G3 - Week 29 + 30

WEEK 29
School: Bach Long Primary School

Grade: 3
Teacher: Ha Thi Hong Hanh
Date of teaching: 01/4/2024
Attendance: ____________________
Unit 17: OUR TOYS

Lesson 1 – Period 2
I. OBJECTIVES:
Language: By the end of the lesson, pupils will be able to:
- use the words car, kite, train, plane in relation to the topic “Our toys”;
- listen to and understand four communicative contexts in which pupils
identify someone’s toys and number the correct pictures.
- complete four target sentence patterns with the help of picture cues.
- 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 hoclieu.vn
- Flash cards/ pictures and posters (Unit 17)
- Computer, projector, …
III. Warm-up and review – Listen and number – Look, complete and read
PROCEDURE – Let’s sing – Fun corner and wrap-up.
Procedur Pupils’ Note

Teacher’s activities
e activities
Warm-up and review: 5 minutes
Greet the class.

Option 1: Sing the song of Unit 16 - Lesson 1. Whole
- Ask pupils to sing with the audio recording. class
- Invite some of them to 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, Group
using the words: kite, car, plane, train. work
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 point for his/ her team.
Step 3: Encourage pupils to join in the game.
Step 4: Give points to pupils.
PRACTICE
Activity 4. 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. Pupils can listen to and understand four communicative contexts in which pupils
Outcome: identify someone’s toys and number the correct pictures.
Key: 1. b 2. d 3. c 4. a
d. Step 1: Draw pupils’ attention to the pictures. Elicit the toys the Whole class
Procedure characters are holding in the pictures.
: Step 2: Play the recording for pupils to listen. Play the recording Whole class
again for pupils to do the task. Play the recording a third time to
give pupils another listening opportunity.
Step 3: Get pupils to swap books with a partner, then check Pair work/
answers as a class. Write the correct answers on the board for Whole class
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 Whole class
chorus. Correct their pronunciation where necessary. If they
repeat well, praise them.
Game time: Listen and choose. Group work

- 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 get 1 point.
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal: To complete four target sentence patterns with the help of picture cues.
b. Input: Four picture cues and four incomplete sentence patterns to complete.
c. Pupils can complete four target sentence patterns with the help of picture cues.
Outcome: Key: 1. car 2. a kite 3. He has 4. has two
d. Step 1: Draw pupils’ attention to the first picture. Ask them to Whole class
Procedure identify the toy he has (a car).
: Step 2: Write 1. He has a _____. on the board. Draw pupils’ Whole class/
attention to the gap in the sentence and say what they have to do. Individual
Encourage pupils to complete the sentence. Go around the work
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 Whole class
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 Individual
completed sentences. Correct their pronunciation where work
necessary.
Guessing Game:
Step 1: Divide the class into four teams. Group work
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.
PRACTICE
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. Pupils can sing the song Their toys with the correct pronunciation and melody.
Outcome:
d. Step 1: Draw pupils’ attention to the title and lyrics of the song. Whole class/
Procedure Encourage them to point at the pictures to reinforce their Individual
: understanding. work
Step 2: Play the recording all the way through for pupils to listen Group work
to the whole song. Encourage them to listen carefully to the
pronunciation and the melody.
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 sing
along.
Step 5: Introduce actions for pupils to do while singing along
with the recording. Whole class/
Extension: Put pupils into groups to make up their own actions Group work
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 2: Ask each team to stand up, then sing and dance. The team
that sings and dances the most beautifully will get points.
Step 3: Encourage pupils to join in this activity.
Step 4: Give points to the teams.
Fun corner and wrap-up: 5 minutes
Option 1: Whole class
Use hoclieu.vn, have pupils look at the words in the pictures of
the lesson and repeat after the recordings to consolidate the
lesson.
Option 2: Game: Sentence puzzle
Step 2: Invite 1 pupil from each team to come to the front to look Group work
at the clues then rearrange the words in order to make a sentence.
Have the pupil quickly say aloud the sentence. If it is correct,
give points to that team.
Step 3: Encourage pupils to practise speaking English.

