal:

To identify the target words ‘football’ and ‘volleyball’ while listening

b. Input:

Two gapped exchanges with answer options.

Audio script:

1. A: What do you do at break time?

B: I play football.

2. A: What do you do at break time?

B: I play volleyball.

c. Outcome:

Pupils can identify the words football and volleyball while listening.

Key: 1. c 2. c

d. Procedure:

Step 1: Draw pupils’ attention to the exchanges and the answer options. Explain what pupils have to do. Check comprehension.

Step 2: Play the recording for pupils to listen to. Play the recording again for pupils to listen and circle the correct options.

Step 3: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board. Play the recording again so that pupils can check their answers again.

Extension: Invite one or two pupils to stand up, listen and repeat the exchanges.

Game: Bang Bang

• Teacher calls many pairs to come to the board, lets them stand back to back. When they turn back to look at the pictures the teacher shows them, they have to say out loud the phrases corresponding to those pictures + Bang Bang.
• The first one to say correctly will get the points.

Whole class/ Individual work

Whole class/ Individual work

Pair work/ Whole class

Individual work

Pair work/ team 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. Check comprehension of the lyrics and give feedback.

Step 2: Play the recording all the way through so that pupils can listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw their attention to the sounds of the letters f and v in the words football and volleyball 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: 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.

Whole class/ Individual work

Individual work

Individual work/ Whole class

Whole class

Group work

Fun corner and wrap-up: 5 minutes

Option 1: Game: Racing car

• Teacher divides the class into 4 teams (4 cars).
• Teacher shows the pictures of break time activities and asks pupils in each team to make sentences with pictures using “I ……………at break time”.
• When pupils give correct sentences, the car will move 1 step.
• The first team to finish the race will be the winner.

Option 2: Practice:

T shows 8 pictures on the board and asks pupils to make sentences using the model structure.

Teamwork

Whole class

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• read the exchange and tick the correct boxes in the table about Mary’s, Lucy’s, Bill’s and Minh’s break time activities.
• use the target language in real context by completing a gapped text about their school break time activities.
• revise the target language by asking and answering questions about school break time activities and talking about them to the class.

Core competencies

teamwork, reliability, motivation, adaptability, problem-solving, communication, planning and organization

General competencies

Critical Thinking: read and tick

Written Communication: let’s write

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

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Student’s book Page 73
• Teacher’s guide Pages 131, 132, 133
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 10)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Read and tick – Let’s write – Project – Fun corner and wrap-up

Procedure

Teaching and learning activities

Classroom management

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1:

• Spend a few minutes revising the previous lesson by inviting two groups of three pupils to the front of the class to take turns to say the chant and clap their hands at the same time.
• The rest of the class claps their hands with the rhythm of the chant.

Option 2:

• Get pupils to open their books on page 73 and look at Unit 10. Tell them what they will learn in this lesson.
• Give points to the groups and encourage them.

Option 3: Game: Picking flowers

• Teacher divides the class into groups of 4-5.
• Teacher lets the pupils choose the question numbered 1-8 (click to the flowers next to the numbers).
• When the members of groups can answer correctly, they will get points by spinning the wheel.
• Click the three flowers at the top right corner to go back to the wheel.

Whole class

Individual work/ Whole class

Group work

PRACTICE

Activity 1. Read and tick. 8 minutes

a. Goal:

To read the exchange and tick the correct boxes in the table about Mary’s, Lucy’s, Bill’s and Minh’s break time activities

b. Input:

An exchange and a table about Mary’s, Lucy’s, Bill’s and Minh’s break time activities for pupils to tick

c. Outcome:

Pupils can read the exchange and tick the correct boxes in the table.

d. Procedure:

Step 1: Draw pupils’ attention to the question What do you do at break time?, the four answers and read them as a class.

Step 2: Draw pupils’ attention to the table about Mary’s, Lucy’s, Bill’s and Minh’s break time activities. Have them look at the column headed Mary and the tick in the row for chess. Check comprehension.

Step 3: Ask pupils to read Lucy’s, Bill’s and Minh’s answers, then tick the correct boxes for them.

Step 4: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Ask pupils to look at the board and check their answers again.

Whole class

Whole class/ Individual work

Individual work

Pair work

PRODUCTION

Activity 2. Let’s write. 9 minutes

a. Goal:

To use the target language in real context by completing a gapped text about their school break time activities

b. Input:

A short gapped text

c. Outcome:

Pupils can complete the text with their school break time activities.

d. Procedure:

Step 1: Write the first gapped sentence on the board: I am in the school ______. Read the sentence as a class. When you reach the gap, point at it and encourage pupils to say what is missing (playground). Give pupils time to write the answer.

Step 2: Repeat Step 1 for the other sentences. Give pupils time to complete the text independently. Go around the classroom and offer help if necessary.

Step 3: If time allows, invite a few pupils to read the sentences they have completed aloud in front of the class. The class observes and praises their work.

Whole class/ Individual work

Whole class/ Individual work

Individual work

PRODUCTION

Activity 3. Project. 8 minutes

a. Goal

To revise the target language by asking and answering questions about school break time activities and talking about them to the class

b. Input

A table showing columns of break time activities and the names of pupils

c. Outcome

Pupils can find out their friends’ break time activities and talk about them to the class using the language learnt.

d. Procedure

Step 1: Draw the table on the board. Ask pupils to look at it as an example. Elicit the language needed to do the task: What do you do at break time? – I _____. Write it on the board. Ask pupils to repeat it several times.

Step 2: Choose a pupil and model the activity with him / her, asking: What do you do at break time? The pupil answers, e.g. I play football. Put a tick in the column football in the table. Check pupils’ comprehension.

Step 3: Ask pupils to work in groups of six. Remind pupils to be friendly and supportive when they work together. Give them time to do the task. Go around the classroom and offer help if necessary.

Step 4: Invite some pupils to report their work using the language learnt. Have pupils stick their notes on the walls of the classroom as a display.

Step 5: If there is not enough time, ask pupils to do the project as homework and check it by giving pupils time to share their work in the next lesson.

Whole class/ Individual work

Individual work

Group work

Individual work/ Whole class

Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Game: Who says fast?

Game:

• Teacher divides the class into 2 groups.
• Teacher lets the pupils in each group take turns to stand up and say out loud their break time activities.
• Show the picture on the screen with 4 answers (there’s only one correct answer). Who can say the correct answer quickly will get points for his/her group.

Option 2: Practice:

T shows 8 pictures and model structure on the board and asks pupils to repeat -> Wrap up

Group work

Whole class

......., .................. 2022

Unit 10: Break time activities

Lesson 3 – Period 6

1. Read and tick:

2. Let’s write:

It is break time. I am in the school playground. I play football. I like playing chess.