Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 20 - Unit 11 + Unit 12 - Năm học 2024-2025 - Lê Thị Huyền

 Teaching planning: 21/01/2025
 WEEK: 20
 Period: 77
 Unit 11: MY FAMILY
 Lesson 3: 1,2,3
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language - correctly pronounce the sounds of the letters o and ure in 
 isolation, in the words old and sure and in the sentences 
 How old is your brother?. and Are you sure?
 - use the words mother, father, brother, sister, and 
 numbers from 11 – 20 related to the topic “My family”; 
 - use Who’s this / that? – It’s my _____. to ask and answer 
 questions about a family member;
 - use How old is he / she? – He’s / She’s _____. to ask and 
 answer questions about the age of a family member;
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic “My 
 family”;
 - read and write about family members and their ages;
 - collect a picture of their family and show it to the class.
Core communication, planning and organization, stress tolerance, 
competencies and initiative
General Listening: listen and recognize someone, then repeat
Competencies 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 10
 - Audio Tracks 9, 10, 11
 - Teacher’s guide Pages 147, 148
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 11)
 - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and 
PROCEDURE circle – Let’s chant – Fun corner and wrap up
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 11, Lesson Whole class
 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 Group work
 sing.
 Option 2: Chant and do activities (Unit 10, 
 Lesson 3).
 - Ask pupils to chant and do the actions in 
 Unit 10, Lesson 3 in groups. Individual 
 work/ 
 - Give points for the groups and encourage 
 Group work
 them.
 Option 3: 
 - Play games in the powerpoint Unit 11 – 
 lesson 3 – period 5.
 - Have the whole class play “ Word search 
 puzzle”.
 - Have pupils find out the words about 
 numbers and family members.
 - This game is just for fun not for competition.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sounds of the letters o and ure in 
 isolation, in the words old and sure, and in the questions 
 How old is your brother? and Are you sure? with the correct 
 pronunciation and intonation
b. Input: – The letter o, the word old and the question How old is 
 your brother? 
 – The letters ure, the word sure and the question Are you 
 sure?
c. Pupils can correctly repeat the sounds of the letters o and 
Outcome: ure in isolation, in the words old and sure, and in the 
 questions How old is your brother? and Are you sure? with 
 the correct pronunciation and intonation.
d. Step 1: Draw pupils’ attention to the letter o, Whole class
Procedure: the word old and the question How old is 
 your brother? Play the recording and 
 encourage them to point at the correct letter / 
 word / question while listening.
 Whole 
 Step 2: Play the recording again and class/ 
 encourage pupils to listen and repeat. Tell Individual 
 them about the activity. Do this several times work
 until pupils feel confident. Correct their 
 pronunciation where necessary and praise 
 them if their pronunciation is good. Whole class
 Step 3: Repeat Steps 1 and 2 for the letters 
 ure.
PRACTICE Activity 2. Listen and circle. 9 minutes
a. Goal: To identify the target words old and sure in the sentences 
 while listening
b. Input: Two sentences with each three options
 Audio scripts:
 1. I’m ten years old.
 2. Are you sure?
c. Pupils can identify the target words old and sure while 
Outcome: listening. 
 Key: 1. a 2. a d. Step 1: Tell pupils the goal of the activity. Whole 
Procedure: Explain that they have to listen to the class/ 
 recording and circle the correct options. Individual 
 Check comprehension. work
 Step 2: Play the recording for pupils to listen Whole 
 to. Play the recording again for them to do class/ 
 the task. Play the recording a third time for Individual 
 them to check their answers. work
 Step 3: Tell pupils to swap books with a Whole 
 partner, then check the answers as a class. class/ Pair 
 Write the correct answers on the board for work
 pupils to correct their answers.
 Step 4: Play the recording again for pupils to Whole class
 double-check their answers.
 Extension: Invite one or two pupils to stand Individual 
 up, listen and repeat the sentences. 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. Pupils can say the chant with the correct rhythm and 
Outcome pronunciation.
d. Step 1: Have pupils read the first verse of the Whole 
Procedure chant and elicit its meaning. Draw pupils' class/ 
 attention to the sounds of the letters o and ure Individual 
 in the words old and sure. Check work
 comprehension.
