Giáo án tiếng anh lớp 3 Global success global HKII cv 2345

Outcome: Pupils can understand and correctly repeat the sentences in twocommunicative contexts to ask and answer questions about afamily member.. Step 3: Play the recording again for pup

Language focus: By the end of the lesson, pupils will be able to:

- correctly pronounce the sounds of the letters o and ure in isolation, in the words old and sure and in the sentences How old is your brother? and Are you sure?

- use the words mother, father, brother, sister, and numbers from 11 –

20 related to the topic “My family”;

- use Who’s this / that? – It’s my _ to ask and answer questions

about a family member;

- use How old is he / she? – He’s / She’s _ to ask and answer

questions about the age of a family member;

- listen to and demonstrate understanding of simple communicativecontexts in relation to the topic “My family”;

- read and write about family members and their ages;

- collect a picture of their family and show to the class

Critical Thinking: talk about friends

Oral Communication: speak about friends, ask and answer the questionsSelf-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groupsSociability: talk to each other, say good words to others

Attributes: Kindness: help partners to complete learning tasks

Diligence: complete learning tasksHonesty: tell the truth about feelings and emotions

Responsibility: appreciate kindnessLeadership: collaborate with teachers to enhance language skills

II RESOURCES AND MATERIAL:

- Student’s book Page 6

Greet the class

Option 1: Sing the song in Unit 10, Lesson

1

- Ask pupils to sing the song

- Invite some of them come to the board torole play, the rest of the pupils will sing

Option 2: Chant and do activities (Unit 10,

Activity 1 Look, listen and repeat 8 minutes

a Goal: To understand and correctly repeat the sentences in two

communicative contexts (pictures) to ask and answer questionsabout a family member

b Input: - Context a: Mary: Who’s this? Lucy: It’s my sister

- Context b: Nam: Who’s that? Mai: It’s my brother.

c Outcome: Pupils can understand and correctly repeat the sentences in two

communicative contexts to ask and answer questions about afamily member

d Procedure: Step 1: Have pupils look at Pictures a and b

and identify the characters in the pictures

Step 2: Ask pupils to look at Picture a Play the

recording for them to listen Play the recordingagain, sentence by sentence, for pupils to listenand repeat Follow the same procedure with

Picture b Correct their pronunciation 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 inthe recording

Step 5: Draw their attention to the questions

Who's this / that? and the answers It's my sister/

brother Tell pupils that they are questions andanswers about a family member

Whole classWhole class

Whole class/ Individual work

Whole class/ Individual work

Pair workIndividual work

Activity 2 Listen, point and say 9 minutes

a Goal: To correctly say the words and use Who’s this / that? – It’s my

to ask and answer questions about a family member

b Input: – Picture cues:

a mother b father c brother d sister

B: It’s my mother B: It’s my father

c Outcome: Pupils can correctly say the words and use Who’s this / that? –

It’s my to ask and answer questions about a family

member

d Procedure: Step 1: Have pupils look at the pictures and

elicit the name of each family member

Whole class/ Individual work

Step 2: Have pupils point at Picture a (a

woman), listen to the recording and repeatthe word (mother) Follow the sameprocedure with the other three pictures

Have the class repeat the words a few times

Step 3: Point at the bubble and have pupils

listen and repeat after the recording (Who’sthat?) Point at Picture a and have pupilslisten and repeat after the recording (It's mymother) Follow the same procedure withthe other three pictures

Step 4: Have pairs practise asking and

answering the question Who’s this / that? –It’s my

Step 5: Invite a few pairs to point at the

pictures and say the questions and answers

in front of the class

Whole class/ Individual work

Whole class/ Individual work

Individual work

Group work

Activity 3 Let’s talk 8 minutes

a Goal To enhance the correct use of Who’s this /that? – It’s my

to ask and answer questions about a family member

b Input – Picture cues: a brother and a sister are playing badminton and

their parents are sitting on a bench nearby

– Speech bubbles: Who’s this / that? – It’s

c Outcome Pupils can enhance the correct use of Who’s this / that? – It’s

my to ask and answer questions about a familymember

d Procedure Step 1: Draw pupils’ attention to the

picture Tell them about the activity Askquestions to help them understand thecontext (see Input)

Step 2: Put pupils into groups of four Tell

them to ask and answer questions Who's this/ that? Go around the classroom to offersupport

Step 3: Invite some pupils to the front of the

class to present their exchanges

Preparation for the project:

Tell pupils about the project on page 11

Ask them to prepare it at home by collecting

Whole class/ Individual work

Group work

Individual work

Individual work/Whole class

a picture of their family and bring their work

to the classroom at the project time topresent it

Fun corner and wrap up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the

words in the picture and repeat after therecording

Option 2:

Game: Sentence Puzzle

Divide the class into groups of four Giveeach 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 game “I’m a fairy” in the

PowerPoint for Unit 11 – Lesson 1 – Period1

- correctly pronounce the sounds of the letters o and ure in isolation,

in the words old and sure and in the sentences How old is your brother? and Are you sure?

