Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 29 - Unit 17: Our toys - Năm học 2024-2025 - Lê Thị Huyền

 WEEK: 29 Teaching date: 25/03/2025
 Period: 113 
 UNIT 17: OUR TOYS 
 Lesson 1: 4,5,6
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 listen to and understand four communicative contexts 
 in which pupils identify someone’s toys and number the 
 correct pictures.
 - To correctly four target sentence patterns with the help 
 of picture cues.
 - To sing the song Their toys with the correct 
 pronunciation and melody.
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 47
 - Audio Tracks 66, 67
 - Teacher’s guide Pages 212, 213
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 17)
 - Computer, projector 
III. Warm-up and review – Listen and number – Look, 
PROCEDURE complete and read – Let’s sing – Fun corner and wrap 
 up. Procedure Teacher’s activities Pupils’ activities Note
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Sing the song of Whole class
 Unit 16.
 - Ask pupils to sing with the 
 audio recording.
 - Invite some of them to Group work
 come to the board to sing 
 and dance, the rest of the 
 pupils will clap their hands.
 Option 2: Game: A letter to 
 the Santa Claus 
 Review the previous lesson by 
 having the class play the game, 
 using the words: kite, car, 
 plane, train.
 Step 1: Divide the class into 4 
 teams.
 Step 2: Invite 1 pupil to go to 
 the board, look at the picture, 
 then say aloud what toy the 
 boy wants for Christmas. The 
 fastest pupil gets one points for 
 his/her team.
 Step 3: Encourage pupils to 
 join in the game.
 Step 4: Give points for pupils.
Activity 1. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative 
 contexts in which pupils identify someone’s toys and 
 number the correct pictures. 
b. Input: Picture cues: a. a girl holding a car 
 b. a girl holding a kite 
 c. a girl holding two planes 
 d. a girl holding two trains
 Audio script: 
 1. She has a kite. 
 2. She has two trains. 
 3. She has two planes. 
 4. She has a car. c. Outcome: Pupils can listen to and understand four communicative 
 contexts in which pupils identify someone’s toys and 
 number the correct pictures. 
 Key: 1. b 2. d 3. c 4. a
d. Procedure: Step 1: Draw pupils’ attention to Whole class
 the pictures. Elicit the toys the 
 characters are holding in the Whole class
 pictures. 
 Step 2: Play the recording for 
 pupils to listen. Play the 
 recording again for pupils to do 
 the task. Play the recording a Whole class
 third time to give pupils another 
 listening opportunity. Whole class
 Step 3: Get pupils to swap books 
 with a partner, then check Whole class
 answers as a class. Write the 
 correct answers on the board for 
 pupils to correct their answers. 
 Step 4: Play the recording again 
 for pupils to double-check their Whole class
 answers. 
 Extension: If time allows, play 
 the recording, sentence by 
 sentence, for the class to listen 
 and repeat individually and in 
 chorus. Correct their 
 pronunciation where necessary. 
 If they repeat well, praise them.
 Game time! Listen and choose.
 - Divide the class into four 
 teams. 
 - One pupil from each team 
 comes to the board. 
 - Ask pupils to listen to the 
 recording, then choose the 
 correct picture. 
 - Who can choose the correct 
 picture will have 2 points. 
 The slower ones can have 1 
 point.
Activity 2. Look, complete and read. 9 minutes
a. Goal: To correctly four target sentence patterns with the help 
 of picture cues.
b. Input: Four picture cues and four incomplete sentence patterns 
 to complete.
c. Outcome: Pupils can complete four target sentence patterns with 
 the help of picture cues. 
 Key: 1. car 2. a kite 3. He has 4. has two
d. Procedure: Step 1: Draw pupils’ attention Whole class
 to the first picture. Ask them to 
 identify the toy he has (a car). Whole class/ 
 Step 2: Write 1. He has a Individual work
 _____. on the board. Draw Whole class
 pupils’ attention to the gap in 
 the sentence and say what they 
 have to do. Encourage pupils Pair work 
 to complete the sentence. Go 
 around the classroom and offer 
 help. Give further support to 
 those pupils who find it 
 difficult to do the task. If 
 necessary, ask a pupil to write 
 the word car on the board 
 before having them complete 
 the answer. 
 Step 3: Give pupils time to 
 complete Sentences 2, 3 and 4 
 individually. Write each 
 sentence on the board and 
 check answers as a class. 
 Step 4: Invite a few pupils to 
 stand up and read aloud the 
 completed sentences. Correct 
 their pronunciation where 
 necessary.
 Guessing Game:
 Step 1: Divide the class into four 
 teams. 