 Step 2: Play the recording for pupils to listen Group work
 and repeat the first verse, line by line. Show 
 them how to chant and clap. 
 Individual 
 Step 3: Repeat Steps 1 and 2 for the second work
 verse of the chant. Draw their attention to the 
 sounds of the letters o and ure in the words 
 old and sure. Go around the classroom and Individual 
 correct pronunciation if necessary. work/ 
 Whole class
 Step 4: When pupils become familiar with 
 the rhythm and pronunciation, play the 
 recording of the whole chant for pupils to do Group work
 choral and individual repetition. Go around 
 the classroom and correct pronunciation if 
 necessary.
 Step 5: Invite a few groups to the front of the class to chant. The rest of the class may clap 
 along.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, activity 1: Listen and Whole class
 repeat, have pupils look at the sounds, words 
 and sentences and repeat after the recording.
 Option 2:
 Game: 
 - Play games in the powerpoint Unit 11 – Group work
 lesson 3 – period 5.
 - Divide the class into 2 teams to play “ 
 Fabulous sounds”.
 - Each team chooses one number to go to 
 the question.
 - Have pupils look, read and choose the 
 right words that match the sounds.
 - Back to the menu for pupils to choose 
 another question.
 - Pupils continue their turns until there are 
 not any numbers left. Whole class
 - The one who gets the most points is the 
 winner.
 Option 3: Preparation for the project:
 Tell pupils about the project on page 11. Ask 
 them to prepare it at home by collecting or 
 drawing a picture of their family and bring 
 their work to the classroom at the project 
 time to present it.
Adjustment
................................................................................................................................
.................................................................................................................................
.................................................................................................................................
 ----------------------------------------------------------------
Period: 78 Teaching planning: 21/01/2025
 Unit 11: MY FAMILY
 Lesson 3: 4,5,6
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language - correctly pronounce the sounds of the letters o and ure in 
 isolation, in the words old and sure and in the sentences 
 How old is your brother?. and Are you sure?
 - use the words mother, father, brother, sister, and 
 numbers from 11 – 20 related to the topic “My family”; 
 - use Who’s this / that? – It’s my _____. to ask and answer 
 questions about a family member;
 - use How old is he / she? – He’s / She’s _____. to ask and 
 answer questions about the age of a family member;
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic “My 
 family”;
 - read and write about family members and their ages;
 - collect a picture of their family and show it to the class.
Core communication, planning and organization, stress tolerance, 
competencies and initiative.
General Listening: listen and recognize someone, then repeat
Competencies 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 11
 - Teacher’s guide Pages 148, 149
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 11)
 - Computer, projector 
III. Warm-up and review – Read and complete – Let’s write 
PROCEDURE – Project – Fun corner and wrap up
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 11, Lesson 1. Whole class
 - Ask pupils to sing the song.
 - Invite some of them to come to the board 
 to role play, the rest of the pupils will sing.
 Option 2: Chant and do activities (Unit 11, Group work
 Lesson 3).
 - Ask pupils to chant and do the actions in 
 Unit 11, Lesson 3 in groups. 
 - Give points for the groups and encourage 
 them.
 Individual 
 Option 3: work/ 
 - Play games in the powerpoint Unit 11 – Group work
 lesson 3 – period 6.
 - Divide the class into 2 teams to play 
 “Funny Sums”.
 - Each team chooses one letter to go to the 
 question.
 - Have pupils look, read and do the sums.
 - Back to the menu for pupils to choose 
 another question.
 - Pupils continue their turns until there are 
 not any letters left. 
 - The one who gets the most points is the winner.
PRACTICE Activity 4. Read and complete. 8 minutes
a. Goal: To read and complete a paragraph with the words in the box
b. Input: A paragraph and five gapped sentences with the words in 
 the box.
c. Pupils can read and complete a paragraph with the words in 
Outcome: the box. 
 Key: 1. my 2. sister 3. old 4. am
d. Step 1: Tell pupils about this activity. Read Whole class
Procedure: the four gapped sentences as a class. Draw 
 pupils’ attention to the blank in Sentence 1. Whole 
 Get pupils to scan the paragraph and find the class/ 
 missing words from the box. When pupils Individual 
 give the correct answer, write it on the board work
 and get the class to read the completed Whole 
 sentence together. class/ 
 Step 2: Give pupils time to do the rest of the Individual 
 sentences individually. Go around the work
 classroom to offer support. Pair work
 Step 3: Check the answers as a class. Get the 
 pupils to swap and correct their answers in 
 Individual 
 pairs.
 work
 Extension: If time is available, ask one or 
 two pupils to read the complete text aloud and 
 check their pronunciation if necessary.
