Giáo án Unit 19 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:

- use the words and phrase play badminton, run, paint, walk in relation to the topic “Outdoor activities”;

- use He’s / She’s _____. to talk about what someone is doing outdoors;

- listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Outdoor activities”;

- understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone is doing;

- enhance the correct use of He’s / She’s ____. to ask and answer questions about what someone is doing.

Core competencies:

decision making, teamwork, work standards, reliability, motivation

General competences:

Listening: listen and recognize the contexts, focus on introducing someone, then repeat.

Critical thinking: talk about friends.

Oral communication: speak about friends, ask and answer the questions.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

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

Attributes:

Kindness: help partners to complete learning tasks.

Diligence: complete learning tasks.

Honesty: tell the truth about feelings and emotions.

Responsibility: appreciate kindness.

Leadership: collaborate with teachers to enhance language skills.

II. RESOURCES AND MATERIAL:

- Student’s book Page 58

- Audio Tracks 84, 85

- Teacher’s guide Pages 231, 232, 233

- Website sachmem.vn

- Flash cards/ pictures and posters (Unit 19)

- Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 18, 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 18,
Lesson 3).

- Ask pupils to chant and do the actions in Unit 18, Lesson 3 in groups.

- Give points for the groups and encourage them.

Option 3:

- Play game in the PowerPoint Unit 19 –
Lesson 1 – Period 1.

- Divide the class into 2 teams to play “I’m a fairy”.

- Each team chooses one letter to go to the question.

- Have pupils look, read and choose the right option.

- Back to the menu for pupils to choose another question.

- Pupils continue their turns until there are not any letters left.

- The team with the most points wins.

Whole class

Group work

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) focusing on what someone is doing.

b. Input:

– Context a: Lucy: Look! Nam is running.

Mai: Yes, he is.

– Context b: Lucy: Look! Linh is painting.

Mai: Yes, she is

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focus on what someone is doing.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the 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 classroom to listen and repeat the sentences in the recording.

Step 5: Draw their attention to the sentences Nam is running and Linh is painting. Tell pupils that they are sentences describing what someone is doing.

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 use He’s / She’s . to talk about what someone is doing.

b. Input:

– Picture cues:

a. a girl is playing badminton

b. a boy is running

c. a boy is painting

d. a girl is walking

– Speech bubbles: He’s / She’s .

Audio script:

a. playing badminton b. running

c. painting d. walking

She’s playing badminton.

c. Outcome:

Pupils can correctly use He’s / She’s . to talk about what someone is doing.

d. Procedure:

Step 1: Have pupils look at the pictures and identify the characters (a boy or a girl). Have the class repeat the words / phrases a few times.

Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (playing badminton). Follow the same procedure with the other three pictures.

Step 3: Point at Picture a and have pupils listen and repeat after the recording (She’s playing badminton.).

Step 4: Have pairs practise saying He’s/ She’s ______. with Pictures b, c and d.

Step 5: Invite a few pupils to point at the pictures and talk about what someone is doing in front of the class.

Game: Slap the board

- Divide the class into four teams.

- Stick the pictures of activities on the board.

- Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again.

- The one who says faster will get points.

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 He’s / She’s ______. to ask and answer questions about what someone is doing in a freer context.

b. Input:

– Picture cues: In the park, a boy is playing football, a girl is running, a girl is painting.

– Speech bubbles: He’s / She’s .

c. Outcome:

Pupils can enhance the correct use of He’s / She’s . to talk about what someone is doing.

d. Procedure:

Step 1: Draw pupils’ attention to the picture.
Ask questions to help them identify the context (see Input).

Step 2: Tell individual pupils to talk about what someone is doing in the park. Go around the classroom to offer support.

Step 3: Invite some pupils to the front of the class to talk about what someone is doing.

Preparation for the project:

Tell pupils about the project on page 63.
Ask them to prepare it at home by colouring the characters in the picture on a copy and bring their work to class to present it at Project time.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Individual work/ Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

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

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 arrange them to make a complete sentence, then read it aloud.

