Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 32 - Unit 19: Ourdoor activities - Năm học 2024-2025 - Lê Thị Huyền

 WEEK: 32 Teaching date: 15/04/2025
 Period: 125
 UNIT 19: OUTDOOR ACTIVITIES
 Lesson 1 : 4,5,6
 I. OBJECTIVES
 Language focus: By the end of the lesson, pupils will be able to: 
 - use the words play badminton, run, paint, walk 
 in relation to the topic “Outdoor activities”;
 - use He’s / She’s . to talk about what someone is 
 doing;
 - listen to and understand two communicative 
 contexts about what someone is doing
 - read and complete four target sentence patterns 
 with the help of the picture cues
 - sing the song Painting and singing with the 
 correct pronunciation, rhythm and melody.
 Core decision making, teamwork, work standards, reliability, 
 competencies: motivation, adaptability, problem-solving
 General Listening: listen and recognize the contexts focus on 
 Competences: introduce someone, then repeat.
 Critical Thinking: talk about friends.
 Oral Communication: speak about friends, ask and 
 answer the questions.
 Self-control & independent learning: perform listening 
 tasks.
 Communication and collaboration: work in pairs or 
 groups.
 Sociability: talk to each other, say good words to 
 others.
 Attributes: Kindness: help partners to complete learning tasks.
 Diligence: complete learning tasks.
 Honesty: tell the truth about feelings and emotions.
 Responsibility: appreciate kindness.
 Leadership: collaborate with teachers to enhance language skills.
II. RESOURCES AND MATERIAL:
 - Student’s book Page 59
 - Audio Tracks 86, 87
 - Teacher’s guide Pages 233, 234
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 19)
 - Computer, projector 
III. PROCEDURE Warm-up and review – Listen and tick – Look, 
 complete and read – Let’s sing – Fun corner and 
 wrap up
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit Whole class
 18, Lesson 1.
 - Ask pupils to sing the song.
 - Invite some of them to come to 
 the board to role play, the rest Group work
 of the pupils will sing.
 Option 2: Chant and do activities 
 (Unit 18, Lesson 3).
 - Ask pupils to chant and do the 
 actions in Unit 18, Lesson 3 in 
 groups. Individual work/ 
 Group work
 - Give point for the groups and 
 encourage them.
 Option 3: Play game in the 
 powerpoint for Unit 19 – Lesson 1 
 – Period 2.
Activity 4. Listen and tick. 8 minutes a. Goal: To listen to and understand two communicative 
 contexts about what someone is doing and tick the 
 correct pictures.
b. Input: – Picture cues:
 1a. Mary is badminton. 1b. Mary is painting.
 2a. Nam is running. 2b. Nam is playing 
 football.
 Audio script:
 1. 2.
 A: Is that Mary? A: Who’s that?
 B: Yes, it is. B: It’s Nam.
 A: Look! She’s playing A: Look! He’s running.
 badminton. B: Yes, he is
 B: Yes, she is.
c. Outcome: Pupils can listen to and understand two 
 communicative contexts about what someone is doing 
 and tick the correct picture.
 Key: 1. a 2. a
d. Procedure: Step 1: Draw pupil’s attention to Whole class
 Pictures 1a and 1b. Elicit the 
 names of the characters. Whole class
 Step 2: 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 Whole class/ 
 opportunity. Individual work
 Step 3: Repeat Steps 1 to 2 for 
 Pictures 2a and 2b. Whole class/ 
 Step 4: Tell pupils to swap books Individual work
 with a partner, then check answers 
 together as a class. Write the 
 correct answers on the board. Play 
 the recording again for the pupils 
 to 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 5. Look, complete and read. 9 minutes
a. Goal: To read and complete four target sentence patterns 
 with the help of the picture cues.
b. Input: Four picture cues and four incomplete sentence 
 patterns to complete
c. Outcome: Pupils can complete and read four target sentence 
 patterns with the help of the picture cues.
