Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 28 - Unit 16 + Unit 17 - Năm học 2024-2025 - Lê Thị Huyền

 Planning date: 18/03/2025
 WEEK: 28
PeriPeriod: 109
 UNIT 16: MY PETS
 Lesson 2: 4,5,6
 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 teamwork, work standards, motivation, adaptability, 
 competencies: 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 43
 - Audio Tracks 60 - Teacher’s guide Pages 205, 206
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 16)
 - Computer, projector 
III. Warm-up and review – Listen and number – Look, 
PROCEDURE complete and read – Let’s play – 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 in Unit 16, Lesson Whole class
 2.
 - Ask pupils to sing the song
 - Invite some of them come to the board to 
 role play, the rest of the pupils will sing. Group work
 Option 2: Sing a song (YouTube)
 Option 3: Game: trashcan basketball 
 - Divide the class into 2 or 4 teams.
 - Have each team take turns answering a 
 vocabulary question. Individual 
 - If they can answer correctly, the team work/ Group 
 gets 1 point. work
 - Then, give that team a ball (a crumpled 
 up piece of paper will do).
 - If the team can throw the ball into the 
 trashcan, that team is rewarded an extra 
 point.
 - Repeat until all vocabulary words have 
 been tested!
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 how many 
 rabbits someone has and number the correct pictures.
b. Input: Picture cues: 
 a. one rabbit b. many rabbits c. four rabbits d. two rabbits
 Audio script:
 1. Girl: How many rabbits do you have?
 Boy: I have many.
 2. Girl: How many rabbits do you have?
 Boy: I have some.
 3. Girl: How many rabbits do you have?
 Boy: I have two.
 4. Girl: How many rabbits do you have?
 Boy: I have one.
c. Pupils listen to and understand four communicative 
Outcome: contexts in which pupils ask and answer questions about 
 how many rabbits someone has and number the correct 
 pictures. 
 Key: 1. b 2. c 3. d 4. a
d. Step 1: Draw pupils’ attention to the Whole class
Procedure: pictures. Tell them about this activity. Elicit 
 the number of rabbits in each picture and 
 give feedback. Play the recording for pupils 
 to listen. Play the recording again for pupils 
 to do the task. Play the recording a third 
 time for them to check their answers.
 Step 2: Tell pupils to swap books with a 
 partner, then check answers as a class. Whole class
 Write the correct answers on the board for 
 pupils to correct their answers.
 Step 3: Play the recording again for pupils to double-check their answers.
 Step 4: Check answers as a class. Play the Whole class/ 
 recording again for the pupils to double- Individual 
 work
 check their answers and correct their 
 answers in pairs.
 Whole class/ 
 Extension: If time allows, play the Individual 
 recording sentence by sentence for the class work
 to listen and repeat in chorus. Correct their 
 pronunciation where necessary.
 Activity 5. Look, complete and read .9 minutes
a. Goal: To complete the four gapped exchanges with the help of 
 picture cues.
b. Input: Four picture cues and four incomplete exchanges to 
 complete.
c. Pupils can complete the four communicative contexts with 
Outcome: the help of picture cues.
 Key: 1. one 2. two 3. some 4. many
d. Step 1: Have pupils look at the pictures. Whole class/ 
Procedure: Have them identify the pets in the pictures Individual 
 and their names. work
 Step 2: Have pupils look at the four 
 Whole class/ 
 incomplete dialogues. Draw their attention 
 Individual 
 to the missing words in the sentences. work
 Step 3: Model with Picture 1. Have pupils 
 look at the dialogue. Ask them what is Whole class/ 
 missing in the answer (one). Then have Individual 
 work
 them look at the picture and identify the 
 Whole class/ 
 quantity. Then have them complete the gap 
 Individual 
 (I have one.). work
 Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils’ Individual 
 attention to two gaps in the dialogues 3 and work/ Pair 
 4. work 
 Step 5: Have pupils complete the dialogues 
 individually and ask a few pairs to read 
 them aloud.
 Activity 6. Let’s play. 8 minutes
a. Goal To play the game How many ...? to review vocabulary and 
 structure words related to the topic “Pets”.
b. Input – A picture showing pupils how to play the game.
 – Speech bubbles How many do you have?