- The group that makes it first will be the winner.

Option 3: Play game in the PowerPoint for Unit 19 – Lesson 1 – Period 1.

- Divide the class into 2 teams to play “I’m a fairy – Level 2”.

- Each team chooses one letter to go to the question.

- Have pupils look, read and choose the right option.

- Back to the menu for pupils to choose another question.

- Pupils continue their turns until there are not any letters left.

- The team with the most points wins.

Whole class

Group work

Group work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language:

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

- use the words and phrase play badminton, run, paint, walk in relation to the topic “Outdoor activities”;

- use He’s / She’s _____. to talk about what someone is doing;

- listen to and understand two communicative contexts about what someone is doing;

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

- sing the song Painting and singing with the correct pronunciation, rhythm and melody.

Core competencies:

decision making, teamwork, work standards, reliability, motivation, adaptability, problem-solving

General competences:

Listening: listen and recognize the contexts, focus on introducing someone, then repeat.

Critical thinking: talk about friends.

Oral communication: speak about friends, ask and answer the questions.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

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

Attributes:

Kindness: help partners to complete learning tasks.

Diligence: complete learning tasks.

Honesty: tell the truth about feelings and emotions.

Responsibility: appreciate kindness.

Leadership: collaborate with teachers to enhance language skills.

II. RESOURCES AND MATERIAL:

- Student’s book Page 59

- Audio Tracks 86, 87

- Teacher’s guide Pages 233, 234

- Website sachmem.vn

- Flash cards/ pictures and posters (Unit 19)

- Computer, projector, …

III. PROCEDURE

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

Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 18, Lesson 2.

- Ask pupils to sing the song.

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

Option 2: Chant and do activities (Unit 18, Lesson 3).

- Ask pupils to chant and do the actions in Unit 18, Lesson 3 in groups.

- Give points for the groups and encourage them.

Option 3: Play game in the PowerPoint for Unit 19 – Lesson 1 – Period 2.

Whole class

Group work

Individual work/Group work

PRACTICE

Activity 4. Listen and tick. 8 minutes

a. Goal:

To listen to and understand two communicative contexts about what someone is doing and tick the correct pictures.

b. Input:

Picture cues:

1a. Mary is playing badminton. 1b. Mary is painting.

2a. Nam is running. 2b. Nam is playing football.

Audio script:

c. Outcome:

Pupils can listen to and understand two communicative contexts about what someone is doing and tick the correct picture.

Key: 1. a 2. a

d. Procedure:

Step 1: Draw pupil’s attention to Pictures 1a and 1b. Elicit the names of the characters.

Step 2: Play the recording for Question 1. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity.

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

Step 4: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board. 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 in chorus. Correct their pronunciation where necessary.

Whole class/

Individual work

Whole class/

Individual work

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

PRACTICE

Activity 5. Look, complete and read. 9 minutes

a. Goal:

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

b. Input:

Four picture cues and four incomplete sentence patterns to complete

c. Outcome:

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

the picture cues.

Key: 1. playing football 2. painting

3. playing badminton 4. running

d. Procedure:

Step 1: Have pupils look at the pictures. Have them identify the characters (a boy or a girl) in the pictures.

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

Step 3: Model with Picture 1. Have pupils look at the first sentence. Ask them what words are missing in the sentence (playing football). Then have them complete the sentence (He’s playing football.)

Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils' attention to the gaps in the sentences in Pictures 2, 3 and 4.

Step 5: Have pupils complete the gaps in the sentences individually and ask a few pupils to read them aloud.

Game: Slap the board

- Divide the class into four teams.

- Stick the pictures of activities on the board.

- Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again.

- The one who says faster will get points.