 Step 2: Invite each pupil from 
 each team to come to the front 
 and say aloud what they can see. 
 The fastest students with the correct answer will get points for 
 their team.
 Step 3: Encourage pupils to take 
 part in the game.
 Step 4: Give points for pupils. 
Activity 3. Let’s sing. 8 minutes
a. Goal To sing the song Their toys with the correct 
 pronunciation and melody.
b. Input The lyrics and the recording of the song Their toys.
c. Outcome Pupils can sing the song Their toys with the correct 
 pronunciation and melody.
d. Procedure Step 1: Draw pupils’ attention Whole class/ 
 to the title and lyrics of the Individual work
 song. Encourage them to point Group work
 at the pictures to reinforce 
 their understanding. 
 Step 2: Play the recording all 
 the way through for pupils to 
 listen to the whole song. 
 Encourage them to listen 
 carefully to the pronunciation Group work 
 and the melody. 
 Step 3: Play the recording line 
 by line for pupils to listen and 
 Whole class
 repeat. Correct their 
 pronunciation where 
 necessary. 
 Step 4: Play the recording all 
 the way through for pupils to 
 sing along. 
 Step 5: Introduce actions for Whole class
 pupils to do while singing 
 along with the recording. 
 Extension: Put pupils into 
 groups to make up their own 
 actions for the song. Invite 
 groups to the front of the class 
 to perform while the rest of the 
 class sings and / or claps 
 along. Encourage the class to 
 praise or cheer the performers.
 Moving time: Sing and dance Step 1: Divide the class into 4 
 teams.
 Step 2: Ask each team to stand 
 up, then sing and dance. The 
 team that sing and dance the 
 most beautiful will get points.
 Step 3: Encourage pupils to 
 join in this activity.
 Step 4: Give points for team.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem, have pupils Whole class
 do the activities to consolidate 
 the lesson. Group work
 Option 2: Game: Sentence 
 puzzle
 Step 1: Divide the class into 4 
 teams.
 Step 2: Invite 1 pupil from 
 each team to come to the front 
 to look at the clues then 
 rearrange the words in order to 
 make a sentence. Then quickly 
 say aloud the sentence. If it is 
 correct, give points for that 
 team.
 Step 3: Encourage pupils to 
 practice speaking English.
 Step 4: Give points for pupils. 
Adjustment
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 ------------------------------------------------------ Teaching date: 25/03/2025
 Period: 114
 UNIT 17: OUR TOYS 
 Lesson 2: 1,2,3
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language focus: - To understand and correctly repeat the sentences in 
 two communicative contexts (pictures) to identify 
 someone’s toys that some people have. 
 - To correctly say the words and use They have 
 _____. to talk about the quantity of toys that some 
 people have.
 - To enhance the correct use of They have _____. to 
 talk about the quantity of toys that some people have 
 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 48
 - Audio Tracks 68, 69
 - Teacher’s guide Pages 213, 214, 215
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 17)
 - Computer, projector 
III. PROCEDURE Warm-up and review – Look, listen and repeat – 
 Listen, 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 song “Their Whole class
 toys”.
 - Ask pupils to sing the song.
 - Invite some of them to come to 
 the board to role play, the rest of Group work
 the pupils will sing.
 Option 2: Game: Toys game
 Review the previous lesson by 
 having the class play the game, 
 using the words: kite, doll, car, 
 train, plane.
 Step 1: Divide the class into 4 
 teams.
 Step 2: Look at the pictures on the 
 screen and say aloud the word. The 
 fastest students with the correct 
 answer will get points for their team.
 Step 3: Encourage pupils to 
 participate 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 that some people have. 
b. Input: – Context a: Linh: Lucy and Mary have two dolls. 
 Mai: Yes, they do.
 – Context b: Mai: They have three cars. Linh: Yes, 
 they do.
c. Outcome: Pupils can understand and correctly repeat the 
 sentences in two communicative contexts (pictures) to 
 talk about the quantity of toys that some people have.
d. Procedure: Step 1: Have pupils look at Pictures a Whole class
 and b and identify the characters in the 
 pictures. Whole class
 Step 2: Ask pupils to look at Picture a. 
 Play the recording for them to listen. Step 3: Play the recording again for Whole class
 pupils to listen and repeat individually 
 and in chorus. Correct their 
 pronunciation where necessary. Repeat 
 Pair work
 the same procedure with Picture b.
 Step 4: Invite a few pairs to the front 
 of the classroom to listen to and repeat 
 the sentences in the recording.
