Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 27 - Unit 16: My pets - Năm học 2024-2025 - Lê Thị Huyền

 Planning date: 11/03/2025
 WEEK: 27
 Period: 105 
 FUN TIME 3
I. OBJECTIVES
Language focus: By the end of the unit, pupils will be able to:
 - revise the spelling of five words: teacher, brother, 
 driver, mother and worker.
 - improve their speed and flexibility when checking 
 vocabulary.
 - use the target vocabulary and sentence patterns to carry 
 out a survey.
 - identify healthy and unhealthy foods.
Core communication, planning and organization, stress 
competencies: tolerance, and initiative. 
General Listening: listen and recognize someone, then repeat.
Competences: 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 38, 39 - Teacher’s guide Pages 197,198
 - Website sachmem 
 - Flashcards/pictures and posters (Review 3 & Funtime)
 - Computer, projector 
III. Warm-up and review – Do the puzzle – Quiz time – 
PROCEDURE Circle the healthy foods – Fun corner and wrap up.
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Choose one song from Unit 11 to Whole class
 15.
 - 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 Hot Seat! 
 - Divide the class into 2 teams.
 - Choose one pupil to sit in front of their 
 team.
 - Stand behind the pupil and write a word 
 on the board.
 - Have the pupil in the hot seat listens to 
 their team mates and tries to guess the 
 word. Group work
 - The first hot seat pupil to say the word 
 wins a point for their team. Then change 
 the pupils over, with a new member of 
 each team taking their place in their 
 team's hot seat.
 Option 3: 
 - Play game in the powerpoint for Fun time 
 3.
 - Divide pupils into 2 teams to play “ Stop 
 the bus”.
 - Have pupils go in categories beginning 
 with the set letter. - The first team to finish shouts 'Stop the 
 bus!'. 
 - The winner can choose and open the gift 
 box.
Activity 1. Do the puzzle. 8 minutes
a. Goal: – To revise the spelling of five words: teacher, brother, 
 driver, mother and worker.
 – To improve pupils’ speed and flexibility when checking 
 vocabulary.
b. Input: Picture cues: 
 1. a teacher 2. a brother 3. a driver 4. a mother 5. a worker
c. Pupils can complete the crossword using the picture cues.
Outcome: Key:
d. Step 1: Have pupils look at the puzzle. Ask: Whole class
Procedure: Who do you see in the pictures? Stick the 
 flash cards of the words, one by one, on the 
 board. Point to each word on the board, and Whole class/ 
 have pupils say the word as a class. Individual 
 Step 2: Point at Picture 1, elicit the word, work
 write it in the crossword as an example. Tell 
 pupils to repeat the same procedure with the 
 Whole class
 other picture cues. 
 Step 3: Check the answers as a class. 
Activity 2. Quiz time. 9 minutes
a. Goal: To use the target vocabulary and sentence patterns to carry 
 out a survey
b. Input: A table for completion c. Pupils can use the target vocabulary and sentence patterns to 
Outcome: carry out a survey.
d. Step 1: Tell pupils that each of them needs Whole class/ 
Procedure: to interview three different classmates to find Individual 
 out their favourite food or drinks. work
 Step 2: Gives pupils 10 minutes to circulate Whole class/ 
 and complete their survey tables Individual 
 Step 3: After pupils have interviewed their work
 classmates and taken notes, give them 
 Whole class/ 
 another 5 to 10 minutes to prepare to share 
 Individual 
 their findings.
 work
 Step 4: Invite different pupils to come to the 
 front of the class and share their findings.