- use the words mother, father, brother, sister, and numbers from 11 – 20 related to the topic “My family”;

- use Who’s this / that? – It’s my _ to ask and answer questions

about a family member;

- use How old is he / she? – He’s / She’s _ to ask and answer

questions about the age of a family member;

- listen to and demonstrate understanding of simple communicativecontexts in relation to the topic “My family”;

- read and write about family members and their ages;

- collect a picture of their family and show to the class

Critical Thinking: talk about friends

Oral Communication: speak about friends, ask and answer the questionsSelf-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groupsSociability: 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 emotionsResponsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skills

II RESOURCES AND MATERIAL:

- Student’s book Page 7

Greet the class

Option 1: Sing the song in Unit 10, Lesson 1.

- Ask pupils to sing the song

- Invite some of them come to the board to roleplay, the rest of the pupils will sing

Option 2: Chant and do activities (Unit 10,

Option 3: Play game “ Hangman” in the

powerpoint for Unit 11 – Lesson 1 – Period 2

Whole class

Group work

Individualwork/

Group work

Activity 4 Listen and tick 8 minutes

a Goal: To listen to and understand two communicative context to ask

and answer questions about a family member

b Input: Picture cues: 1a father 1b brother 2a mother 2b sister

Audio script:

1 A: Who’s this?

B: It’s my father

2 A: Who’s that?

B: It’s my sister

c Outcome: Pupils can listen to and understand two communicative

contexts to ask and answer questions about a family member

Key: 1 a 2 b

d Procedure: Step 1: Draw pupils’ attention to Pictures 1a

and 1b Tell them about the activity Elicit theword for each family member and its cue, andplay the recording of the first exchange Playthe recording again for pupils to do the task

Play the recording a third time for pupils tocheck their answers

Step 2: Repeat Step 1 for the second exchange.

Step 3: Tell pupils to swap books with a

partner, then check answers as a class Writethe correct answers on the board for pupils tocorrect their answers

Step 4: 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 andrepeat in chorus Correct their pronunciation ifnecessary

Whole class

Whole classWholeclass/Individualwork

Wholeclass/IndividualworkPair workIndividualwork

Activity 5 Look, complete and read 9 minutes

a Goal: To complete two sentences and two gapped dialogues with the

help of the relevant picture cues

b Input: – Four picture cues

– Two gapped sentences and two gapped dialogues

c Outcome: Pupils can complete the two sentences and two gapped

dialogues with the help of the relevant picture cues

Key: 1 mother 2 brother 3 sister 4 father

d Procedure: Step 1: Have pupils look at the pictures Have

them identify the people in the pictures

Step 2: Have pupils look at the four incomplete

sentences and dialogues Draw their attention tothe missing words in the sentences

Step 3: Model with Picture 1 Have pupils look

at the sentence Ask them what is missing in theanswer (mother) Then have them complete thegap

Step 4: Follow the same procedure with Pictures 2, 3, 4 Draw the pupils' attention to

gaps

Step 5: Have pupils complete the sentences

individually and ask a few pupils / pairs to readthem 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 rightpicture and says the sentence again The one saysfaster will get points

Wholeclass/Individualwork

Wholeclass/Individualwork

Wholeclass/Individualwork

Individualwork

Group work

Activity 6 Let’s sing 8 minutes

a Goal To sing the song My family with the correct pronunciation.

b Input The lyrics and the recording of the song My family

c Outcome Pupils can sing the song My family with the correct

pronunciation

d Procedure Step 1: Draw pupils’ attention to the title and

lyrics of the songs Encourage them to point atthe characters’pictures to reinforce theirunderstanding

Step 2: Play the recording line by line for

pupils to listen and repeat Correct theirpronunciation where necessary

Step 3: Play the recording all the way through

for pupils to sing along

Step 4: Introduce actions for pupils to do while

singing along with the recording

Step 5: Invite groups to the front of the class to

perform while the rest of the class sings and / orclaps along

Wholeclass/Individualwork

Group work

Individualwork

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the

words in the picture and repeat after therecording

Option 2:

Game: Sentence Puzzle

Divide the class into groups of four Give eachgroup a sentence that is broken/cut in to pieces

Ask them to arrange them to make a completesentence, then read it aloud

The group makes it first will be the winner

Option 3: Play game “ Gold miner” in the

powerpoint for Unit 11 – Lesson 1 – Period 2

Whole class

Group work

BOARD PRESENTATION

., 2022

Unit 11: MY FAMILY Lesson 1 – Period 2

Language focus: By the end of the lesson, pupils will be able to:

- correctly pronounce the sounds of the letters o and ure in isolation, in the words old and sure and in the sentences How old

is your brother? and Are you sure?