Whole class/ Individual work
Whole class/ Individual work

Whole class/

Individual work

Whole class/

Individual work

Individual work

Group work

PRACTICE

Activity 6. Let’s sing. 8 minutes

a. Goal:

To sing the song Painting and singing with the correct pronunciation.

b. Input:

The lyrics and the recording of the song Painting and singing

c. Outcome:

Pupils can sing the song Painting and singing with the correct pronunciation.

d. Procedure:

Step 1: Draw pupils’ attention to the title and lyrics of the song. Model the title and lyrics line by line for pupils to repeat. Encourage them to point at the characters’ pictures to reinforce their understanding.

Step 2: Play the recording all the way through for pupils to listen to the whole song. Encourage them to listen carefully to the pronunciation and the melody.
Step 3: Play the recording line by line for pupils to listen to and repeat. Correct their pronunciation where necessary.

Step 4: Play the recording all the way through for pupils to sing along.

Step 5: Introduce actions for pupils to do while singing along with the recording.

Extension: Put pupils into groups to make up their actions for the song. Invite some 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.

Game: Matching game

- Using pictures and flash cards, get 3 pupils to hold the pictures and 3 more to hold the sentences.

- Ask them to find and match.

- Praise the ones who finish the matching.

- Then ask the class to look and say aloud.

Whole class/ Individual work

Group work

Individual work

Individual work/ Whole class

Whole class

Individual work/

Whole class

Individual work/ Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

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

Option 2:

Game: Sentence Puzzle

- Divide the class into groups of four.

- Give each group a sentence that is broken/ cut into pieces.

- Ask them to arrange them to make a complete sentence, then read it aloud.

- The group that makes it first will be the winner.

Option 3: Play game in the PowerPoint for Unit 19 – Lesson 1 – Period 2.

- Divide the class into 3 teams.

- Each team takes turns picking a square.

- Answer the question correctly, pupils will get points.

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) focus on what someone is doing outdoors;

- use What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors;

- enhance the correct use of What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors in a freer context.

Core competencies:

communication, planning and organization, stress tolerance, and initiative

General competences:

Listening: listen and recognize someone, then repeat.

Critical thinking: talk about someone.

Oral communication: speak about someone, ask and answer the questions.

Written communication: practise writing about school things.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

Problem-solving and creativity: answer comprehension questions after reading the story.

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

Attributes:

Kindness: help partners to complete learning tasks.

Diligence: complete learning tasks.

Honesty: tell the truth about feelings and emotions.

Responsibility: appreciate kindness.

Leadership: collaborate with teachers to enhance language skills.

Secure and organized: keep school things in the right ways.

II. RESOURCES AND MATERIAL:

- Student’s book Page 60

- Audio Tracks 88, 89

- Teacher’s guide Pages 235, 236

- Website sachmem.vn

- Flash cards/ pictures and posters (Unit 19)

- Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 19, 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: Play game Sit down, please! (Unit 19, Lesson 1).

- Ask pupils to give instructions for his / her group to act out.

- Give points for the groups and encourage them.

Option 3: Play games in the PowerPoint for Unit 19 – Lesson 2 – Period 3.

- Click on the letter to go to the questions.

- Click on the global to turn back the menu.

- Click on the animals on the net to release them.

Whole class

Group work

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) focusing on what someone is doing outdoors.

b. Input:

– Context a: Nam: Where’s Bill? - Mary: He’s in the park.

– Context b: Nam: What’s he doing? - Mary: He’s skating.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focus on what someone is doing outdoors.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the 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 classroom to listen and repeat the sentences in the recording.

Step 5: Draw their attention to the question What’s he doing? and the answer He’s skating. Tell pupils that they are the question and the answer about what Nam’s doing in the park.

Whole class

Whole class/ Individual work

Pair work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly use What’s he / she doing? − He’s / She’s . to ask and answer questions about what someone is doing outdoors.

b. Input:

– Picture cues:

a. a boy is skating b. a girl is cycling

c. a boy is flying a kite d. a girl is skipping

– Speech bubbles: What’s he / she doing? − He’s / She’s ______.

