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Giáo án family and friends 3

Primary School
Teacher:Nguyen Thi Huyen

Week:1

Period:1

TEACHING PLAN- GRADE 3
STARTER - Lesson One.
Time: 40.

I.Objectives:
- Giving and responding to greetings and introductions, Speaking skills
II.Teaching aids:
- CD tracks 1-3
- Story Poster Starter Unit
- Hello flashcards 1-4
III.Content:
’s this?
SENTENCE PATTERN Who
ADDITIONAL VOCABULARY

What’s your name?
Everyone, come, fun, class, cousin,, who, this, sorry,
come on
Time
10’

5’

7’

Activities

Introduction

 Say Hello to all the children and elicit Hello in response.
Ask every child to say Hello to the other children. Say My
name’s…Ask a child, What’s your name? Encourage
children to ask each other’s names and respond in pairs.
 Show the flashcards and say the names of the characters
for children to repeat. Divide the class into two. When you
show a flashcard, half of the class says, What’s your name?
The other half responds with My name’s Billy, etc…
Development
 Recording 1: Say Open your books, and mime the
action. Children point to the characters and say the names.
Play the first part of the recording and model pointing to the
pictures as you listen. Children then do the same. Play
again and give the flashcards to four children. Get them to
stand up when they hear their character’s name.

Materials

Flashcards

CD

CD

8’


Recording 2: Children listen and chant along – then do
again without recording. Divide the class into four, give each Poster
group a character’s name and ask them to stand up when
they hear their name.

5’

Recording 3: Use the Starter Poster and point to the
characters and ask, Who’s this? Play the recording and
point to the pictures. Play it again and ask children to point


to the pictures. Children follow the words as they listen in
their Class Books.
Consolidation
 Trace and Circle: Do exercise 1 in the Workbook.
 Personalization: Ask individual children What’s your
name? Students do Exercise 2. They then show the pictures
to each other and practice the target vocabulary, pointing to
the pictures and asking, What’s your name?

Dai yen Primary School
Teacher: Dang Thanh Hang
Period:2

Week:1

TEACHING PLAN- GRADE 3

STARTER ’ Lesson Two
I.Objectives:
Giving and responding to greetings and introductions, Speaking skills
II.Teaching aids:
- CD tracks 3-4
- Story Poster Starter Unit
- Hello flashcards 1-4
III.Content:
Activities
SENTENCE PATTERN
What’s your name?
My name’s…
How are you?
ADDITIONAL VOCABULARY
That’s my name

Materials


Time
10’

5’

8’

7’
10’

Introduction
 Begin the class by saying Hello to the children and
encouraging them to greet each other in the same way.
Show the flashcards again and elicit the names of the
characters.
Show the story poster again and ask the children to Poster
repeat the story. Play recording 3 again and children
can say it along with the audio. Decide on actions for
the story and get the students to do the actions as they
say the story.
Development
Ask and answer: Say Open your books, and show
children opening the Class Book to page 5. Say Look
at the pictures, indicating the pictures of the boys.
Read and model the dialogue, pausing for children to
repeat. Read the dialogue with one of the stronger
students, and then put students in pairs to practice it
themselves.
Recording 4: Ask children to look at the pictures
in Exercise 3 and ask what they can see. Elicit any
words they think will appear in the song. Play the
song and ask children to listen. Play again and ask
children to sing along, saying their own name in the
appropriate place and add actions.
Consolidation
 Vocabulary practice: Ask students to open their
Work Books to page 5. Ask students what is
happening in the story. Do exercise 1. Put students in
pairs to practice the story. Students then do Exercise
2.
Role play: Ask students to work with a different
partner. They practice the dialogue from Exercise 2
again, but this time substituting their own names.
Then they shut their books and do it from memory.
Have volunteers act out the dialogue in front of the
class.

