Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 26 - Unit 15 + Review 3 - Năm học 2024-2025 - Lê Thị Huyền

 WEEK: 26 Teaching planning: 04/03/2025
 Period:101
 UNIT 15: AT THE DINING TABLE
 Lesson 3 – 1, 2, 3 
I. By the end of the lesson, pupils will be able to:
OBJECTIVES
Language - Correctly repeat and pronounce the sounds of the letters 
 ea and ea in isolation, in the words bread and meat, and 
 in the sentences I’d like some bread, please; Would you 
 like some meat?;
 - Identify the target words bread and meat while listening.
 - Say the chant with the correct rhythm and pronunciation.
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 34
 - Audio Tracks 49, 50, 51
 - Teacher’s guide Pages 190, 191
 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15)
 - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and 
PROCEDURE tick – 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 15, 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: Play game Board Race! 
 - Divide the class into two teams. 
 - Give each team a colored marker. 
 - Draw a line down the middle of the board 
 and write a topic at the top. 
 - Have pupils write as many words related 
 to the topic in a relay. 
 - The first pupil will write the first word 
 and pass the colored marker to the one 
 next in line. 
 - One point for each correct word. Group work
 - Unreadable or misspelled words are not / Individual 
 counted. work
 Option 3:
 - Play the game in the powerpoint Unit 15 
 – lesson 3 – period 5.
 - Divide the class into 2 teams to play “ Tic 
 Tac Toe”.
 - One team is X and the other is O.
 - Have pupils look and say the sentences 
 about the food or drink they would like. 
 - Let pupils take turns putting their marks 
 in the squares. - The first player to get 3 marks in a row 
 (up, down, across) is the winner.
 - When all 9 squares are full, the game is 
 over.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sound of the letters ea in isolation, in 
 the words bread and meat, and in the sentences I’d like 
 some bread, please. and Would you like some meat? with 
 the correct pronunciation and intonation.
b. Input: – The letters ea, the word bread and the sentence I’d like 
 some bread, please.
 – The letters ea, the word meat and the sentence Would you 
 like some meat?
c. Pupils can correctly repeat the sound of the letters ea in 
Outcome: isolation, in the words bread and meat, and in the sentences 
 I’d like some bread, please. and Would you like some meat? 
 with the correct pronunciation and intonation.
d. Step 1: Draw pupils’ attention to the letters Whole class
Procedure: ea, the word bread and the sentence I’d like 
 some bread, please. Play the recording and 
 encourage them to point at the cluster / word 
 / sentence while listening.
 Whole class
 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. Whole class
 Step 3: Repeat Steps 1 and 2 for the letters 
 ea, the word meat and the sentence Would 
 you like some meat?
PRACTICE
Activity 2. Listen and tick. 9 minutes
a. Goal: To identify the target words bread and meat while listening
b. Input: Two gapped sentences, each with three options.
 Audio script:
 1. I’d like some bread, please.
 2. Would you like some meat?
c. Pupils can identify the target words bread and meat while 
Outcome: listening.
 Key: 1. b 2. c d. Step 1: Draw pupils’ attention to the Whole class/ 
Procedure: sentences and the gap-fill options (a, b and Individual 
 c). work
 Whole class/ 
 Step 2: Play the recording for pupils to listen Individual 
 to. Play the recording again for pupils to work.
 listen and tick the correct options. Whole class/ 
 Individual 
 Step 3: get pupils to swap books with a work
 partner, then check the answers together as a 
 class. Write the correct answers on the Individual 
 board. work
 Group work
 Step 4: Play the recording again for pupils to 
 double-check their answers.
 Extension: Invite one or two pupils to stand 
 up, listen and repeat the sentences.