 Step 5: Draw pupils’ attention to the 
 sentences Lucy and Mary have two 
 dolls. / They have three cars. Tell 
 pupils that they are used to talk about 
 the quantity of toys that some people 
 have.
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use They have _____. 
 to talk about the quantity of toys that some people 
 have.
b. Input: – Picture cues: a. two trucks b. three buses 
 c. three ships d. two teddy bears 
 – Speech bubble: They have _____. 
 Audio script:
 a. trucks b. buses c. ships d. teddy bears
 They have two trucks.
c. Outcome: Pupils can correctly say the words and use They have 
 _____. to talk about the quantity of toys that some 
 people have.
d. Procedure: Step 1: Draw pupils’ attention to Whole class
 Picture a. Elicit the quantity of the 
 toys in the picture (two trucks). 
 Then ask pupils to look at the label 
 trucks. Explain the meaning of the 
 label. Check comprehension. Ask 
 pupils to listen to the recording and 
 repeat the words trucks / two trucks 
 several times until they feel Whole class/ 
 confident. Repeat the same Individual work
 procedure with Pictures b, c and d. 
 Step 2: Draw pupils’ attention to the 
 speech bubble. Tell them that They 
 have _____. is used to talk about the 
 quantity of toys that some people Pair work have. Ask pupils to look at the 
 bubble and Picture a. Play the 
 recording for them to listen to and 
 Individual work
 repeat the sentence several times. 
 Follow the same procedure with the 
 other three pictures.
 Step 3: Put pupils into pairs. Tell 
 them to point to each picture and 
 talk about the quantity of toys that 
 some people have in the picture. Go 
 around the classroom to offer 
 support. 
 Step 4: Invite a few pupils to come 
 to the front of the classroom, talk 
 about the quantity of toys that some 
 people have in the pictures, using 
 the speech bubble and picture cues. 
 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 each 
 team to go to the board, listen to the 
 recording then choose A or B. The 
 fastest one with correct answer gets 
 one point for their team.
 Step 3: Encourage pupils to take part 
 in the game.
 Step 4: Give point for pupils. 
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of They have _____. to talk 
 about the quantity of toys that some people have in a 
 freer context.
b. Input – Picture cue: A boy and a girl playing with various 
 toys.
 – Speech bubble: They have _____.
c. Outcome Pupils can enhance the correct use of They have 
 _____. to talk about the quantity of toys that some 
 people have in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the Whole class/ 
 picture. Ask questions to help them Individual work
 identify the context (see Input). Draw pupils’ attention to the bubble 
 used to talk about the quantity of 
 toys that some people have. Have 
 Group work
 them identify what is missing in the 
 sentence. Check comprehension. 
 Step 2: Put pupils into groups of 
 four. Encourage them to talk about 
 the quantity of toys using the speech 
 bubble and picture cues. Go around Group work 
 the classroom to offer support. 
 Step 3: Invite some groups to the 
 front of the class to perform their 
 talk. Praise them if they perform 
 well.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem, have pupils look at Whole class
 the words in the picture and repeat 
 after the recording. Group work
 Option 2: Game: Choose the 
 correct pattern
 Step 1: Divide the class into 4 
 teams.
 Step 2: Invite 1 pupil from each 
 team to come to the board, look and 
 choose the correct answer. If it is 
 correct, give points for the teams.
 Step 3: Encourage pupils to practice 
 speaking English.
 Step 4: Give points for pupils. 
Adjustment
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 _______________________________________________________________ Period:115 
 Teaching date: 26/03/2025
 UNIT 17: OUR TOYS 
 Lesson 2: 4,5,6
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language focus: - To listen to and understand two communicative 
 contexts in which pupils talk about the quantity of 
 toys that some people have and tick the correct 
 pictures.
 - To complete four sentences with the help of picture 
 cues.
 - To review vocabulary words for toys by playing 
 Kim’s game.
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 49
 - Audio Tracks 70
 - Teacher’s guide Pages 215, 216, 217
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 17)
 - Computer, projector 
III. PROCEDURE Warm-up and review – Listen and tick – Look, 
 complete and read – Let’s play – 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 sing the song.
 - Invite some of them to come to the board 
 to role play, the rest of the pupils will sing.
 Option 2: Game: What is missing? Group work
 Review the previous lesson by having the 
 class play the game with the words: kite, car, 
 plane, train, truck, ship, bus, teddy bear.
 Step 1: Divide the class into 4 teams.
 Step 2: Look at the pictures and find out what 
 is missing. Invite pupils to find out which one 
 is missing. The fastest students to have the 
 correct answer get points. 
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points for pupils.
