Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 30 - Unit 17 + Unit 18 - Năm học 2024-2025 - Lê Thị Huyền

 WEEK: 30 Teaching date: 01/04/2025
 Period: 117
 UNIT 17: OUR TOYS 
 Lesson 3: 4,5,6
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language focus: - To read and understand a passage about toys.
 - To read, understand and complete a paragraph 
 about toys that Lucy has.
 - To revise the target language by making paper toys 
 and talking about them to the class.
Core competencies: teamwork, work standards, communication
General Critical Thinking: talk about toys.
Competences: Sociability: talk to each other, say good words to 
 others.
 Written communication: practice writing about toys. 
 (Let’s write)
Attributes: Diligence: complete learning tasks.
 Leadership: collaborate with teachers to enhance 
 language skills.
 Honesty: tell the truth about feelings and emotions.
II. RESOURCES AND MATERIAL:
 - Student’s book Page 51
 - Audio Tracks 
 - Teacher’s guide Pages 219, 220
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 17)
 - Computer, projector 
III. PROCEDURE Warm-up and review – Read and circle a, b, or c – 
 Let’s write – Project – 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: Their Whole class
 toys, page 47 - Ask pupils to sing the song.
 - Invite some of them to come to 
 the board to role play or do Group work
 actions, the rest of the pupils 
 will sing.
 Option 2: Game: What’s in the 
 box?
 Review the previous lesson by 
 having the class play the game, 
 using the words: kite, plane, doll, 
 train, bus, car, ship
 Step 1: Divide the class into 4 
 teams.
 Step 2: Invite 1 pupil from each 
 team to go to the board and look at 
 the toy, then scramble the words by 
 writing on the board and say aloud 
 what the toy is. The fastest will get 
 more points than the rest.
 Step 3: Encourage pupils to join in 
 the game.
 Step 4: Give points for the teams.
Activity 1. Read and circle a, b or c. 8 minutes
a. Goal: To read and understand a passage about toys.
b. Input: – A passage about toys 
 – Three pictures for pupils to circle: 
 Picture a: a plane, a truck, a train, three ships 
 Picture b: two planes, a truck, two trains, three ships 
 Picture c: two planes, a truck, a train, three ships
c. Outcome: Pupils can read and understand the passage about toys. 
 Key: c
d. Procedure: Step 1: Draw pupils’ attention to the Whole class
 passage about Linh’s and Lucy’s toys 
 and read it together as a class. Whole class
 Step 2: Draw pupils’ attention to the 
 pictures showing their toys. Have 
 pupils spot the differences between 
 the pictures (the quantity of toys in 
 Whole class
 each picture). Check comprehension.
 Step 3: Get pupils to read and circle 
 the correct letter. Whole class Step 4: Get pupils to swap books with 
 a partner, then check answers together 
 as a class.
Activity 2. Let’s write. 9 minutes
a. Goal: To read, understand and complete a paragraph about 
 toys that Lucy has.
b. Input: A passage with incomplete sentences
c. Outcome: Pupils can read, understand and complete the paragraph 
 about toys that Lucy has.
d. Procedure: Step 1: Tell the class the goal of Whole class
 this activity: Pupils read the passage 
 about Lucy’s toys and fill in the 
 gaps.
 Step 2: Have pupils fill in the first Whole class
 gap together as an example. Write 
 the first gapped sentence on the 
 board. Ask them to look at the gap 
 and guess what is missing (the word Whole class
 She). Let them write down the word 
 in the gap. Repeat the same 
 procedure with the other incomplete 
 sentences.
 Step 3: If time allows, invite a few 
 pupils to read aloud the paragraph 
 they have completed in front of the Group work 
 class. The class observes and 
 praises their work. 
 Game: Who can choose fast?
 - Divide the class into four teams. 
 - Let one pupil from each team 
 comes to the board, read the 
 sentences and choose the best 
 answer. 
 - Who can make it will get points 
 for the teams.
Activity 3. Project. 8 minutes
a. Goal To revise the target language by making paper toys and 
 talking about them to the class.
b. Input – A picture showing a boy and a girl holding some 
 paper toys in their hands 
 – Materials: white or coloured paper, scissors, coloured pencils, glue
c. Outcome Pupils can make paper toys and talk about them to the 
 class, using the language learnt.
d. Procedure Step 1: Elicit the language needed Whole class
 to do the task: He / She has ___. 