PRODUCTION Activity 5. Let’s write. 9 minutes
a. Goal: To read, understand and complete a gapped text
b. Input: The writing frame with blanks to complete
c. Pupils can read, understand and complete a gapped text.
Outcome:
d. Step 1: Tell the class the goal of this activity. Whole 
Procedure: Show them how to complete the task. They class/ 
 should read each gapped sentence, guess the Individual 
 missing information in the sentence to work
 complete it. Check comprehension and give 
 feedback. Whole 
 Step 2: Give pupils time to write the answers. class/ 
 Circulate round the class during the activity Individual 
 and offer help where necessary. work Step 3: Get the pupils to swap and correct Pair work
 their answers in pairs. 
 Step 4: Repeat Steps 1 to 3 for the other Whole class
 sentences.
 Extension: If time allows, invite a few pairs Pair work
 to stand up and read the completed text 
 aloud.The rest of the class listens and cheers 
 or claps their hands if the performers do a 
 good job.
PRODUCTION Activity 6. Project. 8 minutes
a. Goal To collect a picture of their family and show it to the class 
 by telling the class about their family members
b. Input A picture of their family
c. Pupils can collect a picture of their family and show it to the 
Outcome class by telling the class about their family members.
d. Step 1: Tell pupils about the goal of the Whole 
Procedure activity. Explain that they are going to show a class/ 
 picture of their family and tell the class about Individual 
 them. work
 Step 2: Have pupils work in groups. Each 
 member shows his / her picture and Group work
 introduces them, e.g. This is my family. This 
 is my mother. Go around and praise pupils 
 Individual 
 when they perform well.
 work
 Step 3: Invite one or two pupils to show their 
 pictures to the class and tell the class.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, activity 1: Listen and Whole class
 repeat, have pupils look at the sounds, words 
 and sentences and repeat after the recording.
 Option 2:
 Game: Sentence Puzzle
 - Divide the class into groups of four. Give Group work
 each group a sentence that is broken/cut 
 into pieces. 
 - Ask them to arrange the words to make a 
 complete sentence, then read it aloud.
 - The group that makes it first will be the 
 winner. Whole class Option 3: Presentation project:
 Tell pupils to present the project on page 11. 
 Ask them to show the picture of their family Group work
 and present them to the class at the project 
 time. 
 Option 4: 
 - Play games in the powerpoint Unit 11 – 
 lesson 3 – period 6.
 - Divide the class into 2 teams to play 
 “Treasure hunt”.
 - Have pupils choose a square and make a 
 sentence based on cue words.
 - Back to the menu for another question.
 - Pupils continue their turn until there are 
 not any letters. 
 - The one who gets the most points is the 
 winner.
Adjustment
.................................................................................................................................
................................................................................................................................. Teaching planning: 22/01/2025
WEEK: 20
 Period: 79
 UNIT 12: JOBS
 Lesson 1 : 1,2,3 
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language - To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) to ask and answer 
 questions about the job of a family member.
 - To correctly say the words and use What’s his / her job? 
 – He’s / She’s _____. to ask and answer questions about 
 someone’s job.
 - To enhance the correct use of What’s his / her job? – 
 He’s / She’s _____. to ask and answer questions about 
 someone’s job in a freer context.
Core teamwork, integrity, communication, planning and 
competencies organization
General Listening: listen and recognize the jobs, then repeat
Competencies Critical Thinking: talk about jobs
 Oral Communication: speak about jobs, ask and answer the 
 questions
Attributes Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language 
 skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 12
 - Audio Tracks 12, 13
 - Teacher’s guide Pages 150, 151, 152
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 12)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, 
PROCEDURE point and say – Let’s talk – Fun corner and wrap up Teacher’s activities Pupils’ Note
Procedure
 activities 
Warm-up and review: 5 minutes 
 Greet the class. Whole class
 Option 1: Sing the song in Unit 11, 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.