Activity 3. Circle the healthy foods. 8 minutes
a. Goal To identify healthy and unhealthy foods.
b. Input Seven pictures showing both healthy and unhealthy foods
c. Pupils can identify healthy and unhealthy foods
Outcome
d. Step 1: Draw pupils’ attention to the pictures Whole class/ 
Procedure and elicit the names of the foods: apple, Individual 
 chips, water, rice, fish, noodles, cake. work
 Step 2: Put pupils into pairs and tell them to 
 work together to circle the healthy foods. Group work
 Step 3: Display a picture of an apple on the Individual 
 board. Ask pupils if it is healthy or work
 unhealthy. When they answer correctly, 
 write healthy under the picture and model it 
 Individual 
 for pupils to repeat.
 work/ Whole 
 Repeat the same procedure for the other class
 foods. If a food is unhealthy, write unhealthy 
 under the picture.
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. - 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.
 Group work
 - 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.
 Whole class
 - The group makes it first will be the 
 winner.
 Option 3: 
 - Play game in the powerpoint for Fun time 
 3.
 - Divide the class into 2 teams to play “ 
 Build a spaceship”.
 - 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 correct answers can 
 build a spaceship and fly to space.
Adjustment
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................................................................................................................................. Planning date: 11/03/2025
Period: 106 UNIT 16: MY PETS
 Lesson 1 – Activity: 1,2,3
 I. OBJECTIVES
 Language focus: By the end of the lesson, pupils will be able to:
 - use the words birds, cats, parrots, rabbits in relation to 
 the topic "Pets".
 - use some and many to identify the quantity of pets;
 - use Do you have any ? – Yes, I do. / No, I don’t. to 
 ask and answer questions about pets;
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic 
 "Pets".
 Core teamwork, reliability, motivation, communication and 
 competencies: initiative
 General Listening: listen and recognize the names of the pets, then 
 Competences: repeat.
 Critical Thinking: talk about pets (names of the pets).
 Oral Communication: speak about names, ask and answer 
 the questions.
 Self-control & independent learning: perform listening 
 tasks.
 Communication and collaboration: work in pairs or 
 groups.
 Attributes: Diligence: complete learning tasks.
 Leadership: collaborate with teachers to enhance language 
 skills. II. RESOURCES AND MATERIAL:
 Student’s book Page 40
 Audio Tracks 54, 55
 - Teacher’s guide Pages 199, 200
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 16)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – 
PROCEDURE Listen, point and say – Let’s talk – Fun corner and 
 wrap up. 
 Pupil’s Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song “Would you like Whole 
 some___?” Unit 15. 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: Sing the song from youtube Group 
 (link is in the ppt) work
 Option 3: Game: Who is faster
 Review the previous lesson by having the Individual 
 class play the game Who is faster, using work/ 
 the words in unit 15. Group work
Activity 1. Look, listen and repeat. 8 minutes a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on pets.
b. Input: – Context a: Minh: I have a dog. Do you have any dogs? 
 Lucy: Yes, I do.
 – Context b: Bill: I have two cats. Do you have any cats? 
 Mai: No, I don’t. I have one dog.
c. Pupils can understand and correctly repeat the sentences 
Outcome: in two communicative contexts focusing on pets.
d. Step 1: Have pupils look at Pictures a and Whole class
Procedure: b and identify the characters in the 
 pictures. Draw their attention to the 
 questions Do you have any cats / dogs? 
 and the answers Yes I do / No, I don’t. 
 Check comprehension. Whole class
 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 Whole 
 same procedure with Picture b. Correct class/ 
 their pronunciation where necessary. Individual 
 Step 3: Play the recording again for pupils work
 to listen and repeat in chorus sentence by Whole 
 sentence class/ 
 Step 4: Invite a few pairs to the front of Individual 
 the classroom to listen and repeat the work
 sentences in the recording
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words birds, parrots, rabbits, cats 
 and use Do you have any ? – Yes, I do./ No, I don’t. to ask and answer questions about having pets. b. Input: – Picture cues: 
 a. three birds b. two parrots c. three rabbits d. four cats 
 – Speech bubbles: Do you have any _____? 
 – Yes, I do. / No, I don’t. 