 I have .
c. Pupils can play the game How many ...? to review 
Outcome vocabulary and structure words that they have learnt related 
 to the topic “Pets”.
d. Step 1: Tell pupils the goal of the game and Whole class/ 
Procedure how to play it. Ask them to look at the Individual 
 picture carefully, then listen to the work
 questions to find the right answers.
 Step 2: Invite a group of four to the front of 
 Individual 
 the class to demonstrate the game. Two work/Group 
 pupils compete as a pair in one round. A work
 teacher asks the question How 
 many_________do you have? and the 
 player who first correctly answers I 
 have________. wins one point for his / her 
 Individual 
 group. work
 Step 3: Give pupils time to play the game 
 in groups of four. Go around the classroom 
 during the activity and offer help where Individual necessary. work/ Whole 
 Extension: Divide the class into two class
 groups. Use the words in the game to get 
 the groups to take turns asking and 
 answering questions to identify things in a 
 room.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem, have pupils look at the Whole class
 words in the picture and repeat after the 
 recording.
 Option 2: Game: Pass the ball 
 - Divide hte class into 3 teams. Group work
 - Each team has 1 sticky ball.
 - Play the music, students in each team take 
 turns to pass the ball around. After the 
 music ends, 3 students who have the ball – 
 stand up and say the name, using the 
 sentence model. Group work
 Option 3: game: Spin the Wheel
 - Divide the class into teams.
 - Teacher calls one pupil to answer the 
 question .
 - Pupils/ teacher click on the “spin” button 
 to get points.
Adjustment
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................................................................................................................................. Planning date: 18/03/2025
 Period: 110
 UNIT 16: MY PETS
 Lesson 3 – 1,2,3
I. OBJECTIVES
Language focus: By the end of the lesson, pupils will be able to:
 - correctly pronounce the sound of the letter o in 
 isolation, in the words dog and goldfish and in the 
 sentences Do you have any dogs? and How many 
 goldfish do you have?
 - use the words birds, cats, dogs, parrots, rabbits and 
 goldfish in relation to the topic "Pets".
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic 
 "Pets"
 - read and write about pets.
Core competencies: motivation, adaptability, problem-solving, integrity, 
 communication
General Listening: listen and recognizethe sounds, then repeat.
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.
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 44
 - Audio Tracks 61,62,63
 - Teacher’s guide Pages 207,208 - Website sachmem 
 - Flashcards/pictures and posters (Unit 16)
 - Computer, projector 
III. PROCEDURE Warm-up and review – Listen and repeat – Listen 
 and circle – Let’s chant – 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 in Unit 6, 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: Game: Lucky number Group work
 Review the previous lesson by having the 
 class play the game lucky number, using the 
 model sentences: Is it our _____?/Let’s go 
 Individual 
 the the_________. 
 work/ Group 
 Option 3: Game: Look and guess work
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sound of the letter o in isolation, in 
 the words dog and goldfish, and in the sentences Do you 
 have any dogs? and How many goldfish do you have? with 
 the correct pronunciation and intonation.
b. Input: – The letter o, the word dog and the sentence Do you have 
 any dogs?
 – The letter o, the word goldfish and the sentence How 
 many goldfish do you have?
c. Pupils can correctly repeat the sound of the letter o in 
Outcome: isolation, in the words dog and goldfish, and in the 
 sentences Do you have any dogs? and How many goldfish 
 do you have? with the correct pronunciation and intonation.
d. Step 1: Draw pupils’ attention to the letter o, Whole 
Procedure: the word dog and the sentence Do you have class/ 
 any dogs? Play the recording and encourage Individual pupils to point at the corresponding letter/ work
 word/ sentence while listening.
 Step 2: Play the recording again and 
 encourage pupils to listen and repeat. Do this 
 Whole 
 several times until pupils feel confident. 
 class/ 
 Correct their pronunciation where necessary Individual 
 and praise them if their pronunciation is work
 good.
 Step 3: Repeat Steps 1 and 2 for the letter o 
 Whole class/ 
 in the word goldfish and the sentence How 
 Individual 
 many goldfish do you have?
 work
 Activity 2. Listen and circle. 5 minutes
a. Goal:
 To identify the target words dog and goldfish while 
 listening. 
b. Input: Two sentences for completion
 Audio script:
 1. How many goldfish do you have?
 2. Do you have any dogs?
c. Pupils can identify the target words dog and goldfish while 
Outcome: listening.