 Group work
 Option 2: Game: Memory game
 Review the previous lesson by having the 
 class play the Memory game, using the 
 words: mother; father; sister; brother.
 Step 1: Divide the class into 2 teams.
 Step 2: Each pupil from each team goes to 
 the front and touches 2 squares. If they 
 match the right word with the correct 
 picture, they will score one point for his/her 
 team.
 Step 3: Encourage pupils to join in the 
 game.
 Step 4: Give points for pupils.
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 the job of a family member
b. Input: - Context a: Minh: This is my mother. Lucy: What’s her 
 job? Minh: She’s a doctor.
 - Context b: Lucy: This is my father. Minh: What’s his job? 
 Lucy: He’s a teacher.
c. Pupils can understand and correctly repeat sentences in two 
Outcome: communicative contexts to ask and answer questions about 
 the job of a family member.
d. Step 1: Draw pupils’ attention to the Whole class
Procedure: pictures. Point at each picture, ask questions 
 to help them identify names of the speakers 
 in the pictures. Whole class
 Step 2: Play the recording for Picture a. Play the recording again for them to listen. Whole class
 Step 3: Play the recording again, sentence 
 by sentence, for pupils to listen and repeat 
 individually and in chorus. Correct their 
 Pair work
 pronunciation where necessary. Repeat the 
 same procedure with Picture b.
 Step 4: Invite a few pairs to the front of the Individual 
 classroom to listen and repeat the sentences work
 in the recording. 
 Step 5: Draw pupils’ attention to the 
 question What's her job? and What's his 
 job? and the answers She's a doctor. and 
 He's a teacher. Tell pupils that they are 
 questions and answers to ask about 
 someone's job.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes 
a. Goal: To correctly say the words and use What's his / her job? – 
 He’s / She’s ______. to ask and answer questions about 
 someone’s job
b. Input: - Picture cues: a. a doctor b. a driver c. a teacher d. a worker
 - Speech bubbles: What’s his / her job? – He’s / She’s 
 ______. 
 - Flash cards: doctor, driver, teacher, worker
 Audio script:
 a. a doctor b. a driver c. a teacher d. a worker
 A: What’s her job? 
 B: She’s a doctor. 
 A: What’s his job?
 B: He’s a driver.
c. Pupils can correctly say the words and use What’s his / her 
Outcome: job? – He’s / She’s ______. to ask and answer questions 
 about someone’s job.
d. Step 1: Have pupils look at the pictures and Whole class/ 
Procedure: elicit the jobs. Individual 
 Step 2: Have pupils point at Picture a (a work
 doctor), listen to the recording and repeat the Whole class/ 
 word. Repeat the same procedure with the Individual 
 other three pictures. Have the class repeat work
 the words a few times. Hold up the flash 
 cards for doctor, driver, teacher and worker Whole class and have pupils say the words.
 Step 3: Point at the bubble and have pupils 
 listen and repeat after the recording (What’s 
 her job?) Point at Picture a and have pupils 
 Pair work 
 listen and repeat after the recording (She's a 
 doctor.). Repeat the same procedure with the 
 other three pictures. 
 Step 4: Give pupils time to practise asking 
 and answering the question What's her / his Pair work
 job? Remind them that they can use any of 
 the four pictures to point, ask and answer the Group work
 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: Listen and choose
 Let the pupils listen to the recording, then 
 choose the correct picture. This game can be 
 played in groups to make it more interesting. 
PRACTICE Activity 3. Let’s talk. 8 minutes 
a. Goal: To enhance the correct use of What's his / her job? – He’s / 
 She’s ______. to ask and answer questions about someone's 
 job in a freer context.
b. Input: – Picture cues: a family of four people 
 – Speech bubbles: What’s his / her job? – He’s / She’s 
 ______. 
 – Flash cards for doctor, driver, teacher and worker
c. Pupils can enhance the correct use of What's his / her job? – 
Outcome: He’s/ She’s ______. to ask and answer questions about 
 someone's job.
d. Step 1: Hold up the flash cards for doctor, Whole class/ 
Procedure: driver, teacher and worker to elicit the Individual 
 question and answer about his or her job. work
 Have pupils look at the picture. Point at the 
 adults in the picture and elicit mother and 
 father and the questions What’s his job? and 
 Pair work/ 
 What’s her job?