Audio script:

a. skating b. cycling

c. flying a kite d. skipping

A: What’s he doing?

B: He’s skating.

c. Outcome:

Pupils can correctly use What’s he / she doing? − He’s / She’ s ____. to ask

and answer questions about what someone is doing outdoors.

d. Procedure:

Step 1: Have pupils look at the pictures and identify the characters (a boy or a girl) and their actions. Have the class repeat the words/ phrases a few times.

Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (skating). Follow the same procedure with the other three pictures.

Step 3: Point at Picture a and have pupils listen and repeat after the recording (What’s he doing? - He’s skating.)

Step 4: Have pairs practise asking and answering questions What’s he / she doing? – He’s / She’s ____. with Pictures b, c and d.

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

Game: Slap the board

- Divide the class into four teams.

- Stick the pictures of activities on the board.

- Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again.

- The one says faster will get points.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Pair work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of What’s he / she doing? − ________. to ask and

answer questions about what someone is doing outdoors.

b. Input:

– Picture cues: In the park, Lucy is cycling, Ben is skating, Minh is flying a kite and Linh is skipping.

– Speech bubbles: What’s he / she doing? − _______.

c. Outcome:

Pupils can enhance the correct use of What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors in a freer context.

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Ask questions to help them identify the contexts (see Input).

Step 2: Put pupils into pairs and encourage them to ask and answer questions about what someone is doing outdoors. Go around the classroom to offer support.

Step 3: Invite some pairs of pupils to come to the front of the class to perform their conversations.

Game: Matching game

Using pictures and flash cards, get 3 pupils hold the pictures and 3 more hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud.

Whole class/ Individual work

Pair work

Pair work

Individual work/

Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the words in the picture of Activities 1, 2 and repeat after the recording.

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 arrange them to make a complete sentence, then read it aloud.

- The group that makes it first will be the winner.

Option 3: Play games in the PowerPoint for Unit 19 – Lesson 2 – Period 3.

- Divide the class into 2 teams.

- Each team chooses one rubbish thing to answer.

- Have pupils look, read and choose the right word to complete the sentence.

- Back to the menu for another question.

- The one who helps the environment cleanest is the winner.

Whole class

Group work

Group work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language:

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

- use the words skate, cycle, kite and skip in relation to the topic “Outdoor activities”;

- use He’s / She’s ____. to talk about where someone is;

- understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone is doing outdoors;

- correctly use What’s he / she doing? − He’s / She’s ____. to ask and answer questions about what someone is doing outdoors.

Core competencies:

communication, planning and organization, stress tolerance, and initiative

General competences:

Listening: listen and recognize someone, then repeat.

Critical thinking: talk about someone.

Oral communication: speak about someone, ask and answer the questions.

Written communication: practise writing about school things.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

Problem-solving and creativity: answer comprehension questions after reading the story.

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

Attributes:

- Kindness: help partners to complete learning tasks.

- Diligence: complete learning tasks.

- Honesty: tell the truth about feelings and emotions.

- Responsibility: appreciate kindness.

- Leadership: collaborate with teachers to enhance language skills.

- Secure and organized: keep school things in the right ways.

II. RESOURCES AND MATERIAL:

- Student’s book Page 61

- Audio Tracks 90

- Teacher’s guide Pages 236, 237, 238

- Website sachmem.vn

- Flash cards/ pictures and posters (Unit 19)

- Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 19, Lesson 1.

- Ask pupils to sing the song

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

Option 2: Play Miming game! (Unit 18, Lesson 1).

- Divide the class into two groups.

- Have pupils in each group choose a picture and do the action.

- The other group that guesses correctly wins a star.

- After three or four rounds, the group with more stars is the winner.

- Give point for the groups and encourage them.

Option 3: Play game in the PowerPoint for Unit 19 – Lesson 2 – Period 4.