CD


Dai yen Primary School
Teacher: Dang Thanh Hang
Period:3

Week:2

TEACHING PLAN- GRADE 3

STARTER ’ Lesson Three
I.Objectives:
- Talking about ages, Speaking and listening skills
II.Teaching aids:
- CD tracks 5-7
- Numbers flashcards 5-14
- Extra Practical Classroom Activities: Days of the Week Pair Activity
KEY VOCABULARY
Numbers 1-10
Days of the week
III.Content:
SENTENCE PATTERN
How old are you?
I’m…..
Time
7’

7’
8’
8’

Activities
Materials
Introduction
 Sing Hello, hello! From p.5 of the Class Book to
revise the language.
Flashcards
Use the number flashcards to elicit numbers 1-10.
Give a flashcard to 10 different students in the class
and get them to stand up when they hear their number.
Development
Recording 5: Play the recording and ask students
to point to the pictures as they hear the ages. Play the
second part of the recording for children to repeat.
Point to different people in the pictures and ask
individual children to say the numbers.
Recording 6: Look at the pictures again and point
and say, Look, he’s six. Then point to the first boy
and ask How old is he? Play recording, and do

CD

CD


10’

Exercise 2. Check answers as a class.
Recording 7: Ask children to look at the calendar
and play the recording. Children listen and point to
the words in their books. Play again and children
chant along.
Consolidation
 Pair activity: Give half the children worksheet A
and half worksheet B. Tell children not to show their
partner their worksheet. They sit back to back and
read their words of the week to each other listen and
write down the words their partner says. Make sure
children help each other by spelling the words out
correctly. Then they can check together

Dai yen Primary School
Teacher: Dang Thanh Hang
Period:4
TEACHING PLAN- GRADE 3
STARTER ’ Lesson Four
I.Objectives:
: - Identifying colours, Listening and speaking skills

worksheets

Week:2


II.Teaching aids:
- Colours flashcards 15-21
- CD tracks 8-10
- Extra Practical Classroom Activities: Song worksheet
III.Content:
SENTENCE PATTERN

It’s (yellow)….
ADDITIONAL VOCABULARY
Sing
Rainbow
too
Time
Activities
10’
Introduction
 Play Word chain with class to revise the numbers
one to ten. See T’s Book for details of how to play.
Use colours flashcards to elicit colours and once
the children have named the colour correctly put it on
the board and write the word underneath. Take the
flashcards off the board, shuffle them and ask some
children to come to the front and put them above the
correct word.
20’
Development
Recording 10: Children listen, point and repeat.
Recording 11: Either use the song worksheet
(without opening the Class Book) where children
listen and fill in the correct colours, or do Exercise 2
in the Class Book. After either activity, ask children
to sing along with the CD and then sing together
without the CD audio.
10’
Exercise 4: Children do the exercise, matching the
words to colours and then check with their partner.
Consolidation
Song extension: Children close their books. Call
seven children to the front of the class and give each
of them a colour flashcard. The rest of the class help
put the children in a line in the order the colours
appear in the song. Ask children to open their Class
Books to check the song and see if they were correct.

Materials
Coulour
flashcards

CD


Primary School
Teacher:Nguyen Thi Huyen
Period:5

Week:3

TEACHING PLAN- GRADE 3
UNIT 1.WHAT’S THIS?
Lesson One- WORDS

I.Objectives:
- Identifying objects, Speaking skills
II.Teaching aids:
- CD tracks 10-12
- Story Poster 1
- School things flashcards 22-26
-PMB Activity 1A - Bingo
III.Content:
SENTENCE PATTERN
What’s this?
It’s a _______.
ADDITIONAL VOCABULARY
train, OK, look at
Time
10’

Activities
Introduction
Revise the colours by singing Sing a Rainbow from
Class Book p.7

Materials


15’

5’

10’

Use real objects to present the vocabulary. Hold up
each object (ruler, pen, rubber, pencil, and book) in
turn and say the words for children to repeat.
Check the vocabulary again by holding up the
flashcards 22-26 and hold them up one at a time ask
Is it a pen/book/rubber? The students answer Yes or
No.
Show two cards to the class and then put them face
down on your table. Point to each card and ask, is it
a…? Repeat with other pairs of cards.