- use the words mother, father, brother, sister, and numbers from

11 – 20 related to the topic “My family”;

- use Who’s this / that? – It’s my _ to ask and answer

questions about a family member;

- use How old is he / she? – He’s / She’s _ to ask and answer

questions about the age of a family member;

- listen to and demonstrate understanding of simple communicativecontexts in relation to the topic “My family”;

- read and write about family members and their ages;

- collect a picture of their family and show to the class

Listening: listen and recognize someone, then repeat

Critical Thinking: talk about someone

Oral Communication: speak about someone, ask and answer thequestions

Written Communication: practice writing about school thingsSelf-control & independent learning: perform listening tasksCommunication and collaboration: work in pairs or groupsProblem-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 tasksHonesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skillsSecure and Organized: keep school things in the right ways

II RESOURCES AND MATERIAL:

- Student’s book Page 8

Greet the class

Option 1: Sing the song in Unit 11,

Lesson 1

- Ask pupils to sing the song

- Invite some of them come to the board

to role play, the rest of the pupils willsing

Option 2: Play game Sit down, please!

the powerpoint for Unit 11 – lesson 2 –period 3.

work

Activity 1 Look, listen and repeat 8 minutes

a Goal: To understand and correctly repeat the sentences in two

communicative contexts (pictures) to to ask and answerquestions about the age of a family member

b Input: Context a: Ben: This is my sister Minh: How old is she?

Ben: She’s thirteen years old.

Context b: Linh: How old is your brother? Bill: He is

twenty years old Linh: Are you sure?

c Outcome: Pupils can understand and correctly repeat the sentences

in two communicative contexts to ask and answerquestions about the age of a family member

d Procedure: Step 1: Have pupils look at Pictures a and b

and identify the characters in the pictures

Step 2: Ask pupils to look at Picture a Play

the recording for them to listen Play therecording again, sentence by sentence, forpupils to listen and repeat Follow the sameprocedure with Picture b Correct theirpronunciation where necessary

Step 3: Play the recording again for pupils

to listen and repeat in chorus sentence bysentence

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 questions

How old is she / your brother? and the

answers She’s thirteen years old / He’s

twenty years old Tell pupils that they are

questions and answers about a familymember

Whole class

Whole classWhole class/ Individual work

Whole class/IndividualworkPair work

Individualwork

Activity 2 Listen, point and say 9 minutes

a Goal: To correctly say the words and use the question and

answer How old is he / she? – He’s / She’s to ask

and answer questions about the age of a family member

b Input: – Picture cues:

a a 12-year-old girl

a twelve b fourteen c eighteen d nineteen

A: How old is she? A: How old is he? B: She’s twelve B: He’s fourteen.

c Outcome: Pupils can correctly say the words and use question and

answer How old is he / she? – He’s / She’s to ask

and answer questions about the age of a family member

d Procedure: Step 1: Have pupils look at the pictures

and elicit the ages of family members

Step 2: Have pupils point at Picture a (a

girl of twelve years old), listen to therecording and repeat the word (twelve)

Follow the same procedure with the otherthree pictures

Have the class repeat the words a fewtimes

Step 3: Point at the bubble and have

pupils listen and repeat after therecording (How

old is she?) Point at Picture a and havepupils listen and repeat after therecording (She’s twelve.) Follow thesame procedure with the other threepictures

Step 4: Have pairs practise asking and

answering the question How old is he /

she? – He’s / She’s .

Step 5: Invite a few pairs to point at the

pictures and say the questions andanswers in front of the class

Game: Slap the board

Divide the class into four teams Stick thepictures of activities on the board Teachersays a sentence, a pupil from each team has

to point/slap the right picture and says the

Whole class/Individualwork

Whole class/Individualwork

Whole class/Individualwork

Individualwork

Group work

sentence again The one says faster will getpoints

Activity 3 Let’s talk 8 minutes

a Goal To enhance the correct use of How old is he / she? – He's

/ She's to ask and answer questions about the age

of a family member

b Input – Picture cue: Ben and his sister, Linh and her brother are

playing in the playground

– Speech bubbles: How old ? – .

c Outcome Pupils can enhance the correct use of How old is he /

she? – He's / She's to ask and answer questions

about the age of a family member

d Procedure Step 1: Draw pupils’ attention to the

picture Tell them about the activity Askquestions to help them understand the

context (see Input).

