Giáo án Unit 18 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 to talk about an action in progress;

- correctly say the words and use I’m _____. to identify an action in progress;

• - enhance the correct use of I’m _____. to identify an action in progress in a freer context.

Core competencies:

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

General competences:

Listening: listen and repeat.

Oral communication: let’s talk.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

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

Attributes:

Kindness: help partners to complete learning tasks.

Diligence: complete learning tasks.

Responsibility: appreciate kindness.

Secure and organized: join activities to have fun and relax after busy working or studying.

II. RESOURCES AND MATERIAL:

• - Student’s book Page 52
• - Audio Tracks 74, 75
• - Teacher’s guide Pages 221, 222, 223
• - Website sachmem.vn
• - Flash cards/ pictures and posters (Unit 18)

- Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’

activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 17 - Lesson 1.

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

Option 2: Chant and do activities (Unit 17, Lesson 3).

• - Ask pupils to chant and do the actions along the chant in Unit 17, Lesson 3 in groups.

- Give points to the groups and encourage them.

Option 3: Domino Game

• Divide the class into 2 teams: Boys and Girls.
• Members of each team try to give answers after seeing the animal’s pictures on the screen to get the points.
• If they answer incorrectly, they lose their turns.

Whole class

Whole class/

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 to talk about an action in progress.

b. Input:

– Context a: Mum: Where are you, Linh? Linh: I’m in my room.

– Context b: Linh: Mum, I’m dancing. Mum: Have fun!

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts to talk about an action in progress.

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Point at each picture, elicit the names of the speakers in the pictures.

Step 2: Have pupils look at Picture a. Play the recording again for them to listen.

Step 3: Play the recording again for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

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

Step 5: Draw pupils’ attention to the sentence I’m dancing. Tell pupils that it is used to talk about an action in progress.

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’m _____. to identify an action in progress.

b. Input:

– Picture cues: a. a girl is writing b. a girl is dancing

c. a boy is singing d. a boy is reading

– Speech bubble: I’m _____.

– Flash cards for writing, dancing, singing and reading

Audio script:

a. writing b. dancing c. singing d. reading

I’m writing.

c. Outcome:

Pupils can correctly say the words and use I’m ________. to identify an action in progress.

d. Procedure:

Step 1: Have pupils look at the picture cues, and elicit the actions in progress.

Step 2: Have pupils point at Picture a (writing), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Hold up the flash cards for writing, dancing, singing and reading and have pupils say the words.

Step 3: Point at the speech bubble and have pupils listen and repeat after the recording (I’m writing). Repeat the same procedure with the other three pictures.

Step 4: Point at one of the pictures randomly to elicit the sentence or use the flash cards for writing, dancing, singing and reading to elicit the action and I’m _____. Have pupils do the TPR action while saying each sentence.

Step 5: Give pupils time to work in pairs. Remind them that they can select any of the four pictures to point and say the sentence. Go around the classroom to offer support.

Step 6: Invite a few pupils to point at the pictures and say the sentences in front of the class.

Game: Moving matchmaker

• - Divide the class into 2 teams: Boys and Girls.

- Call each member to choose one number to show a picture.

- The pictures will move around the words.

- Pupils have say STOP to match the correct pictures and words. T clicks the button again to stop the pictures.

• - Pupils then say I’m ______.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Individual work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of I’m _____. to identify an action in progress in a freer context.

b. Input:

– Picture cue: Four pupils are reading, dancing, singing and writing.

– Speech bubble: I’m _____.

c. Outcome:

Pupils can enhance the correct use of I’m _____. to identify an action in progress in a freer context.

d. Procedure:

Step 1: Have pupils look at the picture cue and read the gapped speech bubble. Tell them about the activity.

Step 2: Give pupils time to practise in pairs, do the action and say: I’m _____. in context. Remind pupils to do the action while saying. Circulate round the class during the activity and offer help or correct the pronunciation where necessary.

Step 3: Invite some pupils to the front of the class to act and say. Praise them, and get the class to cheer or clap hands if they do a good job.

Extension: Pupils can choose a pupil in the picture cue, do the action, say I’m _____. to describe an action in progress, and have other friends guess who they are pretending to do.

Game: Guess what?