Real objects

CD

Development
Recording 10: Play the first part of the recording
while children listen and point to the school things. CD
Play the recording again, all the way through and ask
children to listen, point and then repeat the words
together. Then hold up the flashcards and ask
individual children to repeat the words.
Recording 11: Ask children to listen to the chant
once. Then play it a second time for children to say
the words. If children have all of the objects, ask
them to put them on the desk and pick them up when
they chant each word.
Read and listen: Use the Poster Story 1 to present
the story. Point to the characters and ask Who’s this?
Point to the different school things and ask, What’s
this? Play the recording and point to the pictures.
Consolidation
Bingo: Ask children to cut out the cards. You will
also need a set. Children choose four cards from their
set and put them face up on the desk in front of them.
Pick up one of your own cards at random, and say,
e.g. It’s a pen. Any child with that card turns it face
down. Repeat, until a child has turned over all his/her
cards. He/She shouts Bingo! and is the winner.


Dai yen Primary School
Teacher: Dang Thanh Hang
Period: 6

Week:3

TEACHING PLAN- GRADE 3
UNIT 1.WHAT’S THIS?
Lesson Two- GRAMMAR

I.Objectives:
- Identifying objects, Speaking skills
II.Teaching aids:
- School things flashcards 22-26
III.Content:
SENTENCE PATTERN
What’s this?
It’s a _______.
KEY VOCABULARY
School things – rubber, pen, pencil, ruler, book
Time
10’

15’

5’
10’

Activities
Introduction
Revise the vocabulary by showing the objects and
asking children what they are.
 Play the game ‘Jump.’ Ask students to stand up.
Show them one flashcard at a time. Say a word
(sometimes the same word as the picture on the card,
sometimes a different word). If the word is the same
as the picture, the children jump. If the word is
different, they don’t move.

Materials

Flashcards

Development
 Vocabulary check: Display the flashcards around
the room. Say the chant from Class Book page 8
again and get children to point to the correct word as
they do it. Do exercise 1 on p.8 of the Workbook.
Spelling: Put the flashcards up on the board. Elicit
the spelling and write it on the board under the
picture. Cover the words. Then ask children to open
their Workbooks once again and do exercise 2. Show
the spelling again and ask children to check. Read
out the spelling together as a class.
Pronunciation: Use the flashcards again to elicit
the sounds. Focus on /r/ - ruler, rubber and /p/ - pen, Real objects
pencil.
Consolidation


 Game: Choose 5 children to come to the front.
Put the flashcards on the floor, face up, in a row.
Each child stands opposite another child with the
flashcard in the middle. One row points to the
flashcard in front of them and says What’s this? The
other child replies, It’s a rubber/ruler/pen etc.. and
then each row moves one step to the left (the children
at the end of the rows move around to the other side)
and they repeat. Keep the children moving round the
cards so they all take turns saying What’s this? And
then, It’s a ….

Dai yen Primary School
Week: 4
Teacher: Dang Thanh Hang
Period: 7
TEACHING PLAN- GRADE 3
UNIT 1. WHAT’S THIS?
Lesson Three- SONG
I.Objectives:
- Responding to instructions, Listening and speaking skills
II.Teaching aids:
- School things flashcards 22-29 - Extra Practical Classroom Activities: Song
worksheet
- CD tracks 13 & 14
III.Content:
Open
the
door
SENTENCE PATTERN
What’s this?
It’s a _______.


Close the window
Open the bag
Time
10’

15’

5’

10’

Activities
Introduction
Play Slow reveal (see Teacher’s Book for
instructions) with flashcards 22-26 to revise
vocabulary. Say What’s This? as you reveal each
one.
Use flashcards 27-29 to introduce the three new
words. Hold up each one and say the words for
children to repeat.
CD
Development
Recording 13: Ask children to look at the pictures
and play the first and second parts of the recording as
children point to the words. Play again for children to
repeat the words after the audio.
Recording 14: Either use the song worksheet
(without opening the Class Book) where children
listen and fill in the correct words, or do Exercise 2
in the Class Book. After either activity, ask children
to sing along with the CD and then sing together
without the CD audio.
Sing and act: Tell children they are going to sing
the song again, but this time they are going to do the
actions. Elicit the actions from the pictures in the
Class Book, and then practice them as a class before
doing the activity.
Consolidation
Point and say: Point to the door, bags and
windows around the room and elicit the target
vocabulary from students. Say What’s this?
Children answer as a class. Children can do the same
in pairs, pointing and answering.
Say and mime: Say and mime, Open a
book/Close the door/Open the bag/Close the
window. Then say them again for the class to mime
the actions as you speak. Ask children to give the
same instructions to their partner to mime. They can
take turns and work with different partners for
further practice.