 Key: 1. playing football 2. painting 
 3. playing badminton 4. running
d. Procedure: Step 1: Have pupils look at the Whole class/ 
 pictures. Have them identify the Individual work
 characters (a boy or a girl) in the Whole class/ 
 pictures. Individual work
 Step 2: Have pupils look at the Whole class/ 
 incomplete sentences. Draw their 
 attention to the missing words in 
 the sentences.
 Step 3: Model with Picture 1. 
 Have pupils look at the first 
 sentence. Ask them what words Individual work
 are missing in the sentence Individual work
 (playing football). Then have them 
 complete the sentence (He’s Group work
 playing football.) 
 Step 4: Follow the same 
 procedure with Pictures 2, 3 and 4. 
 Draw the pupils' attention to 
 thegaps in the sentences in 
 Pictures 2, 3 and 4
 Step 5: Have pupils complete the 
 gaps in the sentences individually 
 and ask a few pupils to read them aloud.
 Game: Slap the board.
 - Divide the class into four teams. 
 - Stick the pictures of activities on 
 the board. 
 - Teacher says a sentence, a pupil 
 from each team has to point/slap 
 the right picture and says the 
 sentence again. 
 - The one who says faster will get 
 points. 
Activity 6. Let’s play. 8 minutes
a. Goal To sing the song Painting and singing with the 
 correct pronunciation.
b. Input The lyrics and the recording of the song Painting and 
 singing
c. Outcome Pupils can sing the song Painting and singing with 
 the correct pronunciation.
d. Procedure Step 1: Draw pupils’ attention to Whole class/ 
 the title and lyrics of the song. Individual work
 Model the title and lyrics line by 
 line for pupils to repeat. 
 Encourage them to point at the 
 Group work
 characters’ pictures to reinforce 
 their understanding.
 Step 2: Play the recording all the 
 way through for pupils to listen to 
 the whole song. Encourage them Individual work
 to listen carefully to the 
 pronunciation and the melody. 
 Step 3: Play the recording line by Individual work/ 
 line for pupils to listen to 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 
 pupils to do while singing along Whole class
 with the recording.
 Extension: Put pupils into groups 
 to make up their actions for the 
 song. Invite some 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.
 Game:
 Matching game
 - Using pictures and flashcards, 
 get 3 pupils to hold the pictures 
 and 3 more to hold the 
 sentences. 
 - Ask them to find and match. 
 - Praise the ones who finish the 
 matching. 
 - Then ask the class to look and 
 say aloud.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils Whole class
 look at the words in the picture 
 and repeat after the recording.
 Option 2: Group work
 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 that makes it first will be the winner.
 Option 3: Play game in the 
 powerpoint for Unit 19 – Lesson 1 
 – Period 2.
 - Divide the class into 3 teams. 
 - Each team takes turn picking a 
 square. 
 - Answer the question correctly, 
 pupils will get points.
Adjustment
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................................................................................................................................. Teaching date: 15/04/2025
 Period: 126 
 UNIT 19: OUTDOOR ACTIVITIES
 Lesson 2 : 1,2,3
I. OBJECTIVES
Language focus: By the end of the lesson, pupils will be able to:
 - understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focus on what 
 someone is doing outdoors
 - use What’s he / she doing? − He’s / She’ s . to 
 ask and answer questions about what someone is 
 doing outdoors.
 - enhance the correct use of May I ? and Yes, you can. 
 / No, you can’t. to ask for and give permission.
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 60
 - Audio Tracks 88, 89
 - Teacher’s guide Pages 235, 236
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 19)
 - 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 in Whole class
 Unit 19, Lesson 1.
 - Ask pupils to sing the 
 song
 - Invite some of them to Group work
 come to the board to 
 role play, the rest of the 
 pupils will sing.
 Option 2: Play game Sit 
 down, please! (Unit 19, 
 Lesson 1). Individual work/ Group 
 - Ask pupils give work
 instructions for his / her 
 group to act out. 
 - Give point for the groups and encourage 
 them.