• T asks some pupils come to the board and do some actions to describe words (dancing, singing, writing, reading) and the others will guess. If pupils can answer correctly, they will get points for their teams.

Preparation for the project:

Tell pupils about the project on page 57. Ask them to prepare the photos of themselves to share with their friends and introduce what they are doing in the photos. They need to prepare the captions for the photos. In Lesson 2, Period 4, remind pupils again of what they need to prepare for the project.

Whole class/ Individual work

Pair work

Individual work

Group work/ Whole class

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words and pictures of Activities 1, 2 and repeat after the recordings to consolidate the lesson.

Option 2:

Game: WHERE’S MICKEY?

- Divide the class into 4 teams.

- Decide on the winning overall score for this game (e.g. 20).

- Click on the Mickey sitting on top of the big cubes. He will fly off and hide in one of the cubes.

- Each team then clicks the small cube in their cloud to indicate which cube they think Mickey is going to be found under. Click the big cube to see if Mickey is there.

- The team choosing the correct cube has to say the sentence with I’m… If they say correctly, they will get points for their team.

- Then click the ‘NEXT’ sign for the next turn.

- Continue to play until one team achieves the winning overall score.

Whole class

Group work

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 about identifying actions in progress and tick the correct pictures;

- complete the four target sentence patterns with the help of picture cues;

- practise the target vocabulary and sentence patterns by playing the Miming game.

Core competencies:

Decision making, teamwork, motivation, adaptability, problem-solving, integrity, and initiative.

General competences:

Listening: listen and respond by choosing correct answers (tick the correct one).

Oral communication: sing the song

Written communication: complete the sentences.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

Attributes:

Patience: pupils wait for their turns to answer the questions.

Diligence: complete learning tasks.

Responsibility: appreciate kindness.

Leadership: collaborate with teachers to enhance language skills.

II. RESOURCES AND MATERIAL:

• - Student’s book Page 53
• - Audio Tracks 76
• - Teacher’s guide Pages 223, 224
• - Website sachmem.vn
• - Flash cards/ pictures and posters (Unit 18)

- Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the Hello song.

- Ask pupils to sing the song.

- Let pupils do actions (waving, clapping, shaking hands…).

Option 2: GAME: Hidden Picture

• Teacher asks pupils to choose the numbers to reveal and guess the pictures behind (words of activities in Lesson 1 - Period 1). Give points to pupils.

Option 3: Invite a few pupils to stand up, come to the board, do an action and say I’m _____. for the others to guess.

Whole class

Individual work

PRACTICE

Activity 4. Listen and tick. 8 minutes

a. Goal:

To listen to and understand two communicative contexts about identifying actions in progress and tick the correct pictures.

b. Input:

Picture cues: 1a. a girl is writing 1b. a girl is reading

2a. a boy is singing 2b. a boy is dancing

Audio script:

1. A: Where are you, Mary?

B: I’m here in my room. I’m reading.

2. A: Where are you, Nam?

B: I’m here. I’m dancing.

c. Outcome:

Pupils can listen to and understand two communicative contexts about identifying actions in progress and tick the correct pictures.

Key: 1. b 2. b

d. Procedure:

Step 1: Have pupils look at Pictures 1a and 1b. Elicit the word for the action in each picture. Play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Repeat the same procedure with the second exchange.

Step 2: Have pupils swap books with a partner, then check answers as a class. Write the correct answers on the board.

Step 3: Play the recording again for pupils to double-check their answers.

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

Game: Slap the board

Let pupils listen and read the sentence with I’m _____., then come to the front and slap the correct picture. The one who can do it fast and correctly will be the winner. The winner has 2 points; the others have 1 point. This game can be more interesting when playing in groups or teams.

Whole class/ Individual work

Whole class/

Pair work

Individual work

Whole class

Individual work/ Group work

PRACTICE

Activity 5. Look, complete and read. 9 minutes

a. Goal:

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

b. Input:

Four picture cues and four incomplete sentence patterns to complete

c. Outcome:

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

Key: 1. dancing 2. reading 3. singing 4. writing

d. Procedure:

Step 1: Have pupils look at the pictures and identify the actions in the pictures.

Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences.