 Audio script: 
 a. birds / yes 
 b. parrots / no 
 c. rabbits / yes 
 d. cats / no 
 A: Do you have any birds? 
 B: Yes, I do.
 A: Do you have any parrots? 
 B: No, I don’t.
c. Pupils can correctly say the words and use Do you have 
Outcome: any _____? – Yes, I do. / No, I don’t. to ask and answer 
 questions about having pets.
d. Step 1: Have pupils look at the pictures Whole 
Procedure: and elicit the names of the pets. class/ 
 Step 2: Have pupils point at Picture a Individual 
 (birds), listen to the recording and repeat work
 the word. Follow the same procedure with 
 the other three pictures. Have pupils Whole 
 repeat the word under each picture a few class/ 
 times. Individual 
 Step 3: Point at the Picture a and ask the work
 question (Do you have any birds?). Elicit 
 the answer (Yes, I do). Point at Picture b Whole 
 and ask the question (Do you have any class/ 
 parrots?). Elicit the answer (No, I don’t.). Individual 
 Follow the same procedure with the last work two pictures.
 Step 4: Have pairs practise asking and 
 answering the question Do you have 
 any_______? Yes, I do. / No, I don’t.
 Step 5: Invite a few pairs to point at the 
 pictures and say the questions and Individual 
 answers in front of the class. work
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Do you have any _____? – 
 Yes, I do. / No, I don’t. to ask and answer questions about 
 having pets in a freer context.
b. Input - Picture cue: one parrot, one rabbit, two cats and three 
 birds are in the garden.
 - Speech bubbles: Do you have any ____? − 
 Yes, / No,.
c. Pupils can enhance the correct use of Do you have any
Outcome ? 
 − Yes, / No, _. to ask and answer questions about 
 pets in a freer context.
d. Step 1: Draw pupils’ attention to the Whole 
Procedure picture. Tell them about the activity. Ask class/ 
 questions to help them understand the Individual 
 context (see Input). work
 Step 2: Put pupils into groups of four. Group work
 Tell them to ask and answer questions 
 using Do you have any ? – Yes, / No,
 ___. Go around the classroom to 
 offer support. Individual 
 Step 3: Invite some pupils to the front of work
 the class to ask and answer questions about their pets.
 Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem, have pupils look at the Whole 
 words in the picture and repeat after the class
 recording.
 Option 2:
 Game: Spin the wheels. Group 
 Option 3: Preparation for the project: work
 Tell pupils about the project in page 45. 
 Ask them to prepare the photos of their 
 pets to share with the class and introduce Group 
 about their pets. They need to prepare the work
 captions for the photos. In Lesson 2, 
 Period 4, remind pupils again of what 
 they need to prepare for the project.
Adjustment
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 ________________________________________________________________ Period: 107 
 Planning date: 12/03/2025
 UNIT 16: MY PETS
 Lesson 1: 4,5,6
I. OBJECTIVES
Language focus: By the end of the lesson, pupils will be able to:
 - use the words birds, cats, parrots, rabbits in relation 
 to the topic "Pets".
 - use some and many to identify the quantity of pets;
 - use Do you have any ? – Yes, I do. / No, I don’t. 
 to ask and answer questions about pets;
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic 
 "Pets".
Core decision making, teamwork, work standards, reliability, 
competencies: motivation, communication, planning and organization
General Listening: listen and recognize the names of the pets, 
Competences: then repeat.
 Critical Thinking: talk about names of the pets.
 Oral Communication: speak about names, ask and 
 answer the questions.
 Self-control & independent learning: perform listening 
 tasks.
 Written Communication: practice writing about pets.
 Self-control & independent learning: perform listening 
 tasks.
 Communication and collaboration: work in pairs or 
 groups.
Attributes: - Diligence: complete learning tasks.
 - Leadership: collaborate with teachers to enhance 
 language skills.