Step 2: Put pupils into pairs and

encourage them to ask and answerquestions using the target patterns Goaround the classroom to offer supportwhere necessary

Step 3: Invite some pairs to stand up to

perform their exchanges

Conversations Game:

Matching game

Using pictures and flashcards, get 3pupils hold the pictures and 3 more holdthe sentences Ask them to find andmatch Praise the ones who finish thematching Then ask the class to look andsay aloud

Whole class/Individualwork

Group work

Individualwork

Individualwork/ Wholeclass

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at

the words in the picture and repeat afterthe recording

Option 2:

Game: Sentence Puzzle

Whole class

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 game “ Solar system” in

the powerpoint for Unit 11 – Lesson 2 –

Language focus: By the end of the lesson, pupils will be able to:

- correctly pronounce the sounds of the letters o and ure in isolation,

in the words old and sure and in the sentences How old is your brother? and Are you sure?

- use the words mother, father, brother, sister, and numbers from 11 – 20 related to the topic “My family”;

- use Who’s this / that? – It’s my _ to ask and answer questions

about a family member;

- use How old is he / she? – He’s / She’s _ to ask and answer

questions about the age of a family member;

- listen to and demonstrate understanding of simple communicativecontexts in relation to the topic “My family”;

- read and write about family members and their ages;

- collect a picture of their family and show to the class

Listening: listen and recognize someone, then repeat

Critical Thinking: talk about someone

Oral Communication: speak about someone, ask and answer the questions

Written Communication: practice writing about school thingsSelf-control & independent learning: perform listening tasksCommunication and collaboration: work in pairs or groupsProblem-solving and creativity: answer comprehension questions afterreading the story

Sociability: talk to each other, say good words to others

Attributes: Kindness: help partners to complete learning tasks

Diligence: complete learning tasksHonesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skillsSecure and Organized: keep school things in the right ways

II RESOURCES AND MATERIAL:

- Student’s book Page 9

Greet the class

Option 1: Sing the song in Unit 10, Lesson 1.

- Ask pupils to sing the song

- Invite some of them come to the board to roleplay, the rest of the pupils will sing

Option 2: Play game Sit down, please! (Unit

11, Lesson 1)

- Ask pupils give instructions for his / her group

to act out

- Give point for the groups and encourage them

Option 3: Play game in the powerpoint for Unit

11 – Lesson 2 – Period 4

Whole class

Group work

Individualwork/ Groupwork

Activity 4 Listen and number 8 minutes

a Goal: To listen to and understand four communicative contexts in

which pupils ask their teachers for permission

b Input: Picture cues:

c Outcome: Pupils can listen to and understand four communicative contexts

in which characters ask and answer questions about different people’s ages

Key: 1 a 2 d 3 b 4 c

d Procedure: Step 1: Draw pupils’ attention to the pictures Tell

them about the activity Elicit the age in eachpicture Play the recording for pupils to listen Playthe recording again for pupils to do the task Play therecording a third time for them to check theiranswers

Step 2: Tell pupils to swap books with a partner,

then check answers as a class Write the correctanswers on the board for pupils to correct theiranswers

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 andrepeat in chorus Correct their pronunciation wherenecessary

Whole class

Whole class/IndividualworkWhole class/IndividualworkPair workIndividualwork

Activity 5 Look, complete and read 9 minutes

a Goal: To complete four gapped dialogues with the help of picture cues

b Input: – Four picture cues

– Four gapped dialogues

c Outcome: Pupils can complete four gapped dialogues with the help of

picture cues

Key: 1 eleven 2 twelve 3.old; eighteen 4 How old; fifteen

d Procedure: Step 1: Have pupils look at the pictures Remind

them to pay attention to the cakes with candles

or numbers

Step 2: Have pupils look at the four incomplete

dialogues Draw their attention to the missingwords in the sentences

Step 3: Model with Picture 1 Have pupils look

at the sentence Ask them what is missing in theanswer (eleven) Then have them complete thegap

Step 4: Follow the same procedure with Pictures

2, 3, 4 Draw the pupils' attention to gaps

Step 5: Have pupils complete the sentences

individually and ask a few pupils / pairs to readthem aloud

Game: Slap the board

Divide the class into four teams Stick the pictures

of activities on the board Teacher says a sentence, apupil from each team has to point/slap the rightpicture and says the sentence again The one saysfaster will get points

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Individualwork

Group work

Activity 6 Let’s play 8 minutes

a Goal To review vocabulary related to the topic “My family” by

playing the game Board race.

b Input – Vocabulary list

– Board and pens/ chalk – Prizes

c Outcome Pupils can play the game Board race to reinforce the learning of

words and phrases related to the topic “My family”

d Procedure Step 1: Tell the pupils the goal of the game and

how to play it Ask them to revise all vocabularylearnt in Unit 11

Step 2: Invite two groups of four pupils to the

front of the class to demonstrate the game Twopupils play in each round, one from each group

Step 3: Give the pupils time to play the game in

two groups of four Circulate round the classduring the activity and offer help where

Whole class/Individualwork

Group work

Individualwork

Extension: Divide the class into two groups.