Step 3: Model Picture 1. Have pupils look at the sentence. Ask them what is missing in the sentence (dancing). Then have them look at the picture and identify the action. Have them complete the gap (I’m dancing). Repeat the same procedure with Pictures 2, 3 and 4.

Step 4: Have pupils complete the sentences individually. Get pupils to swap and correct their answers in pairs. Check the answers as a class. Ask a few pupils to read the sentences aloud.

Game: Matching Pairs

• Divide the class into two teams.
• Each pupil from each team comes to the board, chooses a card from the left, then chooses one from the right.
• If they match, he/ she gets points for the team.

Whole class/ Individual work

Whole class/ Pair work

Group work

PRACTICE

Activity 6. Let’s play. 8 minutes

a. Goal:

To practise the target vocabulary and sentence patterns by playing the Miming game.

b. Input:

– A picture showing pupils how to play the game

– Flash cards for dancing, reading, singing and writing

c. Outcome:

Pupils can practise the target vocabulary and sentence patterns by playing the Miming game.

d. Procedure:

Step 1: Tell pupils the goal of the game and how to play it: Point at the game illustration, point at the girl, do an action, pretend to be the girl to elicit the word dancing. Then say: Yes. I’m dancing.

Step 2: Nominate a pupil to come to the front of the class. Show him or her a flash card and tell him / her to do the action for the class to guess. Check the answer as a class.

Step 3: Divide the class into two groups. Have pupils in each group choose a picture and do the action. The group that guesses correctly wins a star. After three or four rounds, the group with more stars is the winner.

Note: You may use other words in Unit 10 to play this game.

Whole class/ Individual work

Individual work

Group work

Fun corner and wrap-up: 5 minutes

Option 1: Game: Tic Tac Toe

• T divides the class into 2 teams (BOYS and GIRLS).
• The teams will choose the circle or cross before playing.
• T asks 2 members of each team to listen and write the words (activities) on the board. Who can write fast and correctly can mark on “tic tac toe board”.

Option 3: Goodbye and Bye activity

Use goodbye and bye greetings to dismiss the class. Say goodbye to individual pupils and have them respond as they leave.

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 to ask and answer questions about an action in progress.

- correctly say the words and use What are you doing? – I’m _____. to ask and answer questions about an action in progress.

- enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress in a freer context.

Core competencies:

Problem-solving, decision making, teamwork, reliability, motivation, adaptability, and initiative.

General competences:

Listening: look, listen and repeat.

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: join activities to exercise and have fun

II. RESOURCES AND MATERIAL:

• - Student’s book Page 54
• - Audio Tracks 77, 78
• - Teacher’s guide Pages 224, 225, 226
• - Website sachmem.vn
• - Flash cards/ pictures and posters (Unit 18)

- Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class and encourage pupils to respond to your greeting.

Option 1: Sing the song of Unit 17.

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

Ask pupils to sing this song with some words covered. When they finish singing, have the class check the lyrics together.

Option 2: Game: Remember that!

• Divide the class into 4 teams. Have the pupils look at pictures in 30 seconds and try to remember as many pictures as they can.
• T asks pupils to write the words they remember on the board to get points.

Option 3: Game: Pass the ball

Have pupils stand up and pass the ball with music. When music stops, those who keep the ball must look at a picture on the board and say a sentence: I’m ______.

Whole class

Group work

Whole class

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about an action in progress.

b. Input:

– Context a: Lucy: Hello.
Mai: Hi, Lucy. What are you doing?
Lucy: I’m singing.

– Context b: Bill: Hi, Ben. What are you doing?
Ben: I’m watching TV.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about an action in progress.

d. Procedure:

Step 1: Have pupils look at Picture a and Picture b. Point at each picture, elicit the names of the speakers in the pictures.

Step 2: Have pupils look at Picture a. Play the recording for them to listen.

Step 3: Play the recording again for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

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

Step 5: Draw pupils’ attention to the question What are you doing? and the answers I’m singing. and I’m watching TV. Tell pupils that they are a question and answers to ask an action in progress.

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 are you doing? – I’m _____. to ask and answer questions about an action in progress.

b. Input:

– Picture cues:

a. a girl is playing basketball b. a girl is drawing a picture

c. a girl is watching TV d. a boy is listening to music

– Speech bubbles: What are you doing? – I’m _____.