 Write it on the board. Ask pupils to 
 repeat it several times
 Group work
 Step 2: Ask pupils to work in 
 groups of six. Ask them to show the 
 paper toys that they have made at 
 home, then tell the group about Group work 
 them. Check comprehension.
 Step 3: Give pupils time to do the 
 task. Encourage them to decorate Whole class
 their toys. Go around the classroom 
 to offer help where necessary.
 Step 4: Invite some pupils to show 
 and tell the class about the toys they Whole class
 have made using the language 
 learnt. Have pupils display their 
 toys on the classroom walls. 
 Step 5: If there is not enough time, 
 ask pupils to do the project as 
 homework and check by giving 
 pupils time to share their work in 
 the next lesson.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils do Whole class
 the activities to consolidate the 
 lesson. Group work
 Option 2: 
 Game: Look and say
 Step 1: Divide the class into 4 
 teams.
 Step 2: Invite 1 pupil from each 
 team look at the picture and say 
 aloud 3 times. The fastest one with 
 the correct answer will have points 
 for his/her team.
 Step 3: Encourage pupils to practice speaking English.
 Step 4: Give points for pupils. 
Adjustment
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................................................................................................................................. Teaching date: 01/04/2025
 Period: 118
 UNIT 18: PLAYING AND DOING
 Lesson 1: 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 to talk about an 
 action in progress.
 - To correctly say the words and use I’m _____. to 
 identify an action in progress.
 - To enhance the correct use of I’m _____. to 
 identify an action in progress in a freer context.
Core Decision making, teamwork, reliability, motivation, 
competencies: adaptability, problem-solving, integrity, 
 communication, planning and organization.
General Listening: listen and repeat.
Competences: Oral Communication: let’s talk.
 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.
 Responsibility: appreciate kindness.
 Secure and Organized: join activities to have fun and 
 relax after busy working or studying.
II. RESOURCES AND MATERIAL:
 - Student’s book Page 52
 - Audio Tracks 74,75
 - Teacher’s guide Pages 221,222,223
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 18)
 - 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 Pupils’ activities Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit Whole class
 17.
 - Ask pupils to sing the song.
 - Invite some of them to come 
 to the board to role play, the Individual work/
 rest of the pupils will sing.
 Teamwork
 Option 2: Chant and do 
 activities (Unit 17, Lesson 3).
 - Ask pupils to chant and do 
 the actions in Unit 17, 
 Lesson 3 in groups. Group work
 - Give points for the groups 
 and encourage them.
 Option 3: 
 DOMINO game: 
 - Divide the class into 2 
 teams: Boys and Girls.
 - Members of each team try to 
 give answers after seeing the 
 animal’s pictures on the 
 screen to get the points. 
 - If they answer incorrectly, 
 they lose their turns.
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts to talk about an action in 
 progress. 
b. Input: – Context a: Mum: Where are you, Linh? Linh: I’m in my 
 room.
 – Context b: Linh: Mum, I’m dancing. Mum: Have fun!
c. Outcome: Pupils can understand and correctly repeat the sentences 
 in two communicative contexts to talk about an action in 
 progress. d. Procedure: Step 1: Draw pupils’ attention Whole class
 to the pictures. Point at each 
 picture, elicit the names of the Whole class
 speakers in the pictures.
 Step 2: Have pupils look at 
 Picture a. Play the recording Whole class/ 
 again for them to listen. Individual work
 Step 3: Play the recording again 
 for pupils to listen and repeat Pair work
 individually and in chorus. 
 Correct their pronunciation 
 Individual work
 where necessary. Repeat 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 sentence I’m dancing. 
 Tell pupils that it is used to talk 
 about an action in progress.
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use I’m _____. to identify 
 an action in progress.
b. Input: – Picture cues: a. a girl is writing b. a girl is dancing
 c. a boy is singing d. a boy is reading
 – Speech bubble: I’m _____.
 – Flash cards for writing, dancing, singing and reading
 Audio script:
 a. writing b. dancing c. singing d. reading
 I’m writing.
c. Outcome: Pupils can correctly say the words and use I’m _____. to 
 identify an action in progress.
d. Procedure: Step 1: Have pupils look at the Whole class/ 
 picture cues, and elicit the Individual work
 actions in progress.