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts in 
 which pupils talk about the quantity of toys that some 
 people have and tick the correct pictures.
b. Input: Picture cues: 1a. Ben and Bill playing with three trucks
 1b. Ben and Bill playing with three buses
 2c. Lucy and Mary playing with two teddy 
 bears
 2d. Lucy and Mary playing with two dolls
 Audio script: 
 1. Ben and Bill are my friends. They have three buses.
 2. Lucy and Mary are my friends. They have two teddy 
 bears.
c. Pupils can listen to and understand two communicative 
Outcome: contexts in which pupils talk about the quantity of toys that 
 some people have and tick the correct pictures. 
 Key: 1. b 2. a d. Step 1: Draw pupils’ attention to the pictures 1a Whole class
Procedure: and 1b. Elicit the quantity of toys that the boys 
 have in each picture. Play the recording for 
 Question 1. Play the recording again for pupils 
 to do the task. Play the recording a third time to 
 give pupils another listening opportunity. Repeat 
 the same procedure with Pictures 2a and 2b. 
 Step 2: Tell pupils to swap books with a partner, Whole class
 then check answers as a class. Write the correct 
 answers on the board. 
 Step 3: Play the recording again for the pupils to Whole class
 double-check their answers. 
 Extension: If time allows, play the recording, 
 sentence by sentence, for the class to listen and 
 repeat in chorus. Correct their pronunciation 
 where necessary.
Activity 2. Look, complete and read. 9 minutes
a. Goal: To complete four sentences with the help of picture cues.
b. Input: Four picture cues and four incomplete sentence patterns to 
 complete.
c. Pupils can complete four sentences with the help of picture 
Outcome: cues. 
 Key: 1. buses 2. two ships 3. three dolls 4. have two teddy 
 bears
d. Step 1: Draw pupils’ attention to the first Whole class
Procedure: picture. Ask them to identify the quantity of 
 toys in the picture (three buses).
 Step 2: Write the incomplete sentence 1. Ben Whole 
 and Nam have three _____. on the board. class/ 
 Draw pupils’ attention to the gap in the Individual 
 sentence and say what they have to do. work
 Encourage pupils to complete the sentence. 
 Go around the classroom and offer help. Give 
 further support to those pupils who find it 
 difficult to do the task. If necessary, ask a 
 pupil to write the word buses on the board 
 before having them complete the answer.
 Step 3: Give pupils time to complete 
 Sentences 2, 3 and 4 individually. Write each 
 Pair work 
 sentence on the board and check answers as a 
 class. 
 Whole class Step 4: Invite a few pupils to stand up and 
 read aloud the completed sentences. Correct 
 their pronunciation where necessary. 
Activity 3. Let’s play. 8 minutes
a. Goal To review vocabulary words for toys by playing Kim’s 
 game.
b. Input - A picture showing toys: a kite, a doll, a train, a car, a 
 truck, a plane 
 - Two sets of flash cards, each of which contains six cards 
 showing pictures of toys that pupils have learnt
c. Pupils can review vocabulary words for toys by playing 
Outcome Kim’s game.
d. Step 1: Elicit the language that pupils need to Whole 
Procedure name the toys. class/ 
 Step 2: Tell the pupils the goal of the game Individual 
 and how to play it: Pupils should look at the work
 cards carefully and recall their names and Group work
 positions successfully. 
 Step 3: Divide the class into two teams. 
 Step 4: Display both sets of cards face up on 
 the board. Give pupils two minutes to 
 memorise their set. Turn the cards face down 
 on the board. Explain that when you say a 
 word, a nominated pupil from each team must Group work 
 run to their set, try to remember which card 
 shows the relevant picture and turn it over to 
 show to their team. A correct card scores one 
 point. When the pupils’ turn is over, they 
 must put the cards back on the board and 
 return to their seats. Remember to nominate a 
 pupil from each team before saying the word. 
 Go around the classroom during the activity 
 and offer help where necessary. 
 Step 5: Count the points for each team and 
 announce the winner. The team with the most 
 points wins. The winning team must then 
 correctly pronounce all of the words.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils do the Whole class
 activities to consolidate the lesson. Option 2: 
 Game: Making sentences Group work
 Step 1: Divide the class into 4 teams.
 Step 2: Invite 1 pupil from each team to come 
 to the front, look at the scrambled sentence 
 then rearrange the words in order to make a 
 sentence, then say it aloud. If he/she says it 
 correctly, his/her team will have points.
 Step 3: Encourage pupils to practice speaking 
 English.
 Step 4: Give points for pupils. 