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: Draw pupils’ attention to the lyrics Whole class/ 
Procedure: of the chant. Model them line by line for Individual 
 pupils to repeat. work
 Step 2: Play the recording all the way Group work
 through for pupils to listen to the whole 
 chant. Encourage them to listen carefully to Individual 
 the rhythm and pronunciation. work
 Step 3: Play the recording line by line while Whole class/
 pupils listen and repeat. Correct their 
 Individual 
 pronunciation, if necessary.
 work
 Step 4: Play the recording all the way 
 through for pupils to chant. Encourage them 
 to clap along while chanting. Group work
 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. 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 the game in the powerpoint Unit Group work
 15 – lesson 3 – period 5
 - Have the whole class play “Word search 
 puzzle”.
 - Have pupils find out the words about 
 food and drinks.
 - This game is just for fun not for 
 competition. Whole class
 Option 3: Preparation for the project:
 Tell pupils about the project on page 35. Ask 
 them to prepare it at home by doing a survey 
 with classmates (interviewing) about food 
 and drinks they would like to eat and drink 
 and report the results to the class.
Adjustment
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................................................................................................................................. Teaching planning: 04/03/2025
Period:102 
 UNIT 15: AT THE DINING TABLE
 Lesson 3: 4,5,6
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language - Correctly repeat and pronounce the sounds of the 
 letters ea and ea in isolation, in the words bread and 
 meat, and in the sentences I’d like some bread, 
 please; Would you like some meat?;
 - read and complete a passage with five words 
 “dining, drinks, like, rice, some” provided in a box.
 - complete a paragraph about what a pupil and his / her 
 family members would like to eat and drink by 
 writing the target words in the gaps.
 - Do a survey with classmates and tell the class about 
 food and drinks they would like to eat or drink.
Core communication, planning and organization, stress 
competencies tolerance, 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 35
 - Teacher’s guide Pages 192, 193
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 15)
 - Computer, projector 
III. Warm-up and review – Read and complete – Let’s 
PROCEDURE write – 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 15, 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 15, 
 Lesson 3).
 - Ask pupils to chant and do the actions in 
 Unit 15, Lesson 3 in groups. Individual 
 - Give points for the groups and encourage work/ Group 
 them. work
 Option 3: play the game in the powerpoint 
 Unit 15 – lesson 3 – period 6
 - Divide the class into 2 teams to play “ 
 Hangman”.
 - Have pupils guess the word letter by 
 letter. 
 - Whenever the pupils guess a letter that is 
 in the secret word, click on the letter to 
 fill it into the blank where it occurs.
 - The one who has more correct answers is the winner.
PRACTICE
Activity 4. Read and complete. 8 minutes
a. Goal: To read and complete a passage with five words provided in 
 a box
b. Input: An incomplete passage with answer options
c. Pupils can read and complete a passage with the correct 
Outcome: words.
 Key: 1. dining 2. drinks 3. like 4. some 5. rice
d. Step 1: Draw pupils’ attention to the words Whole class
Procedure: provided in the box and the five gaps in the Individual 
 passage. work
 Step 2: Have pupils work individually.
 Step 3: Set a time limit for pupils to Whole class/ 
 complete the activity. Go around the Individual 
 classroom to monitor their reading task. work
 Step 4: Get pupils to swap their answers Pair work/ 
 with a partner, then check answers together Whole class
 as a class. Write the answers on the board.
PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal: To complete a paragraph about what a pupil and his / her 
 family members would like to eat and drink by writing the 
 target words in the gaps
b. Input: – A picture cue
 – The writing frame with four blanks to complete
c. Pupils can read and complete a paragraph about what a pupil 
Outcome: and his / her family members would like to eat and drink by 
 writing the target words in the gaps.
 Key: (Pupils’ own answers)
d. Step 1: Write the first incomplete sentence Whole class/ 
Procedure: on the board: My father and mother would Individual 
 like _______. work
 Step 2: Read the incomplete sentence Whole class/ 
 together as a class. Elicit the words pupils Individual 
 have to use in the gap and encourage them to work
 say the answers.