Materials


Dai yen Primary School
Teacher: Dang Thanh Hang
TEACHING PLAN- GRADE 3
UNIT 1. WHAT’S THIS?
Lesson Four- PHONICS

Week: 4
Period: 8

I.Objectives:
First letter sounds a/b/c/d, Speaking and writing skills
II.Teaching aids:
- Phonics cards 1-4 - CD Tracks 15-17
III.Content:
KEY VOCABULARY
Apple, Bird, Cat,Dog
ADDITIONAL VOCABULARY
Here
Like (v)
Time
10’

15’

5’

Activities
Introduction
Draw dotted outlines of the letters a,b,c, and d in
upper-and lower-case on the board. Ask different
children to come and join the letters.
Point to each letter on the board and say the letter
name and the sound for both upper- and lower-case
letters for children to repeat. Say the sounds again
and children can draw the letters in the air.

Materials
Flashcards

Phonic cards

Development
Vocabulary: Elicit the words on the phonics
cards and say the letter names and sounds for
children to repeat. Use the cards in order and then
out of order to drill the first letter sounds and the
words.
Recording 15: Children do the exercise and point CD
to the letters.


10’

Recording 16: Do the exercise, and children join
in with the chant. Put the four cards around the room
and children point as they say the chant.
Recording 17: Ask children what the dog has got.
Tell children they can find out by listening. Model
the activity and then children listen and draw the
lines.
Exercise 4: Read the text for children to follow
and model the activity first on the board. Then
children read and circle the sounds at the start of the
words.
Consolidation
Phonics activity: Give the children different
actions to do for the different letters (e.g. stand up for
a, clap their hands for b, put their right hand in the
air for c, left hand in the air for d). Then say the
letters in order, and then out of order and the children
do the actions as they hear the different sounds.
Volunteers can come up to the front of the class and
the children can run the activity themselves, either
with the whole class or in smaller groups.

Dai yen Primary School
Teacher: Dang Thanh Hang
Period: 9
TEACHING PLAN- GRADE 3

Week: 5


UNIT 1. WHAT’S THIS?
Lesson Five- Reading

I.Objectives:
- Identifying objects, Reading skills
II.Teaching aids:
- CD Track 18 - Natasha’s Extra Activity Handouts: What’s in our bag? Pair
interview
III.Content:
KEY VOCABULARY
Colours
School things
ADDITIONAL VOCABULARY
School bag, Pencil case
See
Time
10’

15’

5’

10’

Activities
Introduction
Sing Open the book! from p. 10 in the Class Book.
Ask children to name all the school things they
have learned in this unit – elicit them and write the
words on the board. Use flashcards to remind the
children if necessary.

Materials

Real objects
Development
CD
Exercise 1: Children do exercise 1, pointing to
four school things and saying the words.
Recording 18: Children listen to the recording
and follow the words in their book. Check
comprehension by asking simple questions: What’s
the girl’s name? Is there a ruler/rubber/ball in the
bag? Is the pencil case black? Has Emma got three
pens? Describe some of the objects in the picture for
students to guess.
Exercise 3: Do the exercise. Children tick or
cross the objects that appear in the text. Model the
activity by playing and doing the first part for the
children.
Group activity: Put four school objects into a
bag on the table in front of the class. Tell children
that they have to guess which items are in the bag.
Children work in small groups to make a list of four
items they think are in the bag. Invite guesses from
the children and take out the objects as they are
guessed.
Consolidation
Pair interview: Put children in pairs and give
each one a worksheet. They write their own name
and their partner’s name on their worksheet. Then


they put a cross or tick in each box to say what they
have in their own bags and then interview each other
to find out what their partner has. Then they
compare their answers to see if they have the same
things in their bag.