 Whole class
 Step 2: Give pupils time to practise in pairs. 
 One pupil asks the question What's his / her 
 job? and the other answers He’s / She’s 
 ______. Go around the classroom to offer Pair work support.
 Step 3: Invite some pairs to the front of the Individual 
 class to perform their conversations. work/group 
 Game: Look and say work
 Ask 2 pupils to look at the pictures and 
 practice speaking the structure of the lesson. 
 1 pupil asks then the other answers the 
 question. (This can be more interesting when 
 the teacher lets pupils play rock, scissors, or 
 paper. Who wins will ask, the other has to 
 answer)
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the Whole class
 words in the picture and repeat after the 
 recording.
 Option 2: Group work
 Game: Matching game
 Using pictures and flashcards, 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 matching. Then 
 ask the class to look and say aloud.
 Option 3: Preparation for the project: Whole class
 Tell pupils about the project on page 15. Ask 
 them to prepare a mind map to introduce the 
 jobs of their family members. They need to 
 prepare the sentences that they are 
 presenting. In Lesson 2, Period 4, remind 
 pupils of what they need to prepare for the 
 project.
Adjustment
...............................................................................................................................
.................................................................................................................................
................................................................................................................................
................................................................................................................................. Teaching planning: 24/01/2025
Period: 80
 UNIT 12: JOBS
 Lesson 1: 4,5,6
 I. OBJECTIVES By the end of the lesson, pupils will be able to:
 Language - To listen to and understand two communicative contexts 
 to ask and answer questions about the jobs of family 
 members and tick the correct pictures.
 - To complete the two gapped sentences and two gapped 
 dialogues with the help of the picture cues.
 - To sing the song My mother and my father with the 
 correct melody and pronunciation.
 Core work standards, reliability, motivation, teamwork
 competencies
 General Listening: listen and recognize the jobs, then repeat
 Competencies Oral Communication: speak about jobs, ask and answer the 
 questions.
 Reading skill: Look, complete and read
 Self-control & independent learning: perform listening tasks
 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 13
 - Audio Tracks 14, 15
 - Teacher’s guide Pages 152, 153
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 12)
 - Computer, projector 
 III. Warm-up and review – Listen and tick – Look, complete 
 PROCEDURE and read – Let’s sing – Fun corner and wrap up
 Procedure Teacher’s activities Pupils’ Note activities 
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Game: Throw the ball. Whole 
 Step 1: Divide the class into 2 teams. class
 Step 2: Stick the pictures of activities on the 
 board. Teacher says a word, a pupil from each 
 team has to point/throw the ball to the right 
 picture and says the word three times. The 
 one says faster will get points.
 Step 3: Encourage pupils to take part in the 
 game.
 Step 4: Give points for pupils. 
 Group work
 Option 2: Game: Spelling Bee
 Review the previous lesson by having the 
 class play the game Spelling Bee, using the 
 words: doctor, teacher, driver, worker.
 Step 1: Divide the class into 4 teams.
 Step 2: Each pupil from each team has to go 
 to the front and choose one letter. The team 
 can guess the correct word will have 2 points. 
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points for pupils. 
PRACTICE Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts to 
 ask and answer questions about the jobs of family members 
 and tick the correct pictures
b. Input: – Picture cues: 1a. a teacher 1b. a worker 2a. a doctor 2b. a 
 driver
 Audio script: 
 1. A: This is my father.
 B: What's his job?
 A: He's a teacher.
 2. A: This is my mother.
 B: What's her job?
 A: She's a driver.
c. Pupils can listen to and understand two communicative 
Outcome: contexts to ask and answer questions about the jobs of 
 family members and tick the correct pictures. 
 Key: 1. a 2. b d. Step 1: Have pupils look at Pictures 1a and Whole class
Procedure: 1b. Elicit the word for the job 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 to give pupils 
 another listening opportunity. Repeat Step 1 
 with Pictures 2a and 2b. Pair work
 Step 2: Get pupils to swap books with a 
 partner, then check answers as a class. Write Individual 
 the correct answers on the board. work
 Extension: If time allows, play the 
 recording, sentence by sentence, for the class Whole class 
 to listen and repeat individually and in /Group 
 chorus. Correct their pronunciation if work
 necessary.
