LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
UNIT 1: THIS IS YOUR DOLL.
Lesson Five - Skills Time! / Part 2 (page 14)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Read and understand a poem.
- Identify different objects and their colors.
2. General competences

- Communication and collaboration: work in pairs/groups to talk about their toys.

- Problem-solving and creativity: find out their toy likes.
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 toy words.
- Extra vocabulary: favorite
2. Patterns: “My favorite toy is ....” / “My favorite color is ....”
3. Skills: Listening, Speaking, Reading and Writing.
C. RESOURCES AND MATERIALS
- Student book - page 14
- Audio tracks 20
- Flashcards 18-24
- Teacher’s Guide
- Website sachso.edu.vn
- Computer, projector, ….
*Culture note: Toys
 - Raise students’ awareness of loving toys.
- Raise students’ awareness of using colors in Art.
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to review toy words and color words.
*Game: “Whisper”
- Divide the class into two groups. - Work in two groups.
- Have students from each team stand - Stand or sit in a row of each team.
or sit in a row.
- Whisper a sentence to the first - Listen to a sentence.
students in each row.
E.g.
1. My favorite toy is a kite.
2. My favorite toy is a train.
3. My favorite color is green.
4. My favorite color is pink.
- Have the first students whisper the - Whisper the sentence to the second
sentence to the second students. students.
- Have teams continue whispering the - Continue whispering the sentence
sentence until it reaches the last until it reaches the last students.
students.
- The last student in the row has to say - The last student in the row has to say
out the sentence. out the sentence.
- Give the first groups to say the - Say the sentence correctly to get one
sentence correctly one point. point.
- The groups that gets the most points - The groups that gets the most points
wins. Praise the winner. wins. Praise the winner.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the sentence
correctly.
- Task completed: Students can say
the sentence.
- Task uncompleted: Students are
unable to say the sentence.
PRESENTATION (10 minutes)
Aim: To help students read and understand the poem.
*Read and listen to the poem (page 14)
- Ask students to look at the poem - Look at the poem with pictures.
with pictures.
- Play the recording (Track 20) for - Listen to the recording and follow
students to listen and follow silently silently in their books.
in their books.
- Play the recording again and ask - Listen to the recording and repeat.
students to repeat.
- Pick some volunteers to read the - Read the poem in the front of the
poem in the front of the class. class.
- Give comments and praise.
Expected outcomes and assessment
- Task completed with excellence:
 Students can read the poem
correctly.
- Task completed: Students can read
the poem.
- Task uncompleted: Students are
unable to read the poem.
PRACTICE (8 minutes)
Aim: To help students write the answer for each sentence.
*Read again and write (page 14)
- Copy the sentences from the activity - Look at the sentences from the
on the board. activity on the board.
- Leave a blank at the end of the first - Follow the teacher.
sentence and stick one of the toy
flashcards there. At the end of the
second sentence, stick a color
flashcard. - Read the complete sentences.
- Prompt students to read the complete
sentences. Write the words under the
flashcards as the students say them. - Listen to the teacher’s explanation.
- Say I like yellow, blue and red. My
favorite is yellow. Explain to
students that your favorite means
only one which you like the most. - Look at the activity in their books.
- Ask students to look at the activity in Listen to the teacher’s explanation.
their books. Explain that the boy in
the picture is Nam, and the sentences
are - Read the first sentence chorally and
about his favorite things. complete it in their notebooks.
- Ask students to read the first
sentence chorally and complete it in - Read the second sentence chorally
their notebooks. and complete it in their notebooks.
- Then ask students to read the second
sentence chorally and complete it in
their notebooks. Elicit the answer
from the class.
- Monitor and give offer to help if - Share their answers with a partner.
necessary.
- Ask students to share their answers
with a partner.
- Check students’ answers. Praise
students if they have done well.
Answer:
My favorite toy is a ball.
My favorite color is blue.
Expected outcomes and assessment
- Task completed with excellence:
Students can write the answers
fluently.
- Task completed: Students can write
the answers.
- Task uncompleted: Students are
unable to write the answers.
 PRODUCTION (10 minutes)
Aim: To help students revise the pattern about their favorite toys and colors.
*Game: “Pass the ball”
- Explain how to play the game. - Listen to the teacher’s explanation.
- Play the “Toys, toys, toys, toys!” - Listen to the song. Pass the ball to
song (Track 17). Give a ball to one the second one. The second student
student and ask her/him to pass it to passes the ball to the third one, and
the second one. The second student so on.
passes the ball to the third one, and
so on.
- Stop the music. Raise a picture of a - Look at the picture of a toy. Say the
toy. Ask the student who is holding sentence about the picture.
the ball to say the sentence with “My
favorite ....”, e.g. My favorite toy is a
teddy bear.
- Continue to play the game until all - Play the game until all the pictures
the pictures are said. are said.
- 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.
HOMEWORK (2 minutes)
- Revise the words and the patterns.
- Do the exercises in Workbook page 14.
- Prepare for the next lesson (Unit 1 - Lesson 6).
REFLECTION
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