Use the words in the game to get each group totake turns writing as many words relatedto“Family”and“Numbers”in the correctcolumns

Round-up: Tell pupils what they are able to

gain from playing the game Each competitivepair has 30 seconds to write as many words aspossible in their column

Game:

Matching game

Using pictures and flashcards, get 3 pupils holdthe pictures and 3 more hold the sentences Askthem to find and match Praise the ones whofinish the matching Then ask the class to lookand say aloud

Individualwork/ Wholeclass

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem, have pupils look at the words in

the picture and repeat after the recording

Option 2:

Game: Sentence Puzzle

Divide the class into groups of four Give eachgroup a sentence that is broken/cut in to pieces

Ask them to arrange them to make a completesentence, then read it aloud

The group makes it first will be the winner

Option 3: Play game in the PowerPoint for Unit

11 –Lesson 2 – Period 4

Whole class

Group work

., 2022

Unit 11: MY FAMILY Lesson 2 – Period 4

I OBJECTIVES

Language focus: By the end of the lesson, pupils will be able to:

- to understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about the job of a family member

- to correctly say the words and use What’s his / her job? – He’s / She’s _ to ask and answer questions about someone’s job

- to enhance the correct use of What’s his / her job? – He’s / She’s _ to ask and answer questions about someone’s job in a freer context

Listening: listen and recognize the jobs, then repeat

Critical Thinking: talk about jobs

Oral Communication: speak about jobs, ask and answer the questions

Attributes: Responsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skills

II RESOURCES AND MATERIAL:

- Student’s book Page 12

Warm-up and review: 5 minutes

Greet the class

Option 1: Sing the song in Unit 11, Lesson 1.

- Ask pupils to sing the song

- Invite some of them come to the board to roleplay, the rest of the pupils will sing

Whole class

Option 2: Game: Memory game

Review the previous lesson by having the class

play the Memory game, using the words:

mother; father; sister; brother.

Step 1: Divide class into 2 teams.

Step 2: Each pupil from each team go to the

front and touch 2 squares If they match the rightword with picture, one point for his/her team

Step 3: Encourage pupils join in the game.

Step 4: Give point for pupils.

Group work

Activity 1 Look, listen and repeat 8 minutes

a Goal: To understand and correctly repeat the sentences in two

communicative contexts (pictures) to ask and answer questions about the job of a family member

b Input: - Context a: Minh: This is my mother Lucy: What’s her job?

Minh: She’s a doctor.

- Context b: Lucy: This is my father Minh: What’s his job?

Lucy: He’s a teacher.

c Outcome: Pupils can understand and correctly repeat sentences in two

communicative contexts to ask and answer questions about the job of a family member

d Procedure: Step 1: Draw pupils’ attention to the pictures Point

at each picture, ask questions to help them identifynames of the speakers in the pictures

Step 2: Play the recording for Picture a Play the

recording again for them to listen

Step 3: Play the recording again, sentence by

sentence, for pupils to listen and repeat individuallyand in chorus Correct their pronunciation wherenecessary Repeat the same procedure with Picture

b.

Step 4: Invite a few pairs to the front of the

classroom to listen and repeat the sentences in therecording

Step 5: Draw pupils’ attention to the question

What's her job? and What's his job? and the

answers She's a doctor and He's a teacher Tell

pupils that they are questions and answers to askabout someone's job

Activity 2 Listen, point and say 9 minutes

a Goal: To correctly say the words and use What's his / her job? – He’s /

She’s to ask and answer questions about someone’s job.

b Input: - Picture cues: a a doctor b a driver c a teacher d a worker

- Speech bubbles: What’s his / her job? – He’s / She’s

- Flash cards: doctor, driver, teacher, worker

Audio script:

a a doctor b a driver c a teacher d a worker

A: What’s her job?

B: She’s a doctor

A: What’s his job?

B: He’s a driver

c Outcome: Pupils can correctly say the words and use What’s his / her job?