 Key: 1. b 2. a
d. Step 1: Draw pupils’ attention to the 
Procedure: sentences and the answer options. Tell them Whole 
 about the activity. Play the recording for class/ 
 Individual 
 pupils to listen. Play the recording again for 
 work
 them to do the task. Play the recording a 
 third time for them to check the answers.
 Step 2: Tell pupils to swap books with a 
 partner, then check the answers as a class. Whole class
 Write the correct answers on the board for pupils to correct their answers.
 Step 3: Play the recording again for pupils to 
 double-check their answers. Individual 
 work
 Extension: Invite one or two pupils to stand 
 up, listen and repeat the completed 
 sentences.
 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 
Procedure of the chant. Draw pupil’s attention to the class/ 
 sounds of the letter o in the words dogs and Individual 
 work
 goldfish. Check comprehension.
 Step 2: Play the recording all the way 
 through. Encourage them to listen carefully Group work
 to the rhythm and pronunciation.
 Step 3: Play the recording line by line for Individual 
 pupils to listen and repeat. Correct their work
 pronunciation where necessary.
 Step 4: Play the recording all the way 
 Group work
 through for pupils to chant to. Encourage 
 them to clap along while chanting.
 Extension: Divide the class into two or more Individual 
 groups to take turns listening and repeating work/ 
 the chant while the rest of the class claps Whole class
 along.
Fun corner and wrap up: 5 minutes Option 1:
 Using sachmem, have pupils look at the Whole class
 words in the picture and repeat after the 
 recording.
 Option 2:
 Game: Chant Group work
 - Teacher can create a small competition for 
 the pupils. 
 - Pupils work in group. Try to learn the chant 
 by heart. 
 - Teacher can ask them to say the chant 
 loudly/quietly/ happily/ sadly.
 - The group can perform the best is the 
 winner. 
 Option 3: Preparation for the project:
 Tell pupils about the project on page 21 . Ask 
 them to prepare three school things at home 
 and the language to present them. Tell them 
 to bring their school things to the classroom 
 at the project time to talk with their 
 classmates. Guide them the presentation 
 language.
Adjustment
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 ________________________________________________________________ Planning date: 19/03/2025
Period 111: UNIT 16: MY PETS 
 Lesson 3 – 4,5,6
I. OBJECTIVES
Language focus: By the end of the lesson, pupils will be able to:
 - correctly pronounce the sound of the letter o in 
 isolation, in the words dog and goldfish and in the 
 sentences Do you have any dogs? and How many 
 goldfish do you have?
 - use the words birds, cats, dogs, parrots, rabbits and 
 goldfish in relation to the topic "Pets".
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic 
 "Pets".
 - read and write about pets.
Core motivation, adaptability, problem-solving, integrity, 
competencies: communication
General Listening: listen and recognize the sounds, then repeat.
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.
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 45
 - Teacher’s guide Pages 208,209
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 16) - Computer, projector 
III. PROCEDURE Warm-up and review – Read and complete – Let’s 
 write – Project – 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 in Unit 6, Lesson Whole class
 1.
 - Ask pupils to sing the song.
 - Invite some of them come to the board to Group work
 role play, the rest of the pupils will sing.
 Option 2: Let’s chant Unit 16, Lesson 3 
 track 63.
 - Ask pupils to chant. Individual 
 work/ Group 
 - Give point for the groups and encourage 
 work
 them.
 Option 3: Game: slap the board. 
Activity 4. Read and complete. 8 minutes
a. Goal: To read and complete a target paragraph using the four 
 words provided.
b. Input: - Words in the box: and, do, have and many
 - A gapped paragraph
c. Pupils can read the target paragraph and complete it using 
Outcome: the four words provided.
 Key: 1. many 2. have 3. and 4. do
 Step 1: Tell pupils about this activity. Tell Whole class
 pupils how to complete the task: They 
 should read the gapped paragraph in silence, and look at the four words provided 
 in order to complete the sentences.
 Step 2: Give pupils time to do the task Individual 
 work
 individually. Go around the classroom to 
 offer support where necessary.