II. RESOURCES AND MATERIAL: - Pupil’s book Page 41
 - Audio Tracks 56, 57
 - Teacher’s guide Pages 201, 202
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 16)
 - 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 Pupil’s 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 come Group work
 to the board to role play, 
 the rest of the pupils will Individual work/ Group 
 sing. work
 Option 2: Game: slap the 
 board 
 Option 3: Game: Pass the 
 ball 
 - Divide the class into 3 
 teams.
 - Each team has 1 sticky 
 ball.
 - Play the music, students 
 in each team take turn to 
 pass the ball. After the 
 music ends, 3 students who 
 have the ball – stand up and say the name, using the 
 sentence model.
 Activity 4. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative 
 contexts in which pupils ask and answer questions 
 about pets and tick the correct pictures.
b. Input: Picture cues: 
 1a. three dogs 1b. two cats 
 2a. three rabbits 2b. four parrots 
 Audio script: 
 1.A: Do you have any cats? 
 B: Yes, I do. 
 2.A: Do you have any rabbits? 
 B: Yes, I do.
c. Outcome: Pupils can listen to and understand two communicative 
 contexts in which pupils ask and answer questions 
 about having pets and tick the correct pictures.
d. Procedure: Step 1: Have pupils look at Whole class
 the pictures. Have them 
 identify the things in the 
 pictures and the pets. Whole class
 Step 2: Have pupils look at 
 the four incomplete 
 Whole class/ Individual 
 dialogues. Draw their 
 attention to the missing work
 words in the sentences.
 Step 3: Model with Picture Whole class/ Individual 
 1. Have pupils look at the work
 dialogue. Ask them what is 
 missing in the
 question (cats). Then have 
 them complete the gap.
 Step 4: Follow the same 
 procedure with Pictures 2, 3 
 and 4. Draw the pupils’ 
 attention to two gaps in the 
 dialogues 3 and 4. Step 5: Have pupils 
 complete the dialogues 
 individually and ask a few 
 pairs to read them aloud.
 Activity 5. Look, complete and read. 9 
 minutes
a. Goal: To read and complete four target gapped dialogues with 
 the help of the picture cues.
b. Input: Four picture cues and four target gapped dialogues.
c. Outcome: Pupils can complete four target gapped dialogues with 
 the help of picture cues. 
 Key: 1. cats 2. dogs 3. have; parrots 4. don’t; rabbits
d. Procedure: Step 1: Have pupils look Whole class/ Individual 
 at the pictures. Have them work
 identify the things in the Whole class/ Individual 
 pictures and the pets. work
 Step 2: Have pupils look at 
 the four incomplete 
 dialogues. Draw their 
 attention to the missing Whole class/ Individual 
 words in the sentences. work
 Step 3: Model with Picture Individual work
 1. Have pupils look at the 
 dialogue. Ask them what is 
 missing in the
 question (cats). Then have 
 them complete the gap. 
 Step 4: Follow the same 
 procedure with Pictures 2, 
 3 and 4. Draw the pupils’ 
 attention to two gaps in 
 the dialogues 3 and 4. 
 Step 5: Have pupils 
 complete the dialogues 
 individually and ask a few 
 pairs to read them aloud.
Activity 6. Let’s sing. 8 minutes a. Goal To sing the song My pets with the correct pronunciation 
 and melody.
b. Input The lyrics and the recording of the song My pets with 
 picture cues.
c. Outcome Pupils can sing the song My pets with the correct 
 pronunciation and melody.
d. Procedure Step 1: Draw pupils’ Whole class/ group work
 attention to the title and 
 lyrics of the song. 
 Encourage pupils to answer 
 questions such as Do you 
 have any dogs? and Do you Individual work
 have any cats? Play the 
 recording all the way 
 through. Encourage pupils Individual work/ Whole 
 to listen carefully to the class
 pronunciation and melody.
 Step 2: Play the recording 
 line by line for pupils to Group work
 listen and repeat. Correct 
 their pronunciation where 
 necessary.