 Game: Listen and choose A or B
 There are 2 pictures A, B. Pupils listen to the 
 recording and choose the correct one. This 
 can be played in groups to make it more 
 interesting.
PRACTICE Activity 2. Look, complete and read. 9 minutes
a. Goal: To complete the two gapped sentences and two gapped 
 dialogues with the help of the picture cues
b. Input: – Four picture cues
 – Four gapped sentences and two gapped dialogues
c. Pupils can complete the two gapped sentences and two 
Outcome: gapped dialogues with the help of picture cues.
 Key: 1. a doctor 2. a teacher 3. a worker 4. a driver
d. Step 1: Have pupils look at the pictures and Whole 
Procedure: identify the jobs in the pictures. class/ 
 Step 2: Have pupils look at the four Individual 
 incomplete sentences and dialogues. Draw work
 their attention to the missing words in the Whole 
 sentences. class/ 
 Step 3: Model Picture 1. Have pupils look at Individual 
 the sentence. Ask them what is missing in the work
 sentence (a doctor). Then have them look at Whole class
 the picture and identify the job. Have them 
 complete the gap. (She's a doctor). Repeat the 
 same procedure with Pictures 2, 3 and 4.
 Individual 
 Step 4: Have pupils complete the sentences work/ Pair 
 and dialogues individually. Get pupils to swap books with a partner, then check the work
 answers as a class. Ask a few pairs to read the 
 sentences and dialogues aloud. Group work
 Game: Role play
 Step 1: Divide the class into 2 teams.
 Step 2: Invite each pupil from each team to 
 go to the board and practice “What’s her/ his 
 job? – She’s/ He’s ________.” (This can be 
 more interesting when the teacher lets pupils 
 play rock, scissors, or paper. Who wins will 
 ask, the other has to answer)
 Step 3: Encourage pupils to practice 
 speaking.
 Step 4: Give points for pupils.
PRACTICE Activity 3. Let’s sing. 8 minutes
a. Goal: To sing the song My mother and my father with the correct 
 melody and pronunciation
b. Input: The lyrics and the recording of the song My mother and my 
 father.
c. Pupils can sing the song My mother and my father with the 
Outcome: correct melody and pronunciation.
d. Step 1: Have pupils look at the pictures Whole class
Procedure: illustrating the song lyrics and say what they / Individual 
 can see in the pictures. Elicit the words work
 worker and driver. 
 Step 2: Play the recording and ask pupils to Whole class
 clap their hands when they hear the words 
 mother and father. Play the recording again 
 for the class to listen and clap their hands. 
 Play the recording again and ask pupils to do 
 the TPR actions for worker and driver when 
 they hear the words worker and driver. Play Individual 
 the recording again for the class to listen and work
 clap their hands.
 Individual 
 Step 3: Play the recording line by line for work/ 
 pupils to listen and repeat. Correct their Whole class
 pronunciation where necessary.
 Step 4: Play the recording a few times for 
 Group work
 them to practise singing, clapping and doing 
 the actions while singing.
 Extension: Put pupils into groups and have 
 them make up their own actions for the song. Invite groups to the front of the class to Team work
 perform while the rest of the class sings and/ 
 or claps along. Encourage the class to praise 
 or cheer the performers.
 Game: Sing and dance
 Step 1: Divide the class into 4 teams.
 Step 2: Set rules: sing and do. Play the music 
 for pupils to sing and do the action. When the 
 music stops, students stop their action. Who 
 cannot stop in time have to sit down. The 
 team that has more students and dances more 
 beautifully is the winner. 
 Step 3: Encourage pupils to sing and dance.
 Step 4: Give points for pupils.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the Whole class
 words in the picture and repeat after the 
 recording.
 Option 2: Game: Sentence Puzzle Group work
 Step 1: Divide the class into groups of four. 
 Step 2: Give each group a sentence that is cut 
 into pieces. Ask them to arrange the words to 
 make a complete sentence, then read it aloud.
 Step 3: The group that makes it first will be 
 the winner. 
 Step 4: Encourage pupils to join in the game.
 Step 5: Give points for pupils.
Adjustment
.................................................................................................................................
.................................................................................................................................
...............................................................................................................................
.................................................................................................................................