 Step 3: Get pupils to swap and correct their Whole class
 answers with a partner. Then check answers 
 as a class. Write the correct answers on the 
 board for pupils to correct their answers.
Activity 5. Let’s write. 9 minutes
a. Goal: To read, understand and complete a gapped text about pets.
b. Input: A short gapped text
c. Pupils can read, understand and complete the text with their 
Outcome: own experiences.
d. Step 1: Explain the goal of this activity. Whole class
Procedure: Tell pupils how to complete the task: They 
 should read the gapped text, guess the 
 missing information and complete it. Check 
 comprehension and give feedback.
 Step 2: Give the pupils time to do the task. 
 Go around the classroom to offer help Individual 
 where necessary. work
 Step 3: In pairs or groups, ask pupils to 
 swap their complete text.
 Group work
 Step 4: Invite a few pupils to stand up and 
 read their writing aloud. Individual 
 work
Activity 6. Project. 8 minutes a. Goal To use the target language items they have learnt in a real 
 context by showing the photos of their pets and telling the 
 class about them.
b. Input Some photos of the pets.
c. Pupils can use the target language items they have learnt in 
Outcome a real context by showing the photos of their pets and telling 
 the class about them.
d. Step 1: Point at the prompt picture and Whole class/ 
Procedure explain what they should do to complete the Individual 
 project. work
 Step 2: Prepare two photos to share with 
 Group work
 pupils. Point at one photo and say: I have 
 some . and point at the other photo and say: 
 I have some ____. Individual 
 Step 3: Have pupils work in groups. Each work
 pupil shares his/ her photos and says what 
 pets he/ she has in the photos.
 Step 4: Give the class time to complete the 
 Whole class 
 project. Go around the classroom to monitor 
 and offer support.
 Step 5: Invite some pupils to the front of 
 the class to present the photos. Individual 
 Note: If there isn’t enough time, set the work
 project as homework and check it in the 
 next lesson.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem, have pupils look at the Whole class
 words in the picture and repeat after the 
 recording. Option 2: Game: noughs and crosses
 Option 3: Sentence Puzzle
 - Divide the class into groups of four. 
 Group work
 - 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.
Adjustment
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 Planning date: 21/03/2025
 Period 112:
 UNIT 17: OUR TOYS 
 Lesson 1 : 1,2,3
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language focus: - Use the words car, kite, train, plane, in relation to the 
 topic “Our toys”.
 - To understand and correctly repeat the sentences in 
 two communicative contexts (pictures) to identify 
 someone’s toys.
 - To correctly say the words and use He / She has 
 _____. to identify someone’s toys.
 - To enhance the correct use of He / She has _____. to 
 identify someone’s toys in a freer context.
Core teamwork, work standards, communication
competencies: General Listening: listen and recognize the toys, then repeat.
Competences: Critical Thinking: talk about toys.
 Oral Communication: speak about toys, ask and answer the 
 questions.
 Communication and collaboration: work in pairs or groups.
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 46
 - Audio Tracks 64, 65
 - Teacher’s guide Pages 210, 211, 212
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 17)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, 
PROCEDURE point and say – Let’s talk – 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 chant on page 44. Whole class
 - Ask pupils to chant the song.
 - Invite some of them to come to the board to 
 role play, the rest of the pupils will sing.
 Option 2: Game: Animals quiz Group work
 Review the previous lesson by having the 
 class play the game, using the words: bird, 
 parrot, cat, dog, fish, elephant, duck, rabbit.
 Step 1: Divide the class into 4 teams.
 Step 2: Invite 1 pupil to go to the board 
 choose an animal and say aloud. The one who 
 can make it will have 3 points.
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points for pupils.
Activity 1. Look, listen and repeat. 8 minutes a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) to identify someone’s 
 toys.
b. Input: – Context a: Lucy: My brother has a car. Ben: Wow, I like 
 cars!
 – Context b: Ben: My sister has two dolls. Lucy: Wow, I like 
 dolls!
c. Pupils can understand and correctly repeat the sentences in 
Outcome: two communicative contexts (pictures) to identify 
 someone’s toys.
d. Step 1: Have pupils look at Pictures a and b and Whole class
Procedure: identify the characters in the pictures.