– Flash cards for playing basketball, drawing a picture, watching TV and listening to music

Audio script:

a. playing basketball b. drawing a picture

c. watching TV d. listening to music

A: What are you doing?

B: I’m playing basketball.

c. Outcome:

Pupils can correctly say the words and use What are you doing? – I’m _____. to ask and answer questions about an action in progress.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the actions in progress.

Step 2: Have pupils point at Picture a (playing basketball), listen to the recording and repeat the phrase. Repeat the same procedure with the other three pictures. Have the class repeat the phrases a few times. Hold up the flash cards for drawing a picture, listening to music, playing basketball and watching TV and have pupils say the phrases.

Step 3: Point at Picture a, do the TPR action for playing basketball and have pupils do the action for playing basketball. Ask: What are you doing? and point at the target speech bubble to elicit the missing word. Then have the class repeat the completed sentence a few times: I’m playing basketball. Have the class repeat the question: What are you doing? and the answer: I’m playing basketball. Have pupils listen and repeat after the recording. Repeat the same procedure with other three pictures.

Step 4: Give pupils time to practise asking and answering the question What are you doing? Remind them that they can use any of the four pictures to point, ask and answer the question.
Go around the classroom to offer support.

Step 5: Invite a few pairs to point at the pictures, ask and answer the question in front of the class.

Game: Spin and say

• T calls some pupils to say the sentences with the pictures after they spin the wheel.
• T asks: What are you doing?
• Pupils answer: I’m _______.

Whole class/ Individual work

Individual work/

Pair work

Individual work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress in a freer context.

b. Input:

– Picture cue: Two friends are talking on the phone. One pupil asks: What are you doing? and the other is drawing and answers.

– Speech bubbles: What are you doing? – I’m _____.

c. Outcome:

Pupils can enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress in a freer context.

d. Procedure:

Step 1: Have pupils look at the picture. Point at the picture and elicit the answer I’m drawing a picture. Have pupils do the action for drawing a picture. Pretend to start a phone call and ask pupils:
What are you doing? and elicit the full answer:
I’m drawing a picture. Have pupils repeat the question a few times, and then the answer. Correct their pronunciation and intonation where necessary.

Step 2: Have pupils sit back-to-back in pairs. One pupil is doing something while the other calls and asks: What are you doing? Give pupils time to take turns making a phone call and practising the questions and the answers in pairs. Go around the classroom to offer support.

Step 3: Invite some pairs to the front of the class to interact with each other, pointing at the activity in the picture cue in their books. Praise them, and get the class to cheer or clap hands if they do a good job.

Whole class/ Individual work

Pair work

Pair work

Fun corner and wrap-up: 5 minutes

Option 1:

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

Option 2:

Game: Act out and guess who

• Let the class sit or stand in a circle.
• One person is chosen to be in charge of doing the action by starting an action (such as playing basketball, then change to singing, next is dancing, then reading…) for the rest to follow and copy.
• Another pupil will stand outside and guess who is the chosen one.

Whole class

Group work

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 an action in progress and number the correct pictures;

- complete four gapped dialogues with the help of picture cues;

• - sing the song What are you doing? with the correct pronunciation and melody.

Core competencies:

Problem-solving, decision making, teamwork, reliability, motivation, and adaptability

General competences:

Listening: listen and number.

Critical thinking: look, complete and read.

Oral communication: let’s sing.

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

Attributes:

Diligence: complete learning tasks.

Responsibility: appreciate kindness.

Secure and organized: spend time to join activities and have fun.

II. RESOURCES AND MATERIAL:

• - Student’s book Page 55
• - Audio Tracks 79, 80
• - Teacher’s guide Pages 226, 227, 228
• - Website sachmem.vn
• - Flash cards/ pictures and posters (Unit 18)
• - Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class and encourage pupils to respond to your greeting.

Option 1: Sing the song of Unit 18.

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

Option 2: Game: Pass the flashcards.

Review the previous lesson by having the class pass the flashcards with music. When the music stops, those who have flash cards have to stand up and say the sentence: I’m _______.

Option 3: Game: Matching pairs

• Divide the class into two teams. (Boys and Girls)
• Ask pupils to choose the matching pairs. (words with pictures)
• Pupils come to the front and choose the pictures in order to match with the words. Who can make it will have points for the team.
• Give points to the pupils. Encourage the pupils to join the activity.