Dai yen Primary School
Week: 5
Teacher: Dang Thanh Hang
Period:10
TEACHING PLAN- GRADE 3
UNIT 1. WHAT’S THIS?
Lesson Six- Listening
I.Objectives:
Identifying objects, Listening and speaking skills
II.Teaching aids:
Extra Practical Classroom Activities: My School Things board
- CD track 19 -game
- Dice and counters
III.Content:
ADDITIONAL VOCABULARY
Roll again
Miss a turn
Go back (3) spaces
Go forward (2) spaces
SENTENCE PATTERN
What’s this?
It’s a….
Time

Activities

Materials


10’

15'

Introduction
Ask children what they can remember from the
reading text in the previous lesson. Encourage them
to name as many objects from Emma’s bag as they
can.
CD
Development
Recording 19: Children do exercise 1, listening
and ticking the correct picture. Check together as a
class.
Exercise 2: Model the activity first by showing
some objects from your bag. Then ask a strong
student to come to the front and show what is in their
bag. Ask the child What’s this? The child answers,
for example, It’s a ruler. Children open their bags
and ask and answer about the different objects with
their partner. Swap and do the activity again with a
different partner.
Counting: Ask children to do the Writing box at
the bottom of p.13. They count each word in the
sentences. Copy the sentences onto the board and
ask individual students to come to the front and write
the amount of words in one sentence. Check with the
rest of the class to see if they agree.
Consolidation
Counting extension: Ask children to choose three
of the sentences from the reading text on p.12 and
count the words in each. Then ask their partner to
check their answer.
Board game: Give each group of 4-6 children a
copy of the board game. (Either in colour or in black
and white). They move around the board, saying the
objects as they land on the squares with school object
pictures. The winner is the first child to reach the
finish square.


Dai yen Primary School
Week: 6
Teacher: Dang Thanh Hang
Period: 11
TEACHING PLAN- GRADE 3
UNIT 2. PLAY TIME!
Lesson One WORDS
I.Objectives:
- Identifying common toys, Listening and speaking skills
II.Teaching aids:
- Toys flashcards 30-34
- Story poster 2
- CD tracks 20-22
III.Content:
SENTENCE PATTERN Nof, it isn’t.
Time
Activities
Materials
Is
this your…?
10’
Introduction
Sing Open the Book! from Class Book p.10 to
revise vocabulary from the last unit.
Flashcards
Use flashcards 30-34 to elicit the vocabulary for
this lesson. Hold them up one at a time as ask
What’s this? Model any vocabulary the children
don’t know.
15’
CD
Development
Recording 20 & 21: Ask children to listen to the
words. They point to the pictures as they listen. Put
the flashcards around the room and as they listen one
further time, they point to the correct flashcards.
Recording 21: Students listen and point, and then Poster
listen and chant.
Listen and read: Use Story Poster 2 to present
the story. Revise the names of the characters. Ask
children to name as many things in the picture as
they can. Look at the story and ask children what is
happening in each box. Listen to the story as
children follow with the poster, then listen again as
children follow in their books and point to the
objects. Ask simple comprehension questions
15’
(Where’s the teddy? Who finds the teddy?) to check
understanding.


Consolidation
Game: Play a guessing game with the class. Tell
children they are going to guess which flashcards
you are holding up, without seeing them. If they
name the object within three guesses, they get one
point. If they don’t, you get one point. Hold up each
flashcard in turn so that children can only see the
back. Ask different children What’s this? until the
object has been guessed correctly. Keep a record of
the score on the board.