 Option 3: Play games in 
 the powerpoint for Unit 19 
 – Lesson 2 – Period 3.
 - Click on the letter to go 
 to the questions. 
 - Click on the global to 
 turn back the menu.
 - Click on the animals in 
 the net to release them.
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on what 
 someone is doing outdoors.
b. Input: – Context a: Nam: Where’s Bill? - Mary: He’s in the 
 park.
 – Context b: Nam: What’s he doing? - Mary: He’s 
 skating
c. Outcome: Pupils can understand and correctly repeat the 
 sentences in two communicative contexts (pictures) 
 focus on what someone is doing outdoors
d. Procedure: Step 1: Have pupils look at Whole class
 Pictures a and b and identify 
 the characters in the pictures. Whole class
 Step 2: Ask pupils to look at 
 Whole class/ Individual 
 Picture a. Play the recording 
 work
 for them to listen. Play the 
 recording again, sentence by 
 sentence, for pupils to listen Pair work
 and repeat. Follow the same 
 procedure with Picture b. 
 Correct their pronunciation Individual work
 where necessary
 Step 3: Play the recording 
 again for pupils to listen and 
 repeat in chorus sentence by sentence.
 Step 4: Invite a few pairs to 
 the front of the classroom to 
 listen and repeat the 
 sentences in the recording
 Step 5: Draw their attention 
 to the question What’s he 
 doing? and the answer He’s 
 skating. Tell pupils that they 
 are the question and the 
 answer about what Nam’s 
 doing in the park.
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly use What’s he / she doing? − He’s / She’ s 
 . to ask and answer questions about what someone is 
 doing outdoors.
b. Input: – Picture cues:
 a. a boy is skating. b. a girl is cycling.
 c. a boy is flying a kite. d. a girl is skipping.
 – Speech bubbles: What’s he / she doing? − He’s / 
 She’s ___.
 Audio script:
 a. skating b. cycling
 c. flying a kite d. skipping
 A: What’s he doing?
 B: He’s skating
c. Outcome: Pupils can correctly use What’s he / she doing? − He’s 
 / She’ s . to ask and answer questions about what 
 someone is doing outdoors.
d. Procedure: Step 1: Have pupils look Whole class/ Individual 
 at the pictures and identify work
 the characters (a boy or a 
 girl) and their actions. 
 Whole class/ Individual 
 Have the class repeat the 
 work
 words / phrases a few 
 times.
 Step 2: Have pupils point at Picture a, listen to the 
 recording and repeat the Whole class/ Individual 
 word (skating). Follow the work
 same procedure with the 
 other three pictures
 Step 3: Point at Picture a Individual work
 and have pupils listen and 
 repeat after the recording 
 (What’s he doing? - He’s 
 skating.) Group work
 Step 4: Have pairs practise 
 asking and answering 
 questions What’s he / she 
 doing? – He’s / She’s 
 ____. with Pictures b, c 
 and d.
 Step 5: Invite a few pairs 
 to point at the pictures and 
 say the questions and 
 answers in front of the 
 class.
 Game: Slap the board.
 - Divide the class into four 
 teams. 
 - Stick the pictures of 
 activities on the board. 
 - Teacher says a sentence, 
 a pupil from each team 
 has to point/slap the right 
 picture and says the 
 sentence again. 
 - The one says faster will 
 get points. 
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What’s he / she doing? − 
 . to ask and answer questions about what someone is 
 doing outdoors. b. Input – Picture cues: In the park, Lucy is cycling, Ben is 
 skating, Minh is flying a kite, Linh is skipping.
 – Speech bubbles: What’s he / she doing? − .
c. Outcome Pupils can enhance the correct use of May I ? and Yes, 
 you can. / No, you can’t. to ask for and give 
 permission.
d. Procedure Step 1: Draw pupils’ Whole class/ Individual 
 attention to the pictures. work
 Ask questions to help them 
 identify the contexts (see Group work
 Input).