– He’s / She’s to ask and answer questions about

someone’s job

d Procedure: Step 1: Have pupils look at the pictures and

elicit the jobs

Step 2: Have pupils point at Picture a (a doctor),

listen to the recording and repeat the word

Repeat the same procedure with the other threepictures Have the class repeat the words a few

times Hold up the flash cards for doctor, driver,

teacher and worker and have pupils say the

words

Step 3: Point at the bubble and have pupils

listen and repeat after the recording (What’s her

job?) Point at Picture a and have pupils listen

and repeat after the recording (She's a doctor.)

Repeat the same procedure with the other threepictures

Step 4: Give pupils time to practise asking and

answering the question What's her / his job?

Remind them that they can use any of the fourpictures to point, ask and answer the question

Go around the classroom to offer support

Step 5: Invite a few pairs to point at the

pictures, ask and answer the question in front ofthe class

Whole class/ Individual workWhole class/ Individual work

Whole class

Pair work

Pair workGroup work

Game: Listen and choose

Let the pupils listen to the recording, thenchoose the correct picture

This game can be played in groups to make itmore interesting

Activity 3 Let’s talk 8 minutes

a Goal To enhance the correct use of What's his / her job? – He’s /

She’s to ask and answer questions about someone's job

in a freer context

b Input – Picture cues: a family of four people

– Speech bubbles: What’s his / her job? – He’s / She’s – Flash cards for doctor, driver, teacher and worker

c Outcome Pupils can enhance the correct use of What's his / her job? –

He’s/ She’s to ask and answer questions about

someone's job

d Procedure Step 1: Hold up the flash cards for doctor,

driver, teacher and worker to elicit the question

and answer about his or her job Have pupilslook at the picture Point at the adults in the

picture and elicit mother and father and the questions What’s his job? and What’s her job?

Step 2: Give pupils time to practise in pairs.

One pupil asks the question What's his / her

job? and the other answers He’s/She’s .

Go around the classroom to offer support

Step 3: Invite some pairs to the front of the class

to perform their conversations

Game: Look and say

Ask 2 pupils to look at the pictures and practicespeaking the structure of the lesson

1 pupil asks, the other answers the question

(This can be more interesting when teacher letspupils play rock, scissors, paper Who wins willask, the other has to answer)

Whole class/ Individual work

Group work

Individual workIndividual work/group work

Fun corner and wrap up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the

words in the picture and repeat after the

Whole class

Option 2:

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

Option 3: Preparation for the project:

Tell pupils about the project on page 15 Ask

them to prepare a mind map to introduce the

jobs of their family members They need to

prepare the sentences that they are presenting In

Lesson 2, Period 4, remind pupils of what they

need to prepare for the project

Group work

Whole class

I OBJECTIVES

Language focus: By the end of the lesson, pupils will be able to:

- to listen to and understand two communicative contexts to ask and answer questions about the jobs of family members and tick the correct pictures

- to complete the two gapped sentences and two gapped dialogues with the help of the picture cues

- to sing the song My mother and my father with the correct melody and

Listening: listen and recognize the jobs, then repeat

Oral Communication: speak about jobs, ask and answer the questions.Reading skill: Look, complete and read

Self-control & independent learning: perform listening tasks

Attributes: Kindness: help partners to complete learning tasks

Diligence: complete learning tasksLeadership: collaborate with teachers to enhance language skills

., 2022

Unit 12: Jobs Lesson 1 – Period 1

II RESOURCES AND MATERIAL:

- Student’s book Page 13

Greet the class

Option 1: Game: Throw the ball

Step 1: Divide the class into 2 teams

Step 2: Stick the pictures of activities on the board.

Teacher says a word, a pupil from each team has topoint/throw the ball to the right picture and says theword three times The one says faster will get points

Step 3: Encourage pupils take part in the game.

Step 4: Give point for pupils

Option 2: Game: Spelling Bee

Review the previous lesson by having the classplay the game Spelling Bee, using the words:

doctor, teacher, driver, worker.

Step 1: Divide class into 4 teams Step 2: Each pupil from each team has to go to

the front and choose one letter The team canguess correct word will have 2 points

Step 3: Encourage pupils join in the game.

Step 4: Give point for pupils

Whole class

Group work

Activity 1 Listen and tick 8 minutes

a Goal: To listen to and understand two communicative contexts to ask

and answer questions about the jobs of family members and tick the correct pictures

b Input: – Picture cues: 1a a teacher 1b a worker 2a a doctor 2b a

c Outcome: Pupils can listen to and understand two exchanges to ask and

answer questions about the jobs of family members and tick the correct pictures

Key: 1.a 2.b

d Procedure: Step 1: Have pupils look at Pictures 1a and 1b.

Elicit the word for the job in each picture Play therecording of the first exchange Play the recordingagain for pupils to do the task Play the recording athird time to give pupils another listening

opportunity Repeat Step 1 with Pictures 2a and 2b.