Dai yen Primary School
Teacher: Dang Thanh Hang
Period: 12
TEACHING PLAN- GRADE 3
UNIT 2. PLAY TIME!
Lesson Two GRAMMAR
I.Objectives:
Identifying common toys, Writing and speaking skills
II.Teaching aids:

Week: 6


- Toys flashcards 30-34 - Story Poster 2
- CD track 22
III.Content:
SENTENCE PATTERN Yes it is / No it isn’t.
Time
Activities
Materials
Is
this your…?
10’
Introduction
Flashcards
 Play Snap with the toys flashcards. Say one of
the toys; show the flashcards one by one. If the word
is different to the picture, the children say the word
matching the picture. If it is the same they shout
“Snap” and the first child to say it can hold the
flashcard for the rest of the game.
Point to the Story Poster 2 again and ask children
to tell you what happened in the story. Elicit the toys
15’
from the story and write them on the board.
CD
Development
Listen and read: Tell children to open their
books to p.14 and play the recording again as
children follow in their books.
Role play: Put students in pairs and ask them to
act out the story. Elicit what actions they will need.
Get a couple of strong pairs to act it out in front of
the class.
Exercise 2: Copy the sentences onto the board,
leaving spaces where the toy words should be. Put
different flashcards in the spaces to elicit the
sentences and questions with the same pattern. Point
5’
to yourself to demonstrate my, and to somebody else
to show that it belongs to them, your. Read the
sentences together as a class.
Exercise 3 & 4: Model the target language Yes, it
is and No, it isn’t. Ask individual children if this is
their ruler or pen (holding up the real objects) to
10’
check comprehension. Children do the exercises and
check with a partner.
Consolidation
Grammar Reference: Ask children to open their
Class Books to p.74 and do the Unit 2 Grammar
activity to practice the target structure further.


Dai yen Primary School
Teacher: Dang Thanh Hang
Period: 13

Week: 7

TEACHING PLAN- GRADE 3
UNIT 2. PLAY TIME!
Lesson Three SONG

I.Objectives:
- Identifying common toys, Listening and speaking skills
II.Teaching aids:
- Toys flashcards 30-37 - Extra Practical Classroom Activities: Song worksheet
- CD tracks 23 & 24
III.Content:
SENTENCE PATTERN This is my…
Time
10’

15’

Activities
Introduction
Use flashcards 35-37 to introduce the three new
words. Hold up each one and say the words for
children to repeat.
Play a miming game with the class. Mime the
actions of riding a bike for children to shout out the
word. Ask a child to stand up and s/he mimes an
activity using one of the words from this lesson or
from the other toy flashcards and the rest of the
children guess the word. Repeat the activity with
different children.
Development
Recording 23: Ask children to look at the pictures

Materials
Flashcards

CD


5’

10’

and play the first and second parts of the recording as
children point to the words. Play again for children to
repeat the words after the audio.
Recording 24: Either use the song worksheet
(without opening the Class Book) where children
listen and fill in the correct words, or do Exercise 2
in the Class Book. After either activity, ask children
to sing along with the CD and then sing together
without the CD audio.
Sing and act: Tell children they are going to sing
the song again, but this time they are going to do the
actions. Elicit the actions from the pictures in the
Class Book, (flying the kite, riding the bike, pushing
the train) and then practice them as a class before
doing the activity.
Consolidation
Song extension: Use all of the other toy
flashcards to elicit further song paragraphs (e.g. This
is my big yellow doll…etc…) and ask children to
decide in pairs what they would like to add to the
song. Ask different pairs to stand up and sing their
song with the class.

Dai yen Primary School

Week: 7


Teacher: Dang Thanh Hang
Period: 14
TEACHING PLAN- GRADE 3
UNIT 2. PLAY TIME!
Lesson Four PHONICS
I.Objectives:
First letter sounds e/f/g/h, Speaking and writing skills
II.Teaching aids:
- Phonics cards 5-8 - CD Tracks 25-27
III.Content:
KEY VOCABULARY
Egg,Fig, Goat,Hat
Time
15’

15’

5’

10’