Whole class

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 what someone is doing outdoors.

b. Input:

– Picture cues:

a. a boy is flying a kite b. a girl is cycling

c. a girl is skipping d. a boy is skating

– Audio script:

1. A: What’s he doing?

B: He’s skating.

2. A: What’s he doing?

B: He’s flying a kite.

3. A: What’s she doing?

B: She’s cycling.

4. A: What’s she doing?

B: She’s skipping.

c. Outcome:

Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about what someone is doing outdoors.

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

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Elicit the characters and their outdoor activities.

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

Step 3: Check answers together as a class. Play the recording again for the 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.

Whole class

Whole class

Whole class/ Pair work

Whole class/ Individual work

PRACTICE

Activity 5. Look, complete and read. 9 minutes

a. Goal:

To read and complete four target sentence patterns in four sentences and dialogues with the help of picture cues.

b. Input:

Four picture cues and four incomplete sentence patterns to complete.

c. Outcome:

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

Key: 1. cycling 2. flying 3. skating 4. she; skipping

d. Procedure:

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

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

Step 3: Model with Picture 1. Have pupils look at the first sentence. Ask them what word is missing in the gap (cycling). Then have them complete the sentence (She’s cycling.).

Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils' attention to the gaps in the sentences in Pictures 2, 3 and 4.

Step 5: Have pupils complete the sentences individually and ask a few pairs to read them aloud.

Game: Slap the board

Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again. The one says faster will get points.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Pair work

Group work

PRODUCTION

Activity 6. Let’s play. 8 minutes

a. Goal:

To listen to and repeat target words about outdoor activities.

b. Input:

A picture showing pupils how to play Whispering game

c. Outcome:

Pupils can listen to and repeat target words about outdoor activities.

d. Procedure:

Step 1: Tell pupils that they are going to play Whispering game. Write Whispering game on the board.

Step 2: Divide the class into two teams and have both teams line up in front of the board.

Step 3: Whisper a word or sentence about outdoor activities (e.g. skating) to the first member of each team. Then each member whispers the words to the next member in the team until the words reach the last member of each team. The last member must say the word aloud. The team which correctly repeats the words first receives a point.

Step 4: Have the first pupils go to the end of their teams’ lines and replay the game until every pupil has had a chance to go first.

Step 5: At the end of the game, the team with the most points wins.

Extension: Put pupils into groups to create actions for the song. Invite some groups to the front of the class to perform, while the rest of the class sings and / or claps along the song.

Game: Matching game

Using pictures and flash cards, get 3 pupils hold the pictures and 3 more hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud.

Whole class/ Individual work

Group work

Individual work

Individual work/

Whole class

Group work

Group work

Individual work/ Whole class

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 repeat after the recording.

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 arrange them to make a complete sentence, then read it aloud.

The group that makes it first will be the winner.

Option 3: Play game in the PowerPoint for Unit 19 – Lesson 2 – Period 4.

- Click on the numbers to go to the questions.

- Click on the global to turn back the menu.

- Click on the trees to grow trees for the Earth.

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:

- use the words skate, cycle, kite and skip in relation to the topic “Outdoor activities”;

- use What’s he / she doing? − He’s / She’s ____. to ask and answer questions about what someone is doing outdoors;

- listen to and understand four communicative contexts in which pupils ask and answer questions about what someone is doing outdoors;

- read and complete four target sentence patterns in four sentences and dialogues with the help of picture cues;

- listen to and repeat target words about outdoor activities.

Core competencies:

communication, planning and organization, stress tolerance, and initiative

General competences:

Listening: listen and recognize someone, then repeat.

Critical thinking: talk about someone.

Oral communication: speak about someone, ask and answer the questions.

Written communication: practise writing about school things.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

Problem-solving and creativity: answer comprehension questions after reading the story.

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

Attributes:

Kindness: help partners to complete learning tasks.

Diligence: complete learning tasks.

Honesty: tell the truth about feelings and emotions.

Responsibility: appreciate kindness.

Leadership: collaborate with teachers to enhance language skills.