Grade: 3
Date of teaching: 01,02/4/2024
Attendance: ____________________
Unit 17: OUR TOYS

I. OBJECTIVES:
- understand and correctly repeat the sentences in two communicative
contexts (pictures) to identify someone’s toys that some people have.
- correctly say the words and use They have _____. to talk about the
quantity of toys that some people have.
- enhance the correct use of They have _____. to talk about the quantity of
toys that some people have in a freer context.
competencies:
Communication and collaboration: work in pairs or groups.
- Teacher’s guide Pages 213, 214, 215
III. Warm-up and review – Look, listen and repeat – Listen, point and say
PROCEDURE – Let’s talk – Fun corner and wrap-up.
Procedur Pupils’ Note

Teacher’s activities
e activities
Greet the class.

Option 1: Sing the song Their toys in Lesson 1. 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: Toys game
Review the previous lesson by having the class play the
game, using the words: kite, doll, car, train, plane. Group work
Step 2: Have the pupils to look at the pictures on the screen
and say aloud the word. The fastest pupils with the correct
answer will get points for their teams.
Step 3: Encourage pupils to participate in the game.
EXPLORATION
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. Pupils can understand and correctly repeat the sentences in two communicative
Outcome: contexts (pictures) to talk about the quantity of toys that some people have.
d. Step 1: Have pupils look at Pictures a and b and identify the Whole
Procedure: characters in the pictures. class
Step 2: Ask pupils to look at Picture a. Play the recording for them to
listen. Whole
Step 3: Play the recording again for pupils to listen and repeat class
individually and in chorus. Correct their pronunciation where
necessary. Repeat the same procedure with Picture b. Whole
Step 4: Invite a few pairs to the front of the classroom to listen to and class
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 Pair
about the quantity of toys that some people have. work
Whole
class
KNOWLEDGE CONSTRUCTION
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 Picture a. Elicit the Whole class
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 confident. Repeat the same
procedure with Pictures b, c and d. Whole class/
Step 2: Draw pupils’ attention to the speech bubble. Tell Individual
them that They have _____. is used to talk about the work
quantity of toys that some people have. Ask pupils to
look at the bubble and Picture a. Play the recording for
them to listen to and repeat the sentence several times.
Follow the same procedure with the other three pictures. Pair work
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 Individual
offer support. work
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 Group work
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 the correct answer gets one point for
their team.
Step 3: Encourage pupils to take part in the game.
Step 4: Give point to pupils.
PRACTICE
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 picture. Whole class/
Ask questions to help them identify the context (see Individual
Input). Draw pupils’ attention to the bubble used to talk work
about the quantity of toys that some people have. Have
them identify what is missing in the sentence. Check
comprehension. Group work
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 the classroom to offer Group work
support.
Step 3: Invite some groups to the front of the class to
perform their talk. Praise them if they perform well.
Use hoclieu.vn, have pupils look at the pictures of the
lesson and repeat after the recordings.
Option 2: Game: What comes next? Group work
Step 2: Invite 1 pupil from each team to come to the
board, look and choose the correct option, then say the
word out loud. If it is correct, give points to the teams.
Grade: 3
Date of 02,05/5/2024
teaching: ____________________
Attendance:
Unit 17: OUR TOYS
I. OBJECTIVES:
- 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.
- complete four sentences with the help of picture cues.
- review vocabulary words for toys by playing Kim’s game.
competencies:
General Listening: listen and recognize the toys, then repeat
competences: Critical thinking: talk about toys
Oral communication: ask and answer the questions about toys
- Audio Tracks 70
III. Warm-up and review – Listen and tick – Look, complete and read –
PROCEDURE Let’s play –
Fun corner and wrap-up.
Pupils’ Note
Procedure Teacher’s activities
activities
Greet the class.