Whole class

Individual work / Group work

Individual work/ Group work

Individual work/ Group work

PRACTICE

Activity 4. Listen and number. 8 minutes

a. Goal:

To listen to and understand four communicative contexts in which pupils ask and answer questions about an action in progress and number the correct pictures.

b. Input:

Picture cues:

a. a boy is playing basketball b. a girl is drawing picture

c. a boy is watching TV d. a girl is listening to music

Audio script:

1. A: What are you doing?

B: I’m watching TV.

2. A: What are you doing?

B: I’m drawing a picture.

3. A: What are you doing?

B: I’m playing basketball.

4. A: What are you doing?

B: I’m listening to music.

c. Outcome:

Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about an action in progress and number the correct pictures.

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

d. Procedure:

Step 1: Have pupils look at the four picture cues. Point at the picture cues in turn and elicit the actions in progress.

Step 2: Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity.

Step 3: Check answers together as a class. Play the recording again for the pupils to double-check their answers.

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

Game: What’s missing?

• - Ask pupils to look at the pictures. Then cover 1 picture, and ask pupils to say quickly what the picture is.
• - Make the game harder by covering 2 pictures at the same time.
• - This game can be play in groups or by the whole class.

Whole class/
Individual work

Whole class

Whole class/

Group work

PRACTICE

Activity 5. Look, complete and read. 9 minutes

a. Goal:

To complete four gapped dialogues with the help of picture cues.

b. Input:

Four picture cues and four gapped dialogues to complete

c. Outcome:

Pupils can complete four gapped dialogues with the help of picture cues.

Key: 1. listening 2. watching 3. doing; drawing 4. are; playing

d. Procedure:

Step 1: Have pupils look at the pictures. Have them identify the actions in the pictures.

Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences.

Step 3: Model Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (listening). Then have them look at the picture and identify the action. Have them complete the sentence (I’m listening to music). Repeat the same procedure with Pictures 2, 3 and 4.

Step 4: Have pupils complete the dialogues individually. Get pupils to swap and correct their answers in pairs. Check the answers as a class. Ask a few pairs to read the dialogues aloud.

Game: Slap the board

• - Divide the class into 2 teams: BOYS and GIRLS.
• - Show 1 sentence on the TV. Have 1 boy and 1 girl of each team come to the board, look at the sentences and choose the best options to make correct sentences. (Pupils slap the words on the board).

Whole class/ Individual work

Individual work/

Pair work

Group work

PRACTICE

Activity 6. Let’s sing. 8 minutes

a. Goal:

To sing the song What are you doing? with the correct pronunciation and melody.

b. Input:

The lyrics and the recording of the song What are you doing?

c. Outcome:

Pupils can sing the song What are you doing? with the correct pronunciation and melody.

d. Procedure:

Step 1: Have pupils look at the pictures illustrating the song lyrics and tell what they can see in the pictures. Elicit the actions: listening to music, drawing a picture, watching TV and playing basketball.

Step 2: Play the recording and ask pupils to clap their hands when they hear the word doing. Play the recording again for the class to listen and clap their hands.

Step 3: Play the recording and ask pupils to do the TPR actions for listening to music, drawing a picture, watching TV and playing basketball when they hear the words listening, drawing, watching and playing. Play the recording again for the class to listen and do the TPR actions.

Step 4: Play the recording a few times for them to practise singing, and doing the clapping hands and doing actions while singing.

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. Encourage the class to praise or cheer the performers.

Whole class/ Individual work

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in the picture of Activities 4 and repeat after the recording to consolidate the lesson.

Option 2: Game: Memory game

- Tell pupils that they are going to look at the cards in 60 seconds, memorise the words, then remember as many of the words as possible. Explain how the game is played. Check comprehension.

- Put the cards on a desk or stick them on the board. Then cover them with a piece of cloth. Do not let pupils see what is beneath the piece of cloth.

- Divide the class into 2 or 4 groups. Remove the cloth and show the cards for 60 seconds. Then cover them again. In their groups, pupils try to say as many of the words as they can remember.