 Step 3: Give pupils time to write the Whole class/ 
 answers in their notebooks. Individual 
 Step 4: Repeat Steps 1 to 3 for Sentences 2 work and 3. Individual 
 work
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal: To do a survey with classmates to find out what they would 
 like to eat and drink, then tell the class about the results
b. Input: – The instructions: Ask three classmates: What would you 
 like to eat and drink? Complete the table with their answers. 
 Tell the class about them.
 – An example sentence: Lan would like some fish and juice.
c. Pupils can interview classmates to find out what they would 
Outcome: like to eat and drink, then share the results with the class.
d. Step 1: Draw the table on the board. Ask a Whole class/ 
Procedure: pupil: What would you like to eat and Individual 
 drink?, then write their name and answers on work
 the table.
 Step 2: Tell pupils to draw their own tables Whole class
 in their notebooks. Group work
 Step 3: Explain to pupils that they should 
 move around the classroom and find three 
 classmates to ask. Remind them to write 
 their answers in the table before moving on 
 to the next person. Individual 
 Step 4: Allow enough time for all pupils to work
 complete their tables. Go around the Individual 
 classroom to monitor and offer support. work/ Whole 
 Extension: If time allows, invite a few class
 pupils to share their results with 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 Group work
 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.
 Whole class
 Option 3: Presentation project:
 Tell pupils to present the project on page 35. 
 Ask them to show their survey about their 
 friends’ favourite taste and present them to 
 the class at the project time. Group work
 Option 4: 
 - Play game in the powerpoint for Unit 15 
 – lesson 3 – period 6
 - Divide the class into 2 teams to play “ 
 Memory Matching Games”.
 - Have pupils turn any two cards picture-
 side-up.
 - Give pupils points If the two cards turned 
 picture-side-up are identical and miss 
 turn if the cards are not identical.
 - The game continues until all cards have 
 been matched.
 - The one who gets the most points is the 
 winner.
Adjustment
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 ________________________________________________________________
 Teaching planning: 05/03/2025
 Period: 103
 REVIEW 3 
 Period 1 
I. OBJECTIVES
Language focus: By the end of the unit, pupils will be able to:
 - Review the following sentence patterns: 
 • Who’s this / that? It’s my ____.; How old is he / 
 she?
 • He’s /She’s ____.; What’s her job? – He’s / She’s 
 ____.
 • Is he / she ____? – Yes, he / she is. / No, he / she 
 isn’t.
 • Where’s ____? – It’s here / there.; Where are the 
 ____? – They’re ____.
 • There’s / There are ____ in the room.; 
 • The ____ is ____.; The ____ are ____.; 
 • Would you like some ____? – Yes, please. / No, 
 thanks. 
 • What would you like to eat / drink? – I’d like 
 some ____, please. Through different contexts
Core competencies: Decision making, teamwork, work standards, 
 reliability, motivation
General Listening: listen and recognize the contexts focus on 
Competences: introduce 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 36
 - Audio Tracks 52, 53
 - Teacher’s guide Pages 194,195,196
 - Website sachmem 
 - Flashcards/pictures and posters (Review 3 & Fun 
 time)
 - Computer, projector 
III. PROCEDURE Warm-up and review – Listen and tick – Listen 
 and number – 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 Whole class
 Unit 15, Lesson 1.
 - Ask pupils to sing the 
 song
 - Invite some of them to Group work
 come to the board to role 
 play, the rest of the 
 pupils will sing.
 Option 2: Chant and do Individual work/ Group 
 activities (Unit 15, Lesson work
 3).
 - Ask pupils chant and do 
 the actions in Unit 15, 
 Lesson 3 in groups. 
 - Give point for the groups 
 and encourage them.
 Option 3: - Play game in the 
 powerpoint Review 3 – 
 period 1.
 - Divide the class into 2 
 teams to play “ Battle 
 Ships”.
 - Each team choose one 
 number to go to the 
 question.
 - Have pupils look, choose 
 and answer the questions.
 - Pupils can open 2 squares 
 for once if their answers 
 are correct.
 - Back to the menu for 
 another question.