Option 1: Sing the chant on page 44. Whole class
Option 2: Game: What are missing?
Review the previous lesson by having the class play the
game with the words: kite, car, plane, train, truck, ship, bus,
teddy bear. Group work
Step 2: Have pupils look at the pictures. Invite pupils to
find out which ones are missing. The fastest pupils to have
the correct answer get points.
PRACTICE
Activity 4. 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 contexts in which
Outcome: 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 and 1b. Whole class/
Procedure: Elicit the quantity of toys that the boys have in each picture. Individual
Play the recording for Question 1. Play the recording again work
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. Pair work
Step 2: Tell pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the board. Whole class/
Step 3: Play the recording again for the pupils to double- Individual
check their answers. Whole class
sentence, for the class to listen and repeat in chorus. Correct
their pronunciation where necessary.
PRACTICE Activity 5. 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 cues.
Outcome: Key: 1. buses 2. two ships
3. three dolls 4. have two teddy bears
d. Step 1: Draw pupils’ attention to the first picture. Ask them Whole class
Procedure: to identify the quantity of toys in the picture (three buses).
Step 2: Write the incomplete sentence 1. Ben and Nam have
three _____. on the board. Draw pupils’ attention to the gap Whole class/
in the sentence and say what they have to do. Encourage Individual
pupils to complete the sentence. Go around the classroom work
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 Individual
the answer. work/ Whole
Step 3: Give pupils time to complete Sentences 2, 3 and 4 class
individually. Write each sentence on the board and check Individual
answers as a class. work
Step 4: Invite a few pupils to stand up and read aloud the
completed sentences. Correct their pronunciation where Group work
necessary.
Extension: Ask pupils to look at the pictures, then read the
sentences carefully and choose the best answer. This game
can be played in groups to make it more interesting.
PRODUCTION Activity 6. 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 Kim’s game.
Outcome:
d. Step 1: Elicit the language that pupils need to name the Whole class/
Procedure: toys. Individual
Step 2: Tell the pupils the goal of the game and how to play work
it: Pupils should look at the cards carefully and recall their
names and positions successfully. Group work
Step 3: Divide the class into two teams.
Step 4: Display both sets of cards face up on the board. Group work
Give pupils two minutes to memorise their sets. Turn the
cards face down on the board. Explain that when you say a
word, a nominated pupil from each team must 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. Group work
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.

Option 1: Whole
Use hoclieu.vn, have pupils look at the words in the picture of of the lesson and class
repeat after the recording.
Option 2:
Game: Making sentences
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. Group
If he/ she says it correctly, his/ her team will have points. work

Grade: 3
Attendance: ____________________
Unit 17: OUR TOYS

I. OBJECTIVES:
- 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.
- identify the target words kite and toy while listening.
- say the chant with the correct rhythm and pronunciation.
competencies:
- Audio Tracks 71, 72, 73
III. Warm-up and review – Listen and repeat – Listen and circle –
PROCEDURE Let’s chant – Fun corner and wrap-up.
Pupils’ Note
activities
Greet the class.
Option 1: Sing the chant on page 44. Whole
- Ask pupils to sing the song. class
Option 2:
Game: Chasing the thief
Review the previous lesson by having the class play the game Group
with the words: kite, plane, doll, train, bus, car, ship. work
Step 2: Invite 1 pupil to go to the board and look at the
picture, then say aloud which one is missing.
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. Pupils can correctly repeat the sounds of the letters i and oy in isolation, in
Outcome: 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. Step 1: Draw pupils’ attention to the letter i, the word kite and Whole
Procedure: the sentence She has a kite. Play the recording and encourage class
them to point at the letter / word / sentence while listening.
Step 2: Play the recording again and encourage pupils to listen
and repeat. Do this several times until pupils feel confident. Whole
Correct their pronunciation where necessary, and praise them class
when their 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 Pair work/
front of the class. If they perform well, praise them. Group
work
PRACTICE
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. Pupils can identify the words kite and toy while listening.
Outcome: Key: 1. c 2. b
d. Step 1: Draw pupils’ attention to the sentences and the gap-fill Whole class
Procedure: options (as mentioned in Input). Explain what pupils have to do.
Check comprehension.
Step 2: Play the recording for pupils to listen. Play the recording Whole class
again for pupils to listen and circle the correct 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. Whole
Step 4: Play the recording again for pupils to double-check their class/
answers. Individual
Extension: Game: Listen and choose.
Ask pupils to look at the pictures, then listen to the sentences
carefully and choose the best answer. This game can be played in
groups to make it more interesting.
PRACTICE
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. Pupils can say the chant with the correct rhythm and pronunciation.
Outcome:
d. Step 1: Draw pupils’ attention to the lyrics of the chant. Check their Whole
Procedure: comprehension. class/
Step 2: Play the recording all the way through for pupils to listen to Individual
the whole chant. Encourage them to listen carefully to the rhythm work
and pronunciation. Draw pupils’ attention to the sounds of the
letters i and oy, the words 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. Group
work

