LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
UNIT 3: LET’S FIND MOM!
Lesson Two - Grammar (page 23)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Write sentences with its, their, and ours.
- Write sentences with prepositions of place: in, on, and under.
- Act out the story.
2. General competences

- Communication and collaboration: work in pairs/groups to talk about family members.

- Problem-solving and creativity: draw a students’ family tree.
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 school objects.
2. Patterns:
- The ice cream is on its face. / Their bags are under the slide. / Our toys are in the kitchen.
3. Skills: Listening, Speaking and Writing.
C. RESOURCES AND MATERIALS
- Student book - page 23
- Audio tracks 34-35
- Flashcards 18-24, 30
- Teacher’s Guide
- Website sachso.edu.vn
- Computer, projector, ….
*Culture note: Family
- Raise students’ awareness of loving their family.
- Help their family!
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to revise the words they have learnt.
*Game: “Bingo!”
- Introduce the game. - Listen to the teacher.
- Write the following words on the - Look at the words on the board.
board: ice cream, bag, car, mom,
dad, book, chair, teddy bear, kite.
- Have students make a 3 x 3 grid on a - Make a 3 x 3 grid on a piece of
piece of paper. paper.
- Demonstrate how to fill in the grid
with the words and write them in - Fill in the grid with the words and
random order. write them in random order.
- Call out the words from the board in
any order. Keep a record of the - Listen to the words. Cross off the
words as you say them, so that you words in their grids as they hear
don’t say the same word twice. The them.
students cross off the words in their
grids as they hear them.
- The first student to complete a line
of four shouts Bingo!
- Praise the winner. - The first student to complete a line
- Ask students read all the words of four shouts Bingo!
aloud.
Expected outcomes and assessment - Read all the words aloud.
- Task completed with excellence:
Students can remember and say the
words correctly.
- Task completed: Students can
remember and say the words.
- Task uncompleted: Students are
unable to remember and say the
words.
PRESENTATION (10 minutes)
Aim: To help students act out the story and express possession with his and her.
*Lead-in: Use the story on page 22
- Ask students to tell what happened in - Tell what happened in the story.
the story.
- Ask students which family members - Answer which family members
appeared in the story. appeared in the story.
- Check students’ answers. Praise
them.
Expected outcomes and assessment
- Task completed with excellence:
Students can talk about the story
correctly and fluently.
 - Task completed: Students can talk
about the story.
- Task uncompleted: Students are
unable to talk about the story.
*Listen to the story again. (Track 34) - Turn to the story in their books. Say
- Ask students to turn to the story in how many words they remembered.
their books. Check how many words
they remembered. - Listen to the recording and repeat.
- Play the recording, pausing for
students to repeat. - Play the roles in the story in groups.
- Divide the class into groups to play
the roles in the story. - Look at the different actions that the
- Ask students to look at the different characters do in the story.
actions that the characters do in the
story. Elicit a set of actions to use
when acting out the story. - Practice acting the story. Come to
- Have students practice acting the the front to act for the class.
story. Ask some pairs to come to the
front to act for the class.
- Remark students’ pronunciation.
Praise students if they have done
well.
Story actions
Picture 1: Tim kicks. Rosy wipes her
forehead.
Picture 2: Rosy picks up the things.
Tim opens the umbrella.
Picture 3: Rosy looks in one
direction; Tim looks in the other.
Picture 4: Mom and Dad bring ice
cream. Billy drops some on his teddy
bear.
Expected outcomes and assessment
- Task completed with excellence:
Students can listen and repeat the
story correctly and fluently.
- Task completed: Students can listen
and repeat the story.
- Task uncompleted: Students are
unable to listen and repeat the story.
PRACTICE (8 minutes)
Aim: To help students use prepositions of place: in, on, and under.
*Listen and say. (Track 35)
- Tell students to look at the pictures. - Look at the pictures and the
Elicit what they see. Copy the sentences on the board.
sentences from the book onto the
board, leaving spaces where the
words ice cream, bags, and toys are.
- Put flashcards of toys and bags in the - Follow the teacher.
spaces to elicit sentences with the
same pattern. E.g. Our toys are in the
kitchen. Their bags are under the
 slide. - Look at the pictures in their books.
- Ask students to look at the pictures Listen the recording all the way
in their books. Play the recording all through.
the way through for them to listen. - Follow the teacher.
- Ask a boy and a girl to stand up with
a pencil each. Model their pencils
(teacher speaking) and our pencils
(students speaking). Do with a few
other students and objects. - Pay attention to the prepositions in,
- Draw the students’ attention to the on and under. Repeat the sentences.
prepositions in, on and under. Point
to the school items on some students’
desks, and say (their) pencil is on the
desk. Repeat with several other
students and school items and - Listen to the recording again and
prepositions. repeat.
- Play the recording again, pausing for - Read the sentences.
the students to repeat.
- Ask some volunteers to read the
sentences.
- Check students’ pronunciation.
Praise students if they have done
well.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the sentences
correctly and fluently.
- Task completed: Students can say
the sentences.
- Task uncompleted: Students are
unable to say the sentences.
PRODUCTION (10 minutes)
Aim: To help students complete the sentences with prepositions of place: in, on,
and under; introduce their family members.
*Look, say, and write (page 23)
- Ask students to look at the pictures - Look at the pictures in their books.
in their books. Point to the pictures Say the names.
and ask students to say the names.
- Have the students follow the lines to - Follow the lines to see which objects
see which objects belong to which belong to which people, then identify
people, then identify where the where the objects are.
objects are.
- Explain they should then write a - Follow the teacher. Then write a
preposition of place, in, on, or under, preposition of place, in, on, or under,
in their notebooks. in their notebooks.
- Do the activity orally first. Then, - Follow the lines and complete the
allow time for students to follow the sentences.
lines and complete the sentences.
- Ask students to give the answers. - Give the answers.
- Remark students’ writing skills. Give
feedback.
Answer:
 1. on 2. in 3. on 4. under
Expected outcomes and assessment
- Task completed with excellence:
Students can write the answers
correctly.
- Task completed: Students can write
the answers.
- Task uncompleted: Students are
unable to write the answers.
*Let’s talk
- Ask students to look at the picture - Look at the picture and speech
and speech bubble. Say This is our bubble. Repeat the sentences.
mom. Have students repeat.
- Put students in pairs to take turns - Take turns saying the sentence in
saying the sentence. Tell them to use pairs. Use other vocabulary words on
other vocabulary words on the page. the page.
- Call some students to perform in the - Perform in the front of the class.
front of the class.
- Check students’ speaking skills.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the sentences
correctly and fluently.
- Task completed: Students can say
the sentences.
- Task uncompleted: Students are
unable to say the sentences.
HOMEWORK (2 minutes)
- Learn the patterns by heart.
- Do the exercises in Workbook page 23.
- Prepare for the next lesson (Unit 3 - Lesson 3).
REFLECTION
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