 Step 2: Have pupils point at 
 Picture a (writing), listen to the 
 recording and repeat the word. 
 Repeat the same procedure with 
 the other three pictures. Have Whole class/ 
 the class repeat the words a few Individual work
 times. Hold up the flash cards 
 for writing, dancing, singing and reading and have pupils say Individual work
the words.
Step 3: Point at the speech 
bubble and have pupils listen 
and repeat after the recording 
(I’m writing). Repeat the same Pair work
procedure with the other three 
pictures.
Step 4: Point at one of the 
 Individual work
pictures randomly to elicit the 
sentence or use the flash cards 
for writing, dancing, singing 
and reading to elicit the action 
and I’m _____. Teamwork
Have pupils do the TPR action 
while saying each sentence.
Step 5: Give pupils time to 
work in pairs. Remind them that 
they can select any of the four 
pictures to point and say the 
sentence. Go around the 
classroom to offer support.
Step 6: Invite a few pupils to 
point at the pictures and say the 
sentences in front of the class.
Game: 
Moving matchmaker: 
- T divides the class into 2 
 teams: Boys and Girls.
- T calls each member to 
 choose one number. 
- The pictures will move 
 around the words. 
- Pupils will say STOP to 
 match the correct pictures 
 and words.
- T clicks the button again to 
 stop. 
- Pupils then say 
 “I’m ”. Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of I’m _____. to identify an 
 action in progress in a freer context.
b. Input – Picture cue: Four pupils are reading, dancing, singing 
 and writing.
 – Speech bubble: I’m _____.
c. Outcome Pupils can enhance the correct use of I’m _____. to 
 identify an action in progress in a freer context.
d. Procedure Step 1: Have pupils look at the Whole class/ 
 picture cue and read the gapped Individual work
 speech bubble. Tell them about 
 the activity.
 Group work
 Step 2: Give pupils time to 
 practise in pairs, do the action 
 and say: I’m _____. in context. 
 Remind pupils to do the action 
 while saying. Circulate round Individual work
 the class during the activity and 
 offer help or correct the 
 pronunciation where necessary.
 Step 3: Invite some pupils to 
 the front of the class to act and Group work/ Whole 
 say. Praise them, and get the class
 class to cheer or clap hands if 
 they do a good job.
 Extension: Pupils can choose a 
 pupil in the picture cue, do the 
 action, say I’m _____. to 
 describe an action in progress, 
 and have other friends guess 
 who they are pretending to do.
 Game: Guess what?
 - T asks some pupils come to 
 the board and do some 
 actions to describe words 
 (dancing, singing, writing, 
 reading) and the others will 
 give their guesses. If pupils 
 can say the answer correctly, 
 they will get points for their 
 teams.
Fun corner and wrap up: 5 minutes Option 1:
Using sachmem.vn, have pupils Whole class
do the activities to consolidate 
the lesson.
Option 2:
Game: WHERE’S MICKEY?
A game for up to 4 players. Group work
How to play:
1. Decide on the winning 
 overall score for this game 
 (e.g. 20).
2. Each player then clicks on 
 the small cube on their cloud 
 to indicate which cube they 
 think Mickey is going to be 
 found under 
3. Click on the Mickey sitting 
 on top of the big cubes. He 
 will fly off and hide in one 
 of the cubes. 
4. Click on each cube to see if 
 Mickey is there. 
5. Any players who have 
 chosen the correct cube can 
 click the numbers on their 
 scoreboards to add the points 
 they get.
6. Then click the ‘NEXT’ sign 
 for the next game.
7. Continue to play until one 
 team achieves the winning 
 overall score.
8. The remaining team can 
 continue.
PRACTICE: when choosing the 
correct cube, pupils have to say 
the sentences with 
I’M .
Option 3: Preparation for the 
project:
Tell pupils about the project on 
page 57. Ask them to prepare the photos of themselves to 
 share with their friends and 
 introduce what they are doing in 
 the photos. They need to 
 prepare the 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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.................................................................................................................................
................................................................................................................................. Teaching date: 02/04/2025
 Period: 119
 UNIT 18: PLAYING AND DOING 
 Lesson 1: 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 about identifying actions in progress and 
 tick the correct pictures.