Look and read.
Step 2: Invite each pupil from each team to look at the phonics
words or pictures and say them aloud. The faster pupil with correct
answer will get points for his/ her team. Group
Step 3: Encourage pupils to practise speaking English. work
Bạch Long, ngày 01 tháng 4 năm 2024

Tổ trưởng kí duyệt
WEEK 30

Grade: 3
Attendance: ____________________
Unit 17: OUR TOYS

I. OBJECTIVES:
- read and understand a passage about toys.
- read, understand and complete a paragraph about toys that Lucy has.
- 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: practise writing about toys. (Let’s write)
Attributes: Diligence: complete learning tasks.
Honesty: tell the truth about feelings and emotions.
III. PROCEDURE Warm-up and review – Read and circle a, b, or c – Let’s write –
Project –
Fun corner and wrap-up
Pupils’ Note
activities
Greet the class.

Option 1: Sing the song: Their toys, page 47. Whole class
Ask pupils to sing the song.
Invite some of them to come to the board to role play or do
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 Group work
game, using the words: kite, plane, doll, train, bus, car,
ship.
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 4: Give points to the teams.
PRACTICE
Activity 4. 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. Pupils can read and understand the passage about toys.
Outcome: Key: c
d. Step 1: Draw pupils’ attention to the passage about Linh’s Whole class
Procedure: and Lucy’s toys and read it together as a class.
Step 2: Draw pupils’ attention to the pictures showing their
toys. Have pupils spot the differences between the pictures Whole class
(the quantity of toys in 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 Pair work
answers together as a class.
PRODUCTION
Activity 5. 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. Pupils can read, understand and complete the paragraph about toys that
Outcome: Lucy has.
d. Step 1: Tell the class the goal of this activity: Pupils read Whole class/
Procedure: the passage about Lucy’s toys and fill in the gaps. Individual
Step 2: Have pupils fill in the first gap together as an work
example. Write the first gapped sentence on the board. Ask
them to look at the gap and guess what is missing (the word
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 class. The
class observes and praises their work. Group 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.
PRODUCTION
Activity 6. 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. Pupils can make paper toys and talk about them to the class, using the
Outcome: language learnt.
d. Step 1: Elicit the language needed to do the task: He / She Whole class
Procedure: 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 Group work
the group about them. Check comprehension.
Step 3: Give pupils time to do the task. Encourage them to
decorate their toys. Go around the classroom to offer help
where necessary. Individual
Step 4: Invite some pupils to show and tell the class about work/ Whole
the toys they have made using the language learnt. Have class
pupils display their toys on the classroom walls.
Step 5: If there is not enough time, ask pupils to do the Whole class
project as homework and check by giving pupils time to
share their work in the next lesson.
Game: Look and say.
Step 2: Invite 1 pupil from each team to look at the picture Group work
and say aloud 3 times. The fastest one with the correct
answer will have points for his/ her team.