Activities
Materials
Introduction
Ask children what letters of the alphabet they have Phonic cards
already learned. (a,b,c,d). Ask them to name words
which begin with those sounds.
Write Ee, Ff, Gg and Hh on the board and point to
each letter and say the letter name and the sound for
both upper- and lower-case letters for children to
repeat. Say the sounds again and children can draw
the letters in the air.
Development
Vocabulary: Write the words, egg, fig, goat and
hat on the board. Circle the first letters and say the
first sounds for children to repeat. Hold up the
CD
phonics cards and say the words for children to
repeat.
Recording 25: Children do the exercise and point
to the letters.
CD
Recording 26: Do the exercise, and children join
in with the chant. Put the four cards around the room
and children point as they say the chant.
Recording 27: Ask children what the goat has got.
Tell children they can find out by listening. Model
the activity and then children listen and draw the
lines.
Exercise 4: Read the text for children to follow
and model the activity first on the board. Then
children read and circle the sounds at the start of the
words.
Consolidation
Extension activity: Divide the class into four
groups: eggs, figs, goats and hats. Do the chant
again together. Each group says their own lines.


Then put students in groups of four, and give each
child one of the words, and they do the chant in the
group, taking turns to say their line.

Dai yen Primary School
Teacher: Dang Thanh Hang
Period: 15
TEACHING PLAN- GRADE 3
UNIT 2. PLAY TIME!
Lesson Five READING

Week: 8

I.Objectives:
Talking about favourite things, Reading skills
II.Teaching aids:
Natasha’s Extra Activity Handouts: Our favourite things Pair
- CD Track 28 -interview
III.Content:
ADDITIONAL VOCABULARY
Favourite,Furry, Fat
Lovely, Colour (n)
Animal
SENTENCE PATTERN
My favourite toy / colour / animal is a….
Time

Activities
Introduction

Materials


Put the toy flashcards around the room and say the
toys. As you do, the children point to the correct
flashcard and repeat the word.
Introduce the concept of ‘favourite.’ Use
flashcards to demonstrate. Ask different children,
What’s your favourite toy / colour / animal?
Development
Create interest: Ask children to look at the
pictures and try to predict what the text is about.
Point to the name at the bottom of the poem and
establish that the poem was written by Tom. Ask
How old is Tom? (He’s seven).
Recording 28: Children listen to the recording
and follow the words in their book. Check
comprehension by asking simple questions: What’s
Tom’s favourite toy? Is it a train? (No) Is it a ball?
(Yes). Ask similar questions about Tom’s favourite
colour and animal.
Exercise 3: Do the exercise. Children write their
own favourite toy, colour and animal.
Listening: Ask children to close their books.
Read the poem aloud. Pause at the key toy, colour
and animal words. Encourage children to call out the
‘missing’ words.
Consolidation
Pair interview: Put children in pairs and give
each one a worksheet. They write their own name
and their partner’s name on their worksheet. Then
they write their favourite animal, toy and colour in
the first column and ask their partner the questions
and write down their answers. When they have
finished they can compare their worksheets to see if
their answers are similar. Ask children to put up
their hands if their answers are the same as their
partner’s.


Primary School
Week: 8
Teacher: Nguyen Thi Huyen
Period: 16
TEACHING PLAN- GRADE 3
UNIT 2. PLAY TIME!
Lesson Six
I.Objectives:
- Talking about favourite things, Listening and speaking skills
II.Teaching aids:
- CD track 29 - Extra Practical Classroom Activities: Toys board game
- Dice and counters
III.Content:
ADDITIONAL VOCABULARY What’s your favourite…?
Time
Activities
Materials
Roll
again
Introduction
Miss a turn
Go back (3)Play
spacesWhispers, using toy vocabulary. Organise
Go forwardchildren
(2) spaces
into large groups. Show a flashcard to the
SENTENCE
firstPATTERN
child in each group. This child whispers the
word to the child next to him/her, and this continues
around the group until the word reaches the final
child. The final child says the word aloud, and the
first child holds up the flashcard to see whether the
word and the picture are the same.
Development
Recording 29: Children do exercise 1, listening
and matching the children to the toys and objects.
Exercise 2: Model the activity first with a strong
student. Ask the child What’s your favourite toy?
The child answers, for example, It’s a car. Children
then ask and answer using the target structures with
their partner. Swap and do the activity again with a
different partner.
Counting: Ask children to do the Writing box at
the bottom of p.19. They count each word in the
sentences. Copy the sentences onto the board and
ask individual students to come to the front and write
the amount of words in one sentence. Check with the


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