 - To complete the four target sentence patterns with 
 the help of picture cues.
 - To practise the target vocabulary and sentence 
 patterns by playing the Miming game.
Core Decision making, teamwork, motivation, adaptability, 
competencies: problem-solving, integrity, and initiative.
General Listening: listen and respond by choosing correct 
Competences: answers (tick the correct one).
 Oral Communication: sing the song – let’s sing.
 Written Communication: complete the sentences.
 Self-control & independent learning: perform listening 
 tasks.
 Communication and collaboration: work in pairs or 
 groups.
Attributes: Kindness: pupils wait for their turns to answer the 
 questions.
 Diligence: complete learning tasks.
 Responsibility: appreciate kindness.
 Leadership: collaborate with teachers to enhance 
 language skills.
II. RESOURCES AND MATERIAL:
 - Student’s book Page 53
 - Audio Tracks 76
 - Teacher’s guide Pages 223,224
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 18)
 - Computer, projector 
III. PROCEDURE Warm-up and review – Listen and tick – Look, complete and read – Let’s play – Fun corner and 
 wrap up. 
 Procedure Teacher’s activities Pupils’ activities Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing a Hello song. Whole class
 - Ask pupils to sing the song.
 - Let pupils do actions 
 (waving, clapping, shaking 
 hands ).
 Option 2: Individual work
 GAME: Hidden Picture 
 Guessing
 - Teacher asks pupils to 
 Individual work
 choose the numbers to 
 reveal and guess the pictures 
 behind (words of activities 
 in lesson 1 - period 1)
 Option 3: Invite a few pupils to 
 stand up, come to the board, do 
 an action and say I’m _____. 
 for the others to guess.
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts 
 about identifying actions in progress and tick the correct 
 pictures.
b. Input: Picture cues: 1a. a girl is writing 1b. a girl is reading
 2a. a boy is singing 2b. a boy is dancing
 Audio script:
 1. A: Where are you, Mary?
 B: I’m here in my room. I’m reading.
 2. A: Where are you, Nam?
 B: I’m here. I’m dancing.
c. Outcome: Pupils can listen to and understand two communicative 
 contexts about identifying actions in progress and tick the 
 correct pictures.
 Key: 1. b 2. b d. Procedure: Step 1: Have pupils look at Whole class/ Individual 
 Pictures 1a and 1b. Elicit the work
 word for the action in each 
 picture. Play the recording of 
 the first exchange. Play the 
 recording again for pupils to do 
 the task. Play the recording a Whole class/ 
 third time for pupils to check Pair work
 their answers. Repeat the same 
 procedure with the second 
 Individual work
 exchange.
 Step 2: Have pupils swap 
 books with a partner, then 
 check answers as a class. Write 
 the correct answers on the Individual work/group 
 board. work
 Step 3: Play the recording 
 again for pupils to double-
 check their 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.
 Game: Slap the board.
 Let pupils listen and read the 
 sentence with I’m_____., then 
 come to the front and slap on 
 the correct picture. The one 
 who can do it fast and correctly 
 will be the winner. The winner 
 has 2 points, the others have 1 
 point. This game can be more 
 interesting when play in groups 
 or teams.
Activity 2. Look, complete and read. 9 
minutes
a. Goal: To complete the 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 the four target sentence patterns with 
 the help of picture cues. Key: 1. dancing 2. reading 3. singing 4. writing
d. Procedure: Step 1: Have pupils look at the Whole class/ Individual 
 pictures and identify the actions work
 in the pictures.
 Step 2: Have pupils look at the 
 Whole class/ Individual 
 four incomplete sentences. 
 work
 Draw their attention to the 
 missing words in the sentences.
 Step 3: Model Picture 1. Have 
 pupils look at the sentence. Ask 
 them what is missing in the Whole class/ Individual 
 sentence (dancing). Then have work
 them look at the picture and 
 identify the action. Have them 
 complete the gap (I’m Individual work/Group 
 dancing.). Repeat the same work
 procedure with Pictures 2, 3 
 and 4.
 Step 4: Have pupils complete 
 the sentences individually. Get 
 pupils to swap and correct their 
 answers in pairs. Check the 
 answers as a class. Ask a few 
 pupils to read the sentences 
 aloud.