Grade: 3
Attendance: ____________________
UNIT 18: PLAYING AND DOING

I. OBJECTIVES
contexts to talk about an action in progress;
- correctly say the words and use I’m _____. to identify an action in
progress;
- enhance the correct use of I’m _____. to identify an action in progress in
a freer context.
Core Decision making, teamwork, reliability, motivation, adaptability, problem-
competencies: solving, integrity, communication, planning and organization
General Listening: listen and repeat.
competences: Oral communication: let’s talk.
Self-control & independent learning: perform listening tasks.
Sociability: talk to each other, say good words to others.
Responsibility: appreciate kindness.
Secure and organized: join activities to have fun and relax after busy
working or studying.
Pupils’ Note
activities
Greet the class.

Option 1: Sing the song in Unit 17 - Lesson 1. Whole class
Option 2: Chant and do activities (Unit 17, Lesson 3). Whole class/
- Ask pupils to chant and do the actions along the chant in Group work
Unit 17, Lesson 3 in groups.
- Give points to the groups and encourage them. Group work
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.
EXPLORATION
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. Pupils can understand and correctly repeat the sentences in two
Outcome: communicative contexts to talk about an action in progress.
d. Step 1: Draw pupils’ attention to the pictures. Point at each Whole class
Procedure: picture, elicit the names of the speakers in the pictures.
Step 2: Have pupils look at Picture a. Play the recording Whole class
again for them to listen.
Step 3: Play the recording again for pupils to listen and Whole class/
repeat individually and in chorus. Correct their Individual
pronunciation where necessary. Repeat the same procedure work
with Picture b. Pair work
Step 4: Invite a few pairs to the front of the classroom to
listen to and repeat the sentences in the recording. Individual
Step 5: Draw pupils’ attention to the sentence I’m dancing. work
Tell pupils that it is used to talk about an action in progress.
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. Pupils can correctly say the words and use I’m ________. to identify an
Outcome: action in progress.
d. Step 1: Have pupils look at the picture cues, and elicit the Whole class/
Procedure: actions in progress. Individual
Step 2: Have pupils point at Picture a (writing), listen to the work
recording and repeat the word. Repeat the same procedure Whole class/
with the other three pictures. Have the class repeat the Individual
words a few times. Hold up the flash cards for writing, work
dancing, singing and reading and have pupils say the
words.
Step 3: Point at the speech bubble and have pupils listen Whole class/
and repeat after the recording (I’m writing). Repeat the Individual
same procedure with the other three pictures. work
Step 4: Point at one of the pictures randomly to elicit the Whole class/
sentence or use the flash cards for writing, dancing, singing Individual
and reading to elicit the action and I’m _____. Have pupils work
do the TPR action while saying each sentence.
Step 5: Give pupils time to work in pairs. Remind them that Pair work
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 Individual
the sentences in front of the class. work
Game: Moving matchmaker Group work
- Divide the class into 2 teams: Boys and Girls.
- Call each member to choose one number to show a
picture.
- The pictures will move around the words.
- Pupils have say STOP to match the correct pictures and
words. T clicks the button again to stop the pictures.
- Pupils then say I’m ______.
PRACTICE
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. Pupils can enhance the correct use of I’m _____. to identify an action in
Outcome: progress in a freer context.
d. Step 1: Have pupils look at the picture cue and read the Whole class/
Procedure: gapped speech bubble. Tell them about the activity. Individual
work
Step 2: Give pupils time to practise in pairs, do the action Pair work
and say: I’m _____. in context. Remind pupils to do the
action while saying. Circulate round the class during the
activity and offer help or correct the pronunciation where
necessary. Individual
Step 3: Invite some pupils to the front of the class to act and work
say. Praise them, and get the class to cheer or clap hands if
they do a good job. Group work/
Extension: Pupils can choose a pupil in the picture cue, do Whole class
the action, say I’m _____. to describe an action in progress,
and have other friends guess who they are pretending to do. Group work
Game: Guess what?
T asks some pupils to come to the board and do some
actions to describe words (dancing, singing, writing,
reading) and the others will guess. If pupils can answer
correctly, they will get points for their teams.
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.
Use hoclieu.vn, have pupils look at the words and pictures
of Activities 1, 2 and repeat after the recordings to
consolidate the lesson.
Option 2: Group work
Game: WHERE’S MICKEY?
- Divide the class into 4 teams.
- Decide on the winning overall score for this game (e.g.
20).
- Click on the Mickey sitting on top of the big cubes. He
will fly off and hide in one of the cubes.
- Each team then clicks the small cube in their cloud to
indicate which cube they think Mickey is going to be found
under. Click the big cube to see if Mickey is there.
- The team choosing the correct cube has to say the sentence
with I’m… If they say correctly, they will get points for
their team.
- Then click the ‘NEXT’ sign for the next turn.
- Continue to play until one team achieves the winning
overall score.

