LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
REVIEW 1 - Part 2 (page 29)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Review target language from Unit Starter, 1, 2, and 3.
2. General competences

- Communication and collaboration: work in pairs/groups.

- Problem-solving and creativity: complete tasks given.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Vocabulary: review colors, toys and classroom items, numbers, prepositions
2. Language:
- Listening: 1, 4 (colors, toys and classroom items, Yes, it is. / No, it isn’t.)
- Writing: 2 (numbers and number words)
- Reading: 3 (toys and classroom items, prepositions, Yes, it is. / No, it isn’t.)
- Speaking: 5 (family members)
3. Skills: Listening, Speaking, Reading and Writing.
C. RESOURCES AND MATERIALS
- Student book - page 29
- Flashcards from unit starter, 1, 2, 3
- Audio tracks 43
- Teacher’s Guide
- Website sachso.edu.vn
- Computer, projector, ….
*Culture note: Colors, toys, numbers, classroom items
- Show their knowledge about colors, toys, numbers, classroom items.
- Share their things.
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to review the words about toys and classroom
items.
*Game: “Kim’s game”
Flashcards (car, dog, ball, eraser, book,
door, doll)
- Explain how the game is played. - Listen to the teacher’s instruction.
Check comprehension.
- Display both sets of cards face up on - Look at the sets of cards face up on
the board. Give students two minutes the board. Memorize them.
to memorize their set.
- Divide the class into two groups. Do - Work in groups. Do not write
not allow students to write anything anything down.
down.
- Show the set of cards for 30 seconds. - Look at the set of cards for 30
Then cover them again. In their seconds. Try to write down the name
groups, the students try to write of as many words as they can
down the name of as many words as remember.
they can remember.
- Have the groups swap their answers
and count the number of words they - Swap their answers and count the
have written with correct spelling. number of words they have written
Groups get a point for one correct with correct spelling. Groups get a
item. point for one correct item.
- The group with the most points wins - The group with the most points wins
the game. Praise the winner. the game. Praise the winner.
- Ask students to read all words aloud. - Read all words aloud.
Expected outcomes and assessment
- Task completed with excellence:
Students can remember the words
correctly.
- Task completed: Students can
remember the words.
- Task uncompleted: Students are
unable to remember the words.
PRESENTATION (10 minutes)
Aim: To help students listen and identify toys and classroom items.
*Lead-in: Use pictures in activity 4
- Point to different items in the book - Look at different items in the book.
and ask the students What’s this? Answer the question What’s this?
- Use some real items. Encourage - Look at some real items. Guess what
students to guess what they are. they are.
- Put students in pairs and ask students - Work in pairs. Talk about their
to talk about their favorite toys. favorite toys.
Expected outcomes and assessment
 - Task completed with excellence:
Students can talk about their favorite
toys correctly and fluently.
- Task completed: Students can talk
about their favorite toys.
- Task uncompleted: Students are
unable to talk about their favorite
toys.
*Listen and check () the box. (Track - Look at the activity 4. Say the words.
43)
- Ask students to look at activity 4.
Draw their attention to the pictures, - Listen to the first part of the
and elicit the words. recording. Look at the example
- Play the first part of the recording answer.
and elicit the answer from the class.
Show students the example answer. - Listen to the rest of the recording,
- Play the rest of the recording, check the correct box in pencil.
pausing after each question. - Give their answer for each picture.
- Ask students to give their answer for
each picture.
- Confirm the correct answers. Give
comments.
Answers:
2. Yes, it is.
3. Yes, it is.
4. No, it isn’t.
5. No, it isn’t.
6. No, it isn’t.
Expected outcomes and assessment
- Task completed with excellence:
Students can listen and give the
answers correctly and fluently.
- Task completed: Students can listen
and give the answers.
- Task uncompleted: Students are
unable to listen and give the answers.
PRACTICE (8 minutes)
Aim: To help students look and say who is in the picture.
*Look and say. Who is in the picture?
(Page 29)
- Ask students to look at the picture. - Look at the picture. Answer the
Point to the different family questions.
members and ask, Who’s this? for
the different
people. - Draw a picture of their own family in
- Tell students to draw a picture of the box.
their own family in the box. Give
students two minutes. - Work in pairs to take turns talking
- Put students in pairs to take turns about their pictures. Say This is my
talking about their pictures. (mom).
Encourage students to say This is my
(mom).
 - While they are speaking, walk
around listening to the students.
- Do not interrupt them, but make
notes. Use these to give feedback
later.
Answers:
Students’ own answers. The teacher
should listen for family members, - Think about how well they did, and
this is my…, and the question, Who’s fill out the box.
this?
Self assessment box
- Ask the students to think about how
well they did, and fill out the box.
Expected outcomes and assessment
- Task completed with excellence:
Students can look and say the
sentences correctly.
- Task completed: Students can look
and say the sentences.
- Task uncompleted: Students are
unable to look and say the sentences.
PRODUCTION (10 minutes)
Aim: To help students revise the words of toys, school things, family.
*Revision: Put the words in the correct
boxes.
doll mom book pencil kite
train sister uncle ball eraser
brother bag pen teddy bear dad
School
Toys Family
things
doll ............... ...............
............... ............... ...............
............... ............... ...............
............... ............... ...............
............... ............... ...............
- Set up the activity.
- Have students look at the words and - Look at the words and the boxes.
the boxes. Point to the words, ask Read them aloud.
students to read them aloud.
- Tell students they are going to put - Listen to the teacher.
these words in the correct boxes.
Give an example.
- Ask students to work in four groups. - Work in four groups. Put these
Ask them to put these words in the words in the correct boxes.
correct boxes.
- Call students to give the answers for - Give the answers for each box.
each box.
- Check the answers of each group.
The group that has the most correct
words is the winner.
- Praise the winner.
Answers:
 School
Toys Family
things
doll book mom
kite pencil sister
train eraser uncle
ball bag brother
teddy pen dad
bear
Expected outcomes and assessment
- Task completed with excellence:
Students can put the words in the
correct boxes correctly.
- Task completed: Students can put
the words in the correct boxes.
- Task uncompleted: Students are
unable to put the words in the correct
boxes.
HOMEWORK (2 minutes)
- Revise the words of units Starter, 1, 2, and 3.
- Do the exercises in Workbook page 29.
- Prepare for the next lesson (Fluency time! 1 - Part 1).
REFLECTION
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