 Game: Matching Pairs
 - Divide the class into two 
 teams. 
 - Each pupil from each team 
 comes to the board, choose a 
 card from the left, then 
 choose one from the right. 
 - If they match, he/she gets 
 points for the team.
Activity 3. Let’s play. 8 minutes
a. Goal To practise the target vocabulary and sentence patterns by 
 playing the Miming game.
b. Input – A picture showing pupils how to play the game
 – Flash cards for dancing, reading, singing and writing
c. Outcome Pupils can practise the target vocabulary and sentence 
 patterns by playing the Miming game. d. Procedure Step 1: Tell pupils the goal of Whole class/ Individual 
 the game and how to play it: work
 Point at the game illustration, 
 point at the girl, do an action, 
 Individual work
 pretend to be the girl to elicit 
 the word dancing. Then say: 
 Yes. I’m dancing. Individual work/ Whole 
 Step 2: Nominate a pupil to class
 come to the front of the class. 
 Show him or her a flash card 
 and tell him / her to do the 
 action for the class to guess. 
 Check the answer as a class.
 Step 3: Divide the class into 
 two groups. Have pupils in 
 each group choose a picture and 
 do the action. The group that 
 guesses correctly wins a star. 
 After three or four rounds, the 
 group with more stars is the 
 winner.
 Note: You may use other words 
 in Unit 10 to play this game.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils Whole class
 do the activities to consolidate 
 the lesson.
 Option 2:
 Game: Tic Tac Toe
 - T divides class into 2 teams Teamwork
 (BOYS and GIRLS).
 - The teams will choose the 
 circle or cross before 
 playing.
 - T asks 2 members of each 
 team to listen and write the 
 words (activities) on the Whole class
 board. Who can write fast 
 and correctly will have a 
 chance to mark on “tic tac 
 toe board”. Option 3: Goodbye and Bye 
 activity. 
 Use goodbye and bye greetings 
 to dismiss the class. Say 
 goodbye to individual pupils 
 and have them respond as they 
 leave.
Adjustment
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.................................................................................................................................
.................................................................................................................................
................................................................................................................................. Teaching date: 04/04/2025
 Period: 120 
 AUNIT 18: PLAYING AND DOING 
 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 to ask and answer 
 questions about an action in progress.
 - To correctly say the words and use What are you 
 doing? – I’m _____. to ask and answer questions 
 about an action in progress.
 - To enhance the correct use of What are you doing? 
 – I’m _____. to ask and answer questions about an 
 action in progress in a freer context.
Core Problem-solving, decision making, teamwork, 
competencies: reliability, motivation, adaptability, and initiative. 
General Listening: look, listen and repeat.
Competences: Critical Thinking: listen, point and say.
 Oral Communication: let’s talk.
 Sociability: talk to each other, say good words to 
 others.
Attributes: Diligence: complete learning tasks.
 Responsibility: appreciate kindness.
 Secure and Organized: joining activities to exercise and 
 have fun.
II. RESOURCES AND MATERIAL:
 - Student’s book Page 54
 - Audio Tracks 77, 78
 - Teacher’s guide Pages 224, 225, 226
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 18)
 - 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 Pupils’ activities Note
Warm-up and review: 5 minutes
 Greet the class and 
 encourage pupils to respond Whole class
 to your greeting.
 Option 1: Sing the song of 
 Unit 17.
 - Ask pupils to sing the 
 song.
 - Invite some of them 
 come to the board to role 
 play and do action, the 
 rest of the pupils will 
 sing.
 Game: Sing, sing, sing!
 Ask pupils to sing this song 
 with some words are 
 Team work
 covered. When they finish 
 singing, check the lyrics.
 Option 2:
 Game: Remember that!
 - T divides the class into 4 Wholeclass
 teams.
 - T put pupils in teams 
 look at pictures in 30 
 seconds and try to 
 remember as many 
 pictures as they can.
 - T asks pupils to write the 
 words they remember on 
 the board to get points.
 Option 3: 
 Play ‘pass the ball game’. 
 Stand up and pass the ball 
 with music. When music 
 stops, those who keep the 
 ball must look at a picture on 
 the board and say a sentence. 
 I’m