 - Pupils continue their turn 
 until they can battle the 
 ships. 
 - The first team can battle 
 the ships is the winner.
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand five communicative contexts 
 and tick the correct pictures.
b. Input: Picture cues:
 1a. a father 1b. a mother
 2a. a mother working as a doctor 2b. a mother 
 working as a teacher
 3a. a living room (near) 3b. a living 
 room (far)
 4a. a big window 4b. a small 
 window
 5a. a carton of milk 5b. a carton of 
 juice
 Audio script:
 1. A: Who’s this?
 B: It’s my father.
 2. A: What’s her job?
 B: She’s a doctor.
 3. A: Where’s the living room?
 B: It’s there. 4. The window is small.
 5. A: What would you like to drink?
 B: I’d like some milk, please.
c. Outcome: Pupils can listen to and understand five communicative 
 contexts and tick the correct pictures.
 Key: 1. a 2. a 3. b 4. b 5. a
d. Procedure: Step 1: Draw pupils’ Whole class
 attention to Pictures 1a and 
 1b. Elicit the characters in Whole class
 each picture. Check 
 comprehension. 
 Step 2: Play the recording 
 Whole class/ Individual 
 for pupils to listen to 
 work
 Question 1. Ask pupils to 
 listen and circle the correct 
 answer a or b. Play the Whole class/ Individual 
 recording again for pupils to work
 do the task. Play the 
 recording a third time to 
 give pupils another listening 
 opportunity. 
 Step 3: Repeat the same 
 procedure with the rest of 
 the pictures: 2a – 2b, 3a – 
 3b, 4a – 4b and 5a – 5b. 
 Step 4: Get pupils to swap 
 books with a partner, then 
 check answers together as a 
 class. Write the correct 
 answers on the board. 
 Extension: If time allows, 
 play the recording, sentence 
 by sentence, for the class to 
 listen and repeat in chorus. 
 Correct their pronunciation 
 where necessary.
Activity 2. Listen and number. 9 minutes
a. Goal: To listen to and understand four communicative contexts
b. Input: Picture cues:
 a. a mother giving chicken to her daughter.
 b. a boy sitting near a birthday cake with the number 14 on it
 c. a father driving a taxi
 d. two lamps on a table
 Audio script:
 1. A: How old is your brother?
 B: He’s fourteen years old.
 2. What’s his job?
 B: He’s a driver.
 3. A: Where are the lamps?
 B: They’re on the table.
 4. A: Woud you like some chicken?
 B: Yes, please
c. Outcome: Pupils can listen to and understand four communicative 
 contexts and number the correct pictures.
 Key: 1. b 2. c 3. d 4. a.
d. Procedure: Step 1: Draw pupils’ Whole class/ Individual 
 attention to the pictures. work
 Elicit the context of each 
 picture (see Input). Whole class/ Individual 
 Step 2: Play the recording work
 for pupils to listen and 
 number the picture. Play the 
 Whole class/ Individual 
 recording again for pupils to 
 work
 do the task. Play the 
 recording a third time to 
 give pupils another listening Group work
 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.
 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. 
Fun corner and wrap up: 5 minutes
 Option 1:
 Play game Pictionary! Whole class
 - Before the class starts, 
 prepare a bunch of words 
 and put them in a bag.
 - Divide the class into two 
 teams and draw a line 
 down the middle of the 
 board.
 - Give one pupil from each 
 team a pen and ask them 
 to choose a word from 
 the bag. Group work
 - Ask pupils to draw the 
 word as a picture on the 
 board and encourage 
 their team to guess the 
 word.
 - The first team to shout 
 the correct answer gets a 
 point. Whole class
 - The team with the most 
 points wins.
 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 makes it first 
 will be the winner.
 Option 3:
 - Play game in the 
 powerpoint for Review 3 
 – period 1.
 - Divide the class into 2 
 teams to play “ 
 Hangman”.
 - Have pupils guess the 
 word letter by letter. 