 Step 2: Ask pupils to look at Picture a. Play the Whole class
 recording for them to listen.
 Step 3: Play the recording again for pupils to Whole class
 listen and repeat individually and in chorus. 
 Correct their pronunciation where necessary. 
 Repeat the same procedure with Picture b.
 Step 4: Invite a few pairs to the front of the Pair work
 classroom to listen to and repeat the sentences in 
 the recording.
 Step 5: Draw pupils’ attention to the sentences 
 My brother has a car. / My sister has two dolls. 
 Tell pupils that they are used to identify 
 someone’s toys.
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use He / She has _____. to 
 identify someone’s toys.
b. Input: – Picture cues: a. a boy and a car b. a girl and a kite
 c. a boy and two trains d. a girl and three 
 planes 
 – Speech bubble: He / She has _____.
 Audio script:
 a. a car b. a kite c. trains d. planes
 He has a car.
c. Pupils can correctly say the words and use He / She has 
Outcome: _____. to identify someone’s toys.
d. Step 1: Draw pupils’ attention to Pictures a Whole class
Procedure: to d. Elicit the character and the quantity of 
 toys in each picture. Draw pupils’ attention to 
 the plural form of toys in Pictures c (trains) and d (planes). Check comprehension. Ask 
 pupils to listen to the recording and repeat the 
 words for the toys several times until they 
 Whole 
 feel confident.
 class/ 
 Step 2: Put pupils into pairs. Tell them to Individual 
 point at the pictures and say the names for the work
 toys in the pictures.
 Step 3: Draw pupils’ attention to the speech 
 Whole class
 bubble. Remind them that He / She has ___. 
 is used to identify someone’s toys. Ask pupils 
 to look at the bubble and Picture a. Play the 
 recording for them to listen to and repeat the 
 sentence several times. Repeat the same 
 procedure with the other three pictures.
 Pair work 
 Step 4: Get them to talk about someone’s 
 toys using the speech bubble and picture cues. 
 Go around the classroom to offer support. 
 Step 5: Invite a few pupils to come to the 
 front of the classroom and talk about 
 someone’s toys. If they perform well, praise 
 them.
 Game: Listen and choose A or B
 Step 1: Divide the class into four teams. 
 Step 2: Invite each pupil from the teams to go to 
 the board, then listen and choose the correct 
 answer. The fastest with correct answer gets 
 points for their team.
 Step 3: Encourage pupils take part in the game.
 Step 4: Give points for pupils. 
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of He / She has _____. to 
 identify someone’s toys in a freer context.
b. Input – Picture cue: A girl and a boy are playing with some toys. 
 – Speech bubble: He / She has _____.
c. Pupils can enhance the correct use of He / She has _____. to 
Outcome identify someone’s toys in a freer context.
d. Step 1: Draw pupils’ attention to the picture. Whole 
Procedure Ask questions to help them identify the class/ 
 context (see Input). Have pupils look at the Individual 
 bubble to understand how the sentence work
 pattern is used. Step 2: Have pupils practise identifying Group work
 someone’s toys in pairs. Make sure pupils 
 understand the structure and say them with 
 the right pronunciation and intonation. Go 
 around the classroom to observe and provide 
 help if necessary. 
 Step 3: Invite some pupils to practise Group work 
 identifying someone’s toys in front of the 
 class. Praise them if they perform well.
 Game: Who says fast?
 - Divide the class into four teams. 
 - Each team has one pupil comes to the 
 board, look at the picture, then read the 
 sentence with a missing word. 
 - Who can say it fast will get points for the 
 teams.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem, have pupils do the activities Whole class
 to consolidate the lesson.
 Option 2: Game: Guessing game Group work
 Step 1: Divide the class into 4 teams.
 Step 2: Invite 1 pupil from each team to come 
 to the front and say aloud the answer. If 
 correct, give points for the teams.
 Step 3: Encourage pupils to practice speaking 
 English.
 Step 4: Give points for pupils. 
 Whole class
 Option 3: Preparation for the project: 
 Tell pupils about the project on page 51. Ask 
 them to prepare it at home by making paper 
 toys and bring their work to class to present it 
 at Project time. In Lesson 2, Period 4, remind 
 pupils again of what they need to prepare for 
 the project.
Adjustment
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