Grade: 3
Attendance: ____________________

I. OBJECTIVES
- listen to and understand two communicative contexts about identifying
actions in progress and tick the correct pictures;
- complete the four target sentence patterns with the help of picture cues;
- practise the target vocabulary and sentence patterns by playing the
Miming game.
Core Decision making, teamwork, motivation, adaptability, problem-solving,
competencies: integrity, and initiative.
General Listening: listen and respond by choosing correct answers (tick the correct
competences: one).
Oral communication: sing the song
Written communication: complete the sentences.
Self-control & independent learning: perform listening tasks.
Attributes: Patience: pupils wait for their turns to answer the questions.
Responsibility: appreciate kindness.
- Audio Tracks 76
III. Warm-up and review – Listen and tick – Look, complete and read –
PROCEDURE Let’s play –
Fun corner and wrap-up.
Pupils’ Note
activities
Greet the class.

Option 1: Sing the Hello song. Whole class
- Let pupils do actions (waving, clapping, shaking
hands…). Individual
Option 2: GAME: Hidden Picture work
Teacher asks pupils to choose the numbers to reveal and
guess the pictures behind (words of activities in Lesson 1 -
Period 1). Give points to pupils.
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.
PRACTICE
Activity 4. 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. Pupils can listen to and understand two communicative contexts about
Outcome: identifying actions in progress and tick the correct pictures.
Key: 1. b 2. b
d. Step 1: Have pupils look at Pictures 1a and 1b. Elicit the Whole class/
Procedure: word for the action in each picture. Play the recording of the Individual
first exchange. Play the recording again for pupils to do the work
task. Play the recording a third time for pupils to check their
answers. Repeat the same procedure with the second
exchange. Whole class/
Step 2: Have pupils swap books with a partner, then check Pair work
answers as a class. Write the correct answers on the board. Individual
Step 3: Play the recording again for pupils to double-check work
their answers. Whole class
sentence, for the class to listen and repeat individually and
in chorus. Correct their pronunciation where necessary.
Game: Slap the board Individual
Let pupils listen and read the sentence with I’m _____., then work/ Group
come to the front and slap the correct picture. The one who work
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 playing in groups or teams.
PRACTICE
Activity 5. 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. Pupils can complete the four target sentence patterns with the help of
Outcome: picture cues.
Key: 1. dancing 2. reading 3. singing 4. writing
d. Step 1: Have pupils look at the pictures and identify the Whole class/
Procedure: actions in the pictures. Individual
Step 2: Have pupils look at the 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 sentence (dancing). Then
have them look at the picture and identify the action. Have
them complete the gap (I’m dancing). Repeat the same
procedure with Pictures 2, 3 and 4.
Step 4: Have pupils complete the sentences individually. Whole class/
Get pupils to swap and correct their answers in pairs. Check Pair work
the answers as a class. Ask a few pupils to read the
sentences aloud.
Game: Matching Pairs Group work
Divide the class into two teams.
Each pupil from each team comes to the board, chooses a
card from the left, then chooses one from the right.
If they match, he/ she gets points for the team.
PRACTICE
Activity 6. 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. Pupils can practise the target vocabulary and sentence patterns by playing
Outcome: the Miming game.
d. Step 1: Tell pupils the goal of the game and how to play it: Whole class/
Procedure: Point at the game illustration, point at the girl, do an action, Individual
pretend to be the girl to elicit the word dancing. Then say: work
Yes. I’m dancing. Individual
Step 2: Nominate a pupil to come to the front of the class. work
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. Group work
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.
Option 1: Game: Tic Tac Toe Group work
T divides the class into 2 teams (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 board. Who can write fast and
correctly can mark on “tic tac toe board”.
Option 3: Goodbye and Bye activity
Use goodbye and bye greetings to dismiss the class. Say Whole class
goodbye to individual pupils and have them respond as they
leave.