 - Whenever the pupils 
 guess a letter that is in 
 the secret word, click on 
 the letter to fill it into the 
 blank where it occurs.
 - The team with the most 
 right answers is the 
 winner.
Adjustment
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................................................................................................................................ Teaching planning: 07/03/2025
 Period: 104
 REVIEW 3 
 Period 2
I. OBJECTIVES
Language focus: By the end of the unit, pupils will be able to:
 - Review the following sentence patterns: 
 • Who’s this / that? It’s my ____.; 
 • What’s his/her job? – He’s / She’s ____.;
 • Where’s ____? – It’s here / there.; 
 • The ____ is ____.; The ____ are ____.;
 • What would you like to eat / drink? – I’d like some 
 ____, please. 
 • Would you like some ____? – Yes, please. / No, 
 thanks.
 • through different contexts; – take part in three fun 
 activities relating to their language knowledge and 
 competences.
 • read and match pairs of target sentence patterns.
 • read and complete a gapped text with the words in 
 relation to the topics of My houses and My bedrooms.
 • ask and answer four questions using picture cues.
Core decision making, teamwork, work standards, reliability, 
competencies: motivation, adaptability, problem-solving
General Listening: listen and recognize the contexts focus on 
Competences: introduce 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 37
 - Teacher’s guide Pages 196,197
 - Website sachmem 
 - Flashcards/pictures and posters (Review 3 & Fun time)
 - Computer, projector 
III. Warm-up and review – Read and match – Read and 
PROCEDURE complete – Ask and answer – 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 15, Lesson 1. Whole class
 - 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: Chant and do activities (Unit 15, Group work
 Lesson 3).
 - Ask pupils to chant and do the actions in 
 Unit 15, Lesson 3 in groups. 
 - Give point for the groups and encourage 
 them. Individual 
 Option 3: work/ 
 Group work
 - Play game in the powerpoint Review 3 – 
 period 2.
 - Get whole class to play “Talk for one 
 minute about ..”.
 - Have pupils spin the wheel to go to the 
 questions.
 - Get pupils to talk one minute about the 
 topics they have learnt.
 - Compliment pupils when the speech is on 
 time and correct. Activity 3. Read and match. 8 minutes
a. Goal: To read and match pairs of target sentence patterns.
b. Input: Five pairs of target sentence patterns, which together form 
 simple exchanges between two pupils
c. Pupils can read and match pairs of target sentence patterns.
Outcome: Key: 1. c 2. e 3. d 4. b 5. a
d. Step 1: Draw pupils’ attention to the first Whole class
Procedure: sentence (1. How old is your sister?). Read it 
 together as a class. Check comprehension. 
 Step 2: Draw pupils’ attention to the 
 Whole class
 Sentences a to e on the right. Ask them to 
 read and choose the correct answer to 
 Question 1, then match. When pupils answer 
 correctly, tell them to draw a line to match the 
 question to the answer. Repeat the same Whole class
 procedure with the rest of the questions. 
 Step 3: 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 for pupils to check their Pair work
 answers again. 
 Extension: Invite pairs of pupils to stand up 
 and read aloud the matched exchanges.
Activity 4. Read and complete. 8 minutes
a. Goal: To read and complete a gapped text.
b. Input: An incomplete passage with answer options
c. Pupils can read and complete a gapped text with the words 
Outcome: in relation to the topics of My houses and My bedrooms.
 Key: 1. are 2. is 3. big 4. in 5. on
d. Step 1: Draw pupils’ attention to the first Whole 
Procedure: sentence There (1) _____ two bedrooms in class/ 
 my house. Write it on the board. Individual 
 Step 2: Draw pupils’ attention to the word work
 cues to choose the correct word to fill in the 
 gap in the first sentence. When pupils answer Whole 
 correctly, tell them to read and complete the class/ 
 sentence. Repeat the same procedure with the Individual 
 rest of the text. work
 Step 3: Get pupils to swap books with a