 Step 3: Play the recording 
 all the way through for 
 pupils to sing along.
 Step 4: Introduce actions 
 for pupils to do while 
 singing along with the 
 recording.
 Step 5: Put pupils into 
 groups to practise the song 
 and make up their own 
 actions while singing. 
 Step 6: Invite groups to the 
 front of the class to perform 
 the song while the rest of 
 the class sings and / or 
 claps along.
Fun corner and wrap up: 5 minutes Option 1:
Using sachmem, have 
pupils look at the words in Whole class
the picture and repeat after 
the recording.
Option 2: Game: Group work
Divide the pupils into equal 
teams of five or six. 
Have each team stand in a 
line. Hold up a flashcard 
and make a sentence based Whole class/ Group work
on the picture. The teams 
then repeat the sentence 
three times and sit down. 
The team that sits down first 
scores a point. Then, repeat 
the game, but this time have 
the pupils do an action 
before they sit down, e.g. 
clap and then sit, jump and 
then sit, etc. Repeat the 
game with a different action 
or actions each time. As the 
game progresses, instead of 
every member of the team 
speaking at the same time, 
have each pupil repeat the 
sentence three times, do an 
action and then sit down. 
The idea is to make the 
tasks more challenging as 
the game progresses. The 
team with the most points at 
the end of the game wins. Option 3: 
 Game: lucky numbers( 
 ppt)
Adjustment
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 Planning date: 14/03/2025
 Period: 108
 UNIT 16: MY PETS
 Lesson 2 : 1,2,3
I. OBJECTIVES
Language focus: By the end of the lesson, pupils will be able to:
 - use the words birds, cats, dogs, parrots, rabbits and 
 goldfish in relation to the topic "Pets".
 - use some and many to identify the quantity of pets;
 - use Do you have any ? – Yes, I do. / No, I don’t. 
 to ask and answer questions about pets;
 - use How many do you have? – I have . to 
 ask and answer questions about the quantity of 
 pets;
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic 
 "Pets";
Core competencies: teamwork, work standards, motivation, adaptability, 
 communication, and initiative. 
General Critical Thinking: talk about one’s pet(s)
Competences: Oral Communication: speak about one’s pet(s), ask and answer the questions.
 Self-control & independent learning: perform listening 
 tasks.
 Communication and collaboration: work in pairs or 
 groups.
 Problem-solving and creativity: answer 
 comprehension questions. 
 Sociability: talk to each other. 
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 42
 - Audio Tracks 58,59
 - Teacher’s guide Pages 203, 204
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 16)
 - 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 Pupil’s activities Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit Whole class
 16, Lesson 1.
 - Ask pupils to sing the song.
 - Invite some of them come to 
 the board to role play, the rest of Group work
 the pupils will sing.
 Option 2: Spend a few minutes 
 revising the previous lesson by asking the class to play the 
 game Slap the board. Individual work/ 
 Option 3: Game: Guess the Group work
 pictures
 - Write any word on the board.
 - The first pupil has to take the 
 last four or three letters of that 
 word and form a new word.
 - The second pupil does the 
 same, and the chain continues 
 until a pupil is unable to form a 
 word.
 - The pupil who fails to form a 
 word or misspells it is out of the 
 game.
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat How many 
 ________do you have? − I have____________. to ask 
 and answer questions about the quantity of pets.
b. Input: - Context a: Ben: I have two rabbits. How many rabbits 
 do you have? Lucy: I have many.
 - Context b: Linh: These are my goldfish. How many 
 goldfish do you have? Bill: I have some
c. Outcome: Pupils can understand and correctly repeat How 
 many____do you have? − I have_______. to ask and 
 answer questions about the quantity of pets.
d. Procedure: Step 1: Have pupils look at Whole class
 Pictures a and b. Draw their 
 attention to the question and 
 answer in the Picture b. Explain 
 that the question and answer in 
 this context are used to ask and Whole class