- Have the groups say the names of the things aloud. For each correct word, give them a star or a point. The group with the most stars / points wins.

- Teacher tells pupils to make sentences with I’m _______.

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:
• - correctly repeat the sounds of the letters n and ng in isolation, in the words listen and singing and in the sentences We listen to music at break time. and I’m singing my favourite song. with the correct pronunciation and intonation;
• - identify the target words listen and singing while listening;

- say the chant with the correct rhythm and pronunciation.

Core competencies:

Problem-solving, decision making, teamwork, reliability, motivation, and adaptability

General competences:

Listening: listen and repeat, listen and circle.

Critical thinking: listen and circle.

Oral communication: let’s chant.

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

Attributes:

Diligence: complete learning tasks.

Responsibility: appreciate kindness.

Self-confidence: ability to work as a team member and practice speaking in front of the class.

II. RESOURCES AND MATERIAL:

• - Student’s book Page 56
• - Audio Tracks 81, 82, 83
• - Teacher’s guide Pages 228, 229
• - Website sachmem.vn
• - Flash cards/ pictures and posters (Unit 18)

- Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’ activities

Note

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.
• Divide the class into two groups.
  • Show a few picture cards of activities, one by one. Let two halves of the class take turns to ask and answer questions using the sentence patterns What are you doing?/ I’m ____.
  • Get pupils to open their books on page 56 and look at Lesson 3, Activity 1. Tell them what they will learn in this lesson.

Option 2: Listen and say!

• Have pupils sit in a circle. Ask some pupils to come to the middle and keep the pictures.
• The others take turns saying a word. The pupils keeping the pictures have to raise their hands then say the whole sentence.
• Who can make it will have points.

Whole class/ Group work

Individual work/ Group work

KNOWLEDGE CONSTRUCTION

Activity 1. Listen and repeat. 8 minutes

a. Goal:

To correctly repeat the sounds of the letters n and ng in isolation, in the words listen and singing and in the sentences We listen to music at break time. and I’m singing my favourite song. with the correct pronunciation and intonation.

b. Input:

– The letter n, the word listen and the sentence We listen to music at break time.

– The letter ng, the word singing and the sentence I’m singing my favourite song.

c. Outcome:

Pupils can correctly repeat the sounds of the letters n and ng in isolation, in the words listen and singing and in the sentences. We listen to music at break time. and I’m singing my favourite song. with the correct pronunciation and intonation.

d. Procedure:

Step 1: Have pupils point at the letter n, the word listen, and the sentence We listen to music at break time. while they are listening to the recording and repeating them for the first time. Play the recording of the first line a few times for pupils to repeat in chorus and individually. Repeat the same procedure with the second line.

Step 2: Divide the class into two groups. Tell the groups to take turns listening to the recording and repeating the two lines respectively. Invite a few pupils to stand up, listen to and repeat the two lines.

Game: Slap the board

• T divides class into 2 teams: BOYS and GIRLS.
• Have 1 boy and 1 girl of each team come to the board, listen to the recording and choose the right words. (Pupils slap the words on the board)

Individual work/

Whole class

Group work

Group work

PRACTICE

Activity 2. Listen and circle. 9 minutes

a. Goal:

To identify the target words listen and singing while listening.

b. Input:

Two sentences for completion

Audio script:

1. I listen to music at break time.

2. I’m singing a song.

c. Outcome:

Pupils can identify the words listen and singing while listening.

Key: 1. a 2. a

d. Procedure:

Step 1: Draw pupils’ attention to the sentences and the gap-fill options. Play the recording for pupils to listen. Play the recording again for pupils to listen and circle the correct options.

Step 2: Get 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 for pupils to double-check their answers.

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

Game: Look and say

• Divide the class into two teams: Boys and Girls.
• Ask each pupil from each team to come to the front, look at the pictures then say a sentence. Who can say it fast and correctly will get points for the team.

Whole class/ Individual work

Group 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.

Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters n and ng in the words listen and sing in the chant.

Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation, where necessary.

Step 4: Play the recording all the way through for pupils to chant. Encourage them to clap along while chanting.