Step 2: Get pupils to swap books with a partner,

then check answers as a class Write the correctanswers on the board

Extension: If time allows, play the recording,

sentence by sentence, for the class to listen andrepeat individually and in chorus Correct theirpronunciation if necessary

Game: Listen and choose A or B

There are 2 pictures A, B Pupils listen to therecording and choose the correct one

This can be played in groups to make it moreinteresting

Whole class

Whole classPair workIndividual work

Whole class /Group work

Activity 2 Look, complete and read 9 minutes

a Goal: To complete the two gapped sentences and two gapped

dialogues with the help of the picture cues

b Input: – Four picture cues

– Four gapped sentences and two gapped dialogues

c Outcome: Pupils can complete the two gapped sentences and two gapped

dialogues with the help of picture cues

Key: 1 a doctor 2 a teacher 3 a worker 4 a driver

d Procedure: Step 1: Have pupils look at the pictures and

identify the jobs in the pictures

Step 2: Have pupils look at the four incomplete

sentences and dialogues Draw their attention tothe missing words in the sentences

Step 3: Model Picture 1 Have pupils look at the

sentence Ask them what is missing in the

sentence (a doctor) Then have them look at the

picture and identify the job Have them completethe gap (She's a doctor) Repeat the same

procedure with Pictures 2, 3 and 4.

Step 4: Have pupils complete the sentences and

dialogues individually Get pupils to swap bookswith a partner, then check the answers as a class

Ask a few pairs to read the sentences anddialogues aloud

Game: Role play Step 1: Divide class into 2 teams.

Step 2: Invite each pupil from each team go to

the board and practice “What’s her/ his job? –

She’s/ He’s .” (This can be more

interesting when teacher lets pupils play rock,scissors, paper Who wins will ask, the other has

to answer)

Step 3: Encourage pupils practice speaking.

Step 4: Give points for pupils.

Whole class/ Individual workWhole class/ Individual workWhole class

Pair work

Group work

Activity 3 Let’s sing 8 minutes

a Goal To sing the song My mother and my father with the correct

melody and pronunciation

b Input The lyrics and the recording of the song My mother and my

father.

c Outcome Pupils can sing the song My mother and my father with the

correct melody and pronunciation

d Procedure Step 1: Have pupils look at the pictures

illustrating the song lyrics and say what they can

see in the pictures Elicit the words worker and

driver

Step 2: Play the recording and ask pupils to clap

their hands when they hear the words mother and father Play the recording again for the class

to listen and clap their hands Play the recordingagain and ask pupils to do the TPR actions for

worker and driver when they hear the words worker and driver Play the recording again for

the class to listen and clap their hands

Step 3: Play the recording line by line for pupils

to listen and repeat Correct their pronunciationwhere necessary

Step 4: Play the recording a few times for them

to practise singing, clapping and doing theactions while singing

Extension: Put pupils into groups and have

them make up their own actions for the song

Invite groups to the front of the class to performwhile the rest of the class sings and/ or clapsalong Encourage the class to praise or cheer theperformers

Game: Sing and dance Step 1: Divide class into 4 teams.

Step 2: Set rules: sing and do Play the music

for pupils to sing and do the action Then stopthe music, students stop doing Who cannotmake it have to sit down Teams have morestudents and dance more beautifully is winner

Step 3: Encourage pupils to sing and dance.

Step 4: Give points for pupils.

Whole class/ Individual work

Group work

Individual work

Individual work/ Whole class

Team work

Fun corner and wrap up: 5 minutes

Option 1:

Using sachmem, have pupils look at the words

in the picture and repeat after the recording

Option 2: Game: Sentence Puzzle Step 1: Divide the class into groups of four

Whole class

Group work

Step 2: Give each group a sentence that is cut in

to pieces Ask them to arrange them to make acomplete sentence, then read it aloud

Step 3: The group makes it first will be the

winner

Step 4: Encourage pupils join in the game Step 5: Give points for pupils.

BOARD PRESENTATION

., 2022

Unit 12: Jobs Lesson 1 – Period 2

1 Listen and tick:

1 a 2 b

2 Complete and read:

1 a doctor 2 a teacher

3 a worker 4 a driver

I OBJECTIVES

Language focus: By the end of the lesson, pupils will be able to:

- to understand and correctly repeat the sentences in two communicativecontexts (pictures) to ask and answer questions about someone’s job

- to correctly say the words and use Is he / she ? and Yes, he / she is.

/ No, he / she isn’t to ask and answer questions about someone’s job.