Secure and organized: keep school things in the right ways.

II. RESOURCES AND MATERIAL:

- Student’s book Page 62

- Audio Tracks 91, 92, 93

- Teacher’s guide Pages 238

- Website sachmem.vn

- Flash cards/ pictures and posters (Unit 19)

- Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’

activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 19, 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: Play Whispering game! (Unit 19, Lesson 2).

- Divide the class into two teams and have both teams line up in front of the board.

- Whisper a word or sentence about outdoor activities (e.g.skating) to the first member of each team. Then each member whispers the words to the next member in the team until the words reach the last member of each team. The last member must say the word aloud. The team which correctly repeats the words first receives a point.

- Have the first pupils go to the end of their teams’ lines and replay the game until every pupil has had a chance to go first.

- At the end of the game, the team with the most points wins.

Option 3: Play game in the PowerPoint for Unit 19 – Lesson 3 – Period 5.

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 consonant clusters pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball. and He’s flying a kite. with the correct pronunciation and intonation.

b. Input:

- The consonant cluster pl, the word play and the sentence
She’s playing volleyball.

- The consonant cluster fl, the word fly and the sentence He’s flying a kite.

c. Outcome:

Pupils can correctly repeat the sounds of the consonant clusters
pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball. and He’s flying a kite. with the correct pronunciation and intonation.

d. Procedure:

Step 1: Draw pupils’ attention to the consonant cluster pl, the word play and the sentence She’s playing volleyball. Play the recording and encourage them to point to the consonant cluster / word / sentence while listening.

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 consonant cluster fl.

Whole class/

Individual work

Whole class/

Individual work

Whole class/ Individual work

PRACTICE

Activity 2. Listen and circle. 9 minutes

a. Goal:

To identify the target words playing and flying while listening.

b. Input:

Two sentences for completion.

Audio script:

1. Mai is playing volleyball.

2. Minh is flying a kite.

c. Outcome:

Pupils can identify the target words playing and flying while listening.

Key: 1. c 2. b

d. Procedure:

Step 1: Draw pupils’ attention to the sentences and the gap-fill options (a, b).

Step 2: Play the recording for pupils to listen.

Step 3: Play the recording again for pupils to listen and circle the correct options.

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

Step 5: Tell pupils to return the books to their partners. Play the recording again for pupils to double-check their answers.

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

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Pair work/

Whole class

Individual work

PRACTICE

Activity 3. Let’s chant. 8 minutes

a. Goal:

To say the chant with the correct rhythm and pronunciation.

b. Input:

The lyrics and recording of the chant

c. Outcome:

Pupils can say the chant with the correct rhythm and pronunciation.

d. Procedure:

Step 1: Draw pupils’ attention to the lyrics of the chant. Model them line by line for pupils to repeat.

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.

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 chanting.

Extension: Divide the class into two or more groups to take turns listening and repeating the chant while the rest of the class claps along.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Individual work/ Whole class

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the words in the picture of Activites 1, 2 and repeat after the recording.

Option 2:

Game: Play game in the PowerPoint for Unit 19 – Lesson 3 – Period 5.

- Divide the class into 2 teams.

- Each team take turns choosing one letter.

- If they answer the question correctly, they will get points.

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:

- correctly pronounce the sounds of the consonant clusters pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball. and He’s flying a kite; with the correct pronunciation and intonation;

- read a passage and answer the questions about what someone is doing outdoors;

- complete a paragraph about what a pupil and his/her friend are doing outdoors;

- trace and colour the friends, then tell the class where they are and what they are doing.

Core competencies:

communication, planning and organization, stress tolerance, and initiative.

General competences:

Listening: listen and recognize someone, then repeat.

Critical thinking: talk about someone.

Oral communication: speak about someone, ask and answer the questions.

Written communication: practice writing about school things.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

Problem-solving and creativity: answer comprehension questions after reading the story.

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

Attributes:

- Kindness: help partners to complete learning tasks.