Grade: 3
Attendance: ____________________

I. OBJECTIVES
contexts to ask and answer questions about an action in progress.
- correctly say the words and use What are you doing? – I’m _____. to ask
and answer questions about an action in progress.
- 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, reliability, motivation,
competencies: 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: join activities to exercise and have fun
Pupils’ Note
activities
Greet the class and encourage pupils to respond to your

greeting.
Option 1: Sing the song of Unit 17. Whole class
Ask pupils to sing the song. Invite some of them to come to
the board to role play and do actions, the rest of the pupils
will sing.
Ask pupils to sing this song with some words covered.
When they finish singing, have the class check the lyrics Group work
together.
Option 2: Game: Remember that!
Divide the class into 4 teams. Have the pupils look at
pictures in 30 seconds and try to remember as many pictures
as they can. Whole class
T asks pupils to write the words they remember on the
board to get points.
Option 3: Game: Pass the ball
Have pupils 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 ______.
EXPLORATION
a. Goal: To understand and correctly repeat the sentences in two communicative
contexts to ask and answer questions about an action in progress.
b. Input: – Context a: Lucy: Hello.

Mai: Hi, Lucy. What are you doing?
Lucy: I’m singing.
– Context b: Bill: Hi, Ben. What are you doing?
Ben: I’m watching TV.
c. Pupils can understand and correctly repeat the sentences in two
Outcome: communicative contexts to ask and answer questions about an action in
progress.
d. Step 1: Have pupils look at Picture a and Picture b. Point at Whole class/
Procedure: each picture, elicit the names of the speakers in the pictures. Individual
Step 2: Have pupils look at Picture a. Play the recording for work
them to listen.
Step 3: Play the recording again for pupils to listen and
repeat individually and in chorus. Correct their
pronunciation where necessary. Repeat the same procedure
with Picture b. Pair work
Step 4: Invite a few pairs to the front of the classroom to
listen to and repeat the sentences in the recording. Individual
Step 5: Draw pupils’ attention to the question What are you work
doing? and the answers I’m singing. and I’m watching TV.
Tell pupils that they are a question and answers to ask an
action in progress.
a. Goal: To correctly say the words and use What are you doing? – I’m _____. to
ask and answer questions about an action in progress.
b. Input: – Picture cues:

a. a girl is playing basketball b. a girl is drawing a picture
c. a girl is watching TV d. a boy is listening to music
– Speech bubbles: What are you doing? – I’m _____.
– Flash cards for playing basketball, drawing a picture, watching TV and
listening to music
Audio script:
a. playing basketball b. drawing a picture
c. watching TV d. listening to music
A: What are you doing?
B: I’m playing basketball.
c. Pupils can correctly say the words and use What are you doing? – I’m
Outcome: _____. to ask and answer questions about an action in progress.
d. Step 1: Have pupils look at the pictures and elicit the Whole class/
Procedure: actions in progress. Individual
Step 2: Have pupils point at Picture a (playing basketball), work
listen to the recording and repeat the phrase. Repeat the
same procedure with the other three pictures. Have the class
repeat the phrases a few times. Hold up the flash cards for
drawing a picture, listening to music, playing basketball and
watching TV and have pupils say the phrases.
Step 3: Point at Picture a, do the TPR action for playing
basketball and have pupils do the action for playing
basketball. Ask: What are you doing? and point at the target
speech bubble to elicit the missing word. Then have the
class repeat the completed sentence a few times: I’m
playing basketball. Have the class repeat the question: What
are you doing? and the answer: I’m playing basketball.
Have pupils listen and repeat after the recording. Repeat the
same procedure with other three pictures. Individual
Step 4: Give pupils time to practise asking and answering work/
the question What are you doing? Remind them that they
can use any of the four pictures to point, ask and answer the
question.
Go around the classroom to offer support. Pair work
Step 5: Invite a few pairs to point at the pictures, ask and
answer the question in front of the class.
Game: Spin and say Individual
T calls some pupils to say the sentences with the pictures work
after they spin the wheel.
T asks: What are you doing?
Pupils answer: I’m _______.
PRACTICE
a. Goal: 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.
b. Input: – Picture cue: Two friends are talking on the phone. One pupil asks: What
are you doing? and the other is drawing and answers.
– Speech bubbles: What are you doing? – I’m _____.
c. Pupils can enhance the correct use of What are you doing? – I’m _____. to
Outcome: ask and answer questions about an action in progress in a freer context.
d. Step 1: Have pupils look at the picture. Point at the picture Whole class/
Procedure: and elicit the answer I’m drawing a picture. Have pupils do Individual
the action for drawing a picture. Pretend to start a phone work
call and ask pupils:
What are you doing? and elicit the full answer:
I’m drawing a picture. Have pupils repeat the question a
few times, and then the answer. Correct their pronunciation
and intonation where necessary.
Step 2: Have pupils sit back-to-back in pairs. One pupil is Pair work
doing something while the other calls and asks: What are
you doing? Give pupils time to take turns making a phone
call and practising the questions and the answers in pairs.
Go around the classroom to offer support. Pair work
Step 3: Invite some pairs to the front of the class to interact
with each other, pointing at the activity in the picture cue in
their books. Praise them, and get the class to cheer or clap
hands if they do a good job.
Use hoclieu.vn, have pupils look at the pictures of the lesson
and repeat after the recordings to consolidate the lesson.
Option 2:
Game: Act out and guess who Group work
Let the class sit or stand in a circle.
One person is chosen to be in charge of doing the action by
starting an action (such as playing basketball, then change to
singing, next is dancing, then reading…) for the rest to
follow and copy.
Another pupil will stand outside and guess who is the
chosen one.
Bạch Long, ngày 08 tháng 4 năm 2024

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WEEK 29

School: Bach Long Primary School

Unit 17: OUR TOYS

General Listening: listen and recognize the toys, then repeat.

Procedur Pupils’ Note

Greet the class.

b. Input: Picture cues: a. a girl holding a car

Game time: Listen and choose. Group work

Moving time: Sing and dance

School: Bach Long Primary School

Unit 17: OUR TOYS

Procedur Pupils’ Note

Greet the class.

Greet the class.

Fun corner and wrap-up: 5 minutes

School: Bach Long Primary School

Unit 17: OUR TOYS

Fun corner and wrap-up: 5 minutes

Bạch Long, ngày 01 tháng 4 năm 2024

School: Bach Long Primary School

Unit 17: OUR TOYS

Greet the class.

b. Input: A passage with incomplete sentences

School: Bach Long Primary School

UNIT 18: PLAYING AND DOING

Greet the class.

School: Bach Long Primary School

UNIT 18: PLAYING AND DOING

Greet the class.

b. Input: Picture cues: 1a. a girl is writing 1b. a girl is reading

School: Bach Long Primary School

UNIT 18: PLAYING AND DOING

Greet the class and encourage pupils to respond to your

b. Input: – Context a: Lucy: Hello.

b. Input: – Picture cues:

Bạch Long, ngày 08 tháng 4 năm 2024

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