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

Group work

Fun corner and wrap-up: 5 minutes

Option 2:

• Pupils sit in a circle. Some of them hold flash cards of activities (listening to music, playing basketball, singing, drawing...), then pass it one by one with music.
• When they listen to the music, they have to pass the flash cards to the person next to them. When the music stops, those who keeps the cards have to stand in the middle of the circle and say the words, the others listen and check the answer.

Option 3:

• • Show a few picture cards of activities, one by one. Let two halves of the class take turns to ask and answer questions using the sentence patterns What are you doing? / I’m ____. and do the action with the sentences.

Individual work

Individual work/ Whole class

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language:

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

- read and match the pupils with the activities that they are doing;

- write a paragraph about what they are doing;

- present their photos and tell their friends what they are doing in the photos.

Core competencies:

Teamwork, reliability, motivation, and adaptability

General competences:

Listening: Listen to the teacher and classmates in communicating.

Critical thinking: complete a task in reading a text.

Oral communication: presenting a project.

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

Attributes:

Responsibility: appreciate kindness.

Self-confidence: ability to work as a team member and practice speaking in front of the class.

II. RESOURCES AND MATERIAL:

• - Student’s book Page 57
• - Teacher’s guide Pages 229, 230

- Website sachmem.vn

- Flash cards/ pictures and posters (Unit 18)

• - Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class and encourage pupils to respond to your greeting.

Option 1: Warm-up

• Spend a few minutes revising the previous lesson by having the class say the chant on page 56.
• Get pupils to open their books on page 57 and look at Activity 4. Tell them what they will learn in this lesson.

Option 2:

Review: Look, read and match

• T asks pupils to match the words with the pictures.

Whole class/ Group work

Individual work

PRACTICE

Activity 4. Read and match. 8 minutes

a. Goal:

To read and match the pupils with the activities that they are doing.

b. Input:

Three reading texts and the icons for listening, reading and drawing

c. Outcome:

Pupils can read and match the pupils with the activities that they are doing.

Key: 1. b 2. a 3. c

d. Procedure:

Step 1: Draw pupils’ attention to the icons for listening, reading and drawing. Elicit the words.

Step 2: Tell pupils about the activity. Give pupils time to read and match.

Step 3: Get pupils to swap books with a partner. Then check the answers as a class. Write the correct answers on the board for pupils to check and correct their answers.

Have the pupils read and remember the information in the text.

Game: Let’s choose and say!

• Pupils choose a number then say the correct sentence.
• Who can say it correctly will get points for the team. (ppt game).

Whole class

Individual work

Pair work/

Whole class

PRODUCTION

Activity 5. Let’s write. 9 minutes

a. Goal:

To write a paragraph about what they are doing.

b. Input:

A short gapped paragraph

c. Outcome:

Pupils can write a paragraph about what they are doing.

d. Procedure:

Step 1: Draw pupils’ attention to the first gap. Ask: What do you write here? and elicit their names. Have pupils write the answer on their notebooks. Repeat the same procedure with Gaps 2, 3 and 4.

Step 2: Give pupils time to write the answers in their notebooks.

Step 3: Have some pupils read their paragraphs aloud.

Whole class/ Individual work

Individual work

PRODUCTION

Activity 6. Project. 8 minutes

a. Goal:

To present their photos and tell their friends what they are doing in the photos.

b. Input:

Picture cue: a boy holding up photos of himself drawing and singing

c. Outcome:

Pupils can present their photos and tell their friends what they are doing in the photos.

d. Procedure:

Step 1: Point at the prompt drawing and explain what they should do to complete the project.

Step 2: Prepare two photos to share with pupils. Take a piece of paper and write the captions for the photos. Point at one photo and say: In this photo, I’m _____. and point at the other photo and say: And in this photo, I’m _____.

Step 3: Have pupils show the photos or pictures that they have prepared for the project. Revise some structures and vocabulary that pupils need for their presentations. Give the pupils time to practise their presentations by themselves. Go around the classroom to monitor and offer support.

Step 4: Give pupils time to use their photos to practise presenting their projects within their groups. Invite some groups to present in front of the class.

Whole class/ Individual work

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the words in the picture of Activities 4, 5 and say to consolidate the lesson.

Option 2:

Game: Which is missing?

• T shows all the pictures and asks pupils to look at them carefully and find out which one is missing.
• T shows again the pictures with one hidden and asks pupils to find out.

Whole class

Group work