Adjustment
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................................................................................................................................. Teaching date: 28/03/2025
 Period: 116
 UNIT 17: OUR TOYS 
 Lesson 3: 1,2,3
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language focus: - To correctly repeat the sounds of the letters i and oy in 
 isolation, in the words kite and toy, and in the sentences 
 She has a kite. and He has a toy. with the correct 
 pronunciation and intonation.
 - To identify the target words kite and toy while 
 listening.
 - To say the chant with the correct rhythm and 
 pronunciation.
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 50
 - Audio Tracks 71, 72, 73
 - Teacher’s guide Pages 217, 218
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 17)
 - Computer, projector 
III. PROCEDURE Warm-up and review – Listen and repeat – Listen 
 and circle – Let’s chant – Fun corner and wrap up. 
 Procedure Teacher’s activities Pupils’ activities Note Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Sing the chant on Whole class
 page 44.
 - Ask pupils to sing the song.
 - Invite some of them to come to 
 the board to role play, the rest of Group work
 the pupils will sing.
 Option 2: 
 Game: Chasing the thief
 Review the previous lesson by 
 having the class play the game 
 with the words: kite, plane, doll, 
 train, bus, car, ship.
 Step 1: Divide the class into 4 
 teams.
 Step 2: Invite 1 pupil to go to 
 the board and look at the picture, 
 then say aloud which one is 
 missing. 
 Step 3: Encourage pupil to join 
 in the game.
 Step 4: Give points for pupils.
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sounds of the letters i and oy in 
 isolation, in the words kite and toy, and in the sentences: 
 She has a kite. and He has a toy. with the correct 
 pronunciation and intonation.
b. Input: – The letter i, the word kite and the sentence She has a 
 kite. 
 – The letters oy, the word toy and the sentence He has a 
 toy. 
c. Outcome: Pupils can correctly repeat the sounds of the letters i and 
 oy in isolation, in the words kite and toy and in the 
 sentences She has a kite. and He has a toy. with the 
 correct pronunciation and intonation.
d. Procedure: Step 1: Draw pupils’ attention to Whole class
 the letter i, the word kite and the 
 sentence She has a kite. Play the 
 recording and encourage them to 
 point at the letter / 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, 
 and praise them when their Whole class
 pronunciation is good. Repeat the 
 same procedure with the letters oy 
 in the second line.
 Step 3: Let pupils work in pairs or 
 groups to pronounce the sounds of 
 the letters i and oy, say the words 
 kite and toy, and read the sentences 
 She has a kite. and He has a toy. 
 Invite a few pupils to listen to the 
 recording and say the language in 
 front of the class. If they perform 
 well, praise them.
Activity 2. Listen and circle. 9 minutes
a. Goal: To identify the target words kite and toy while listening.
b. Input: Two sentences for completion and three answer options
 Audio script: 
 1. She has a toy. 
 2. He has a kite.
c. Outcome: Pupils can identify the words kite and toy while listening. 
 Key: 1. c 2. b
d. Procedure: Step 1: Draw pupils’ attention Whole class
 to the sentences and the gap-fill 
 options (as mentioned in Input). 
 Explain what pupils have to do. 
 Check comprehension.
 Whole class
 Step 2: Play the recording for 
 pupils to listen. Play the 
 recording again for pupils to 
 listen and circle the correct Whole class
 options.
 Step 3: Get pupils to swap books 
 with a partner, then check the Pair work 
 answers as a class. Write the 
 correct answers on the board for 
 pupils to correct their answers. Step 4: Play the recording again 
 for pupils to double-check their 
 answers. 
 Extension: Invite one or two 
 pupils to stand up, listen to and 
 repeat the 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 the recording of the chant.
c. Outcome Pupils can say the chant with the correct rhythm and 
 pronunciation.
d. Procedure Step 1: Draw pupils’ attention to Whole class/ 
 the lyrics of the chant. Check Individual work
 their comprehension. Group work
 Step 2: Play the recording all the 
 way through for pupils to listen 
 to the whole chant. Encourage 
 them to listen carefully to the 
 rhythm and pronunciation. Draw 
 pupils’ attention to the sounds of 
 the letters i and oy, the words Group work 
 kite and toy, and the sentences 
 Ben has a kite. and Ben and 
 Mary have toys. in the chant.
 Step 3: Play the recording line 
 by line for pupils to listen and 
 repeat. Correct their 
 pronunciation where necessary. 
 Step 4: Play the recording all the 
 way through for pupils to chant. 
 Encourage them to clap along 
 while chanting. 
 Extension: Divide the class into 
 two or more groups to take turns 
 listening and repeating the chant 
 while the rest of the class claps 
 along.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils Whole class