- Diligence: complete learning tasks.

- Honesty: tell the truth about feelings and emotions.

- Responsibility: appreciate kindness.

- Leadership: collaborate with teachers to enhance language skills.

- Secure and organized: keep school things in the right ways.

II. RESOURCES AND MATERIAL:

• - Student’s book Page 63
• - Teacher’s guide Pages 240, 241
• - Website sachmem.vn
• - Flash cards/ pictures and posters (Unit 19)

- Computer, projector, …

III. PROCEDURE

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

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Say Let’s chant. in Unit 19, Lesson 3.

- Ask pupils to chant.

- Invite some of them to come to the board to role play, the rest of the pupils will chant.

Option 2: Sentence Puzzle

Divide the class into groups of four. Give each group a sentence that is broken/ cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud.

The group that makes it first will be the winner.

• Option 3: Play game in the PowerPoint for
  Unit 19 – Lesson 3 – Period 6.

Whole class

Group work

Individual work/ Group work

PRACTICE

Activity 4. Read and answer. 8 minutes

a. Goal:

To read a passage and answer the questions about what someone is doing outdoors.

b. Input:

A passage and four questions.

c. Outcome:

Pupils can read a passage and answer the questions about what someone is doing outdoors.

Key: 1. They’re in the park. 2. She’s cycling.

3. He’s flying a kite. 4. He’s playing football.

d. Procedure:

Step 1: Draw pupils’ attention to four questions and his / her outdoor activity in the passage.

Step 2: Have pupils work individually.

Step 3: Set a time limit for pupils to read and answer the questions. Go around the classroom to offer support where necessary.

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

Whole class/ Individual work

Individual work
Whole class/ Individual work

Pair work/
Whole class

PRODUCTION

Activity 5. Let’s write. 9 minutes

a. Goal:

To complete a paragraph about what a pupil and his / her friend are doing outdoors.

b. Input:

A gapped paragraph:

Lucy and Nam are my friends. They like ____________. Lucy is _____________. Nam is ____________. I like ___________. I’m ____________.
What are you doing?

c. Outcome:

Pupils can complete the paragraph about what they and their friends are doing outdoors.

Key: (Pupils’ answers)

d. Procedure:

Step 1: Draw pupils’ attention to the first gap and elicit the words (sports and games). Have pupils write their answers.

Step 2: Repeat Step 1 with the next gap.

Step 3: Give pupils time to complete the paragraph.

Step 4: Have some pupils read their completed paragraphs aloud.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

PRODUCTION

Activity 6. Project. 8 minutes

a. Goal:

To trace and colour the friends, then tell the class where they are and what they are doing.

b. Input:

A general picture

c. Outcome:

Pupils can trace and colour the friends, then tell the class where they are and what they are doing.

d. Procedure:

Step 1: Have pupils work in groups.

Step 2: Model by saying: Look at this boy. He is Bill. I’ll trace and colour him. Then trace and colour the character (Bill) in different colours. Finally, describe the character. For example: Look! This is my friend Bill. He’s in the Central Park now. He’s skating …

Step 3: Hand out copies of the picture to pupils (as shown in Input) and coloured pencils.

Step 4: Give time for all groups to do their task. Go around the classroom and check their work.

Step 5: If time allows, invite representatives of one or two groups to tell the class about the characters they have traced and coloured, then describe where and what they are doing.

Group work

Whole class/ Individual work

Whole class/ Individual work

Group work

Individual work/ Whole class

corner and wrap-up: 5 minutes

Option 1:

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

Option 2:

Game: Sentence Puzzle

Divide the class into groups of four. Give each group a sentence that is broken/ cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud.

The group that makes it first will be the winner.

Option 3:

Play game in the PowerPoint for Unit 19 – Lesson 3 – Period 6.

• Divide the class into 2 teams.
• Pupils take turn picking candy.
• If they answer correctly, they will get points.

Whole class

Group work

Group work