 Step 2: Put pupils into 
 pairs and encourage them 
 to ask and answer Individual work
 questions about what 
 someone is doing Individual work/ Whole 
 outdoors. Go around the class
 classroom to offer support.
 Step 3: Invite some pairs 
 of pupils to come to the 
 front of the class to 
 perform 
 theirconversations.
 Game:
 Matching game
 Using pictures and 
 flashcards, get 3 pupils 
 hold the pictures and 3 
 more hold the sentences. 
 Ask them to find and 
 match. Praise the ones who 
 finish the matching. Then 
 ask the class to look and 
 say aloud.
Fun corner and wrap-up: 5 minutes Option 1:
 Using sachmem.vn, have Whole class
 pupils look at the words in 
 the picture and repeat after 
 the recording.
 Group work
 Option 2:
 Game: Sentence Puzzle
 - Divide the class into 
 groups of four. 
 - Give each group a 
 sentence that is 
 broken/cut in to pieces. 
 - Ask them to arrange 
 them to make a 
 complete sentence, then 
 read it aloud.
 - The group makes it first 
 will be the winner.
 Option 3: Play games in 
 the powerpoint for Unit 19 
 – Lesson 2 – Period 3.
 - Divide the class into 2 
 teams.
 - Each team choose one 
 rubbish thing to go to 
 the question.
 - Have pupils look, read 
 and choose the right 
 word to complete the 
 sentence.
 - Back to the menu for 
 another question.
 - The one who helps the 
 environment cleanest is 
 the winner.
Adjustment .................................................................................................................................
 .................................................................................................................................
 .................................................................................................................................
 .................................................................................................................................
 Teaching date: 16/04/2025
Period: 127
 UNIT 19: OUTDOOR ACTIVITIES
 Lesson 2 : 4,5,6
 I. OBJECTIVES
 Language focus: - use the words skate, cycle, kite and skip in 
 relation to the topic “Outdoor activities”;
 - use He’s / She’s . to talk about where someone is;
 - use What’s he / she doing? − He’s / She’s ____. 
 to ask and answer questions about what someone 
 is doing outdoors;
 - understand and correctly repeat the sentences in 
 two communicative contexts (pictures) focusing 
 on what someone is doing outdoors.
 - correctly use What’s he / she doing? − He’s / She’ 
 s to ask and answer questions about what 
 someone is doing outdoors.
 - enhance the correct use of What’s he / she doing? 
 − He’s / She’ s to ask and answer questions 
 about what someone is doing outdoors.
 Core Competencies: communication, planning and organization, stress 
 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 61
 - Audio Tracks 90
 - Teacher’s guide Pages 236, 237, 238
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 19)
 - 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 18, Whole class
 Lesson 1.
 - Ask pupils to sing the song
 - Invite some of them come to the board 
 to role play, the rest of the pupils will Group work
 sing.
 Option 2: Play game Sit down, please! 
 (Unit 19, Lesson 1).
 - Ask pupils give instructions for his / 
 her group to act out. Individual work/ 
 Group work
 - Give point for the groups and 
 encourage them.
 Option 3: Play game in the PowerPoint 
 for Unit 19 – Lesson 2 – Period 4.
 - Divide the class into 2 teams.
 - Each team takes turn choosing a 
 number. 
 - If pupils answer correctly, their team 
 car will be able to move forward. 
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 what 
 someone is doing outdoors.
b. Input: – Picture cues:
 a. a boy is flying a kite. b. a girl is cycling.
 c. a girl is skipping. d. a boy is skating.
 – Audio script:
 1. A: What’s he doing?
 B: He’s skating.
 2. A: What’s he doing?
 B: He’s flying a kite.
 3. A: What’s she doing?
 B: She’s cycling.
 4. A: What’s she doing? B: She’s skipping.
c. Outcome: Pupils can listen to and understand four communicative 
 contexts in which pupils ask and answer questions about 
 what someone is doing outdoors.
 Key: 1. d 2. a 3. b 4. c
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Whole 
 Elicit the characters and their outdoor activities. class
 Step 2: Play the recording for pupils to listen. 