To enhance the correct use of Is he / she ? – Yes, / No, to askand answer questions about someone’s job in a freer context

Listening: listen and recognize the jobs, then repeat

Critical Thinking: ask and answer about jobs

Self-control & independent learning: perform listening tasks

Attributes: Honesty: tell the truth about jobs and other things

Leadership: collaborate with teachers to enhance language skills

II RESOURCES AND MATERIAL:

- Student’s book Page 14

activities Warm-up and review: 5 minutes

Greet the class

Option 1: Sing the My mother and my father

song

- Ask pupils to sing the song

- Invite some of them come to the board to roleplay, the rest of the pupils will sing

Option 2: Game: Simon says

Review the previous lesson by having the classplay the game Simon says, using the words:

doctor, teacher, driver, worker.

Teacher says “Simon says” for the pupils to dothe action, when teacher doesn’t say, pupils donothing Who can make it until the end is thewinner

- Simon says be a teacher

- Be a cook

- Simon says be a cook

- Simon says be a nurse

- Simon says be a farmer

- Be a singer

- Simon says be a singer

Whole class

Whole class

Activity 1 Look, listen and repeat 8 minutes

a Goal: To understand and correctly repeat the sentences in two

communicative contexts (pictures) to ask and answer questions about someone’s job

b Input: Context a: Bill: Is she a worker? Linh: Yes, she is

Context b: Bill: Is he a doctor? Linh: No, he isn’t He’s a nurse.

c Outcome: Pupils can understand and correctly repeat the sentences in two

communicative contexts to ask and answer questions about someone’s job

d Procedure: Step 1: Have pupils look at Pictures a and b and

elicit the names of the speakers and the people in thepictures

Step 2: Have pupils look at Picture a Play the

recording again for them to listen

Whole class

Whole class

Step 3: Play the recording again, sentence by

sentence, for pupils to listen and repeat individuallyand in chorus Correct their pronunciation wherenecessary Repeat the same procedure with Picture

b.

Step 4: Invite a few pairs to the front of the

classroom to listen and repeat the sentences in therecording

Step 5: Draw pupils’ attention to the questions Is

she a worker? and Is he a doctor? and the answers Yes, she is and No, he isn’t Tell pupils that they are

questions and answers to ask about someone’s job

Pair work

Individual work

Activity 2 Listen, point and say 9 minutes

a Goal: To correctly say the words and use Is he / she ? and Yes,

he / she is / No, he / she isn’t to ask and answer questions about

a a cook / yes b a farmer / yes

c a cook / no / a singer d a farmer / no / a nurse

A: Is he a cook? A: Is she a cook?

B: Yes, he is B: No, she isn’t She’s a singer

c Outcome: Pupils can correctly use Is he / she ? – Yes, he / she is / No,

he / she isn’t to ask and answer questions about someone’s job.

d Procedure: Step 1: Have pupils look at the pictures and

elicit the jobs

Step 2: Have pupils point at Picture a (a cook),

listen to the recording and repeat the word

Repeat the same procedure with the other threepictures Have the class repeat the words a few

times Use the flash cards for cook, farmer,

singer and nurse to elicit the words.

Step 3: Point at Picture a and ask the question Is

he a cook? Elicit the answer Yes, he is

Whole class

Whole class/ Individual work

Whole class

Continue with Picture c to elicit the answer No,

she isn't Have pupils listen and repeat after the

recording

Step 4: Hold up a flash card and ask a question.

Complete the question with different words for

jobs to elicit Yes, she/he is or No, she/he isn’t.

Then have the class repeat the answer

Step 5: Have pairs use the pictures in their

books to ask and answer questions Go aroundthe classroom to offer support

Step 6: Invite a few pairs to point at the pictures

and make a dialogue

Game: Listen and choose

Pupils listen to the recording, look at the picture,then choose the answer (Yes or No)

This game can be played in groups

Each group has a board to write the answer

Groups have the correct answer will have points

Encourage pupils to say the sentences aloudafter checking the answer

Pair work

Pair work

Group work

Activity 3 Let’s talk 8 minutes

a Goal To enhance the correct use of Is he / she ? – Yes, / No,

to ask and answer questions about someone’s job in a freercontext

b Input – Four pictures showing four jobs

– Speech bubbles: Is he / she ? – Yes, / No, – Flash cards for farmer, nurse, singer and cook

c Outcome Pupils can enhance the correct use of Is he / she ? – Yes, /

No, to ask and answer questions about someone’s job in a

freer context

d Procedure Step 1: Hold up the flash cards to elicit the jobs.

Have pupils look at the pictures Point atpictures and elicit the jobs Point at a certainperson in the picture and elicit the missingwords in the gapped bubbles

Step 2: Give pupils time to take turns practising

the questions and answers in pairs Go aroundthe classroom to offer support

Whole class/ Individual work

Group work