 Play the recording again so that pupils can do the Whole 
 task. Play the recording a third time to give class
 pupils another listening opportunity
 Whole 
 Step 3: Check answers together as a class. Play 
 class/ 
 the recording again for the pupils to double-
 Individual 
 check their answers and correct their answers in 
 work
 pairs.
 Extension: If time allows, play the recording Whole 
 sentence by sentence for the class to listen and class/ 
 repeat in chorus. Correct their pronunciation, Individual 
 where necessary. work
 Pair work
 Individual 
 work
Activity 5. Look, complete and read. 9 minutes
a. Goal: To read and complete four target sentence patterns in four 
 sentences and dialogues with the help of picture cues.
b. Input: – Four picture cues and four incomplete sentence patterns 
 to complete.
c. Outcome: Pupils can complete and read target sentence patterns with 
 the help of the picture cues.
 Key: 1. cycling 2. flying 3. skating 4. she; skipping
d. Procedure: Step 1: Have pupils look at the pictures. Whole 
 Have them identify the characters and their class/ 
 actions in the pictures. Individual 
 Step 2: Have pupils look at the five work
 incomplete sentences. Draw their attention to the missing words in the sentences Whole 
 Step 3: Model with Picture 1. Have pupils class/ 
 look at the first sentence. Ask them what Individual 
 word is missing in the gap (cycling). Then work
 have them complete the sentence (She’s 
 cycling.) Whole 
 Step 4: Follow the same procedure with class/ 
 Pictures 2, 3 and 4. Draw the pupils' attention Individual 
 to the gaps in the sentences in Pictures 2, 3 work
 and 4.
 Step 5: Have pupils complete the sentences Individual 
 individually and ask a few pairs to read them work
 aloud.
 Game: Slap the board
 Divide the class into four teams. Stick the 
 Group 
 pictures of activities on the board. Teacher says 
 work
 a sentence, a pupil from each team has to point/ 
 slap the right picture and says the sentence 
 again. The one says faster will get points. 
Activity 6. Let’s play. 8 minutes
a. Goal To listen to and repeat target words about outdoor 
 activities.
b. Input A picture showing pupils how to play Whispering game
c. Outcome Pupils can listen to and repeat target words about outdoor 
 activities.
d. Procedure Step 1: Tell pupils that they are going to play Whole 
 Whispering game. Write Whispering game on class/ 
 the board. Individual 
 Step 2: Divide the class into two teams and work
 have both teams line up in front of the board.
 Step 3: Whisper a word or sentence about Group 
 outdoor activities (e.g.skating) to the first work
 member of each team. Then each member 
 whispers the words to the next member in the Individual 
 team until the words reach the last member of work
 each team. The last member must say the 
 word aloud. The team which correctly repeats the words first receives a point.
 Step 4: Have the first pupils go to the end of 
 their teams’ lines and replay the game until 
 every pupil has had a chance to go first
 Step 5: At the end of the game, the team with 
 the most points wins.
 Individual 
 Extension: Put pupils into groups to create 
 work/ 
 actions for the song. Invite some
 Whole 
 groups to the front of the class to perform, class
 while the rest of the class sings and / or
 claps along the song.
 Game:
 Matching game
 Using pictures and flashcards, get 3 pupils 
 hold the pictures and 3 more hold the 
 sentences. Ask them to find and match. Praise 
 the ones who finish the matching. Then ask 
 the class to look and say aloud.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the Whole 
 words in the picture and repeat after the class
 recording.
 Option 2:
 Game: Sentence Puzzle
 Divide the class into groups of four. Give 
 each group a sentence that is broken/cut into Group 
 pieces. Ask them to arrange them to make a work
 complete sentence, then read it aloud.
 The group makes it first will be the winner.
 Option 3: Play game in the powerpoint for 
 Unit 19 – Lesson 2 – Period 4.
 - Click on the numbers to go to the 
 questions. 
 - Click on the global to turn back the menu.
 - Click on the trees to grow trees for the