LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
UNIT 6: I HAVE A NEW FRIEND.
Lesson Six - Skills Time! (page 49)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Listen for number items in the correct order.
- Ask and answer questions about appearance.
- Match full and contracted forms with the contraction n’t.
- Write sentences with don’t/ doesn’t have.
- Write about friends.
2. General competences

- Communication and collaboration: work in pairs/groups to talk about friends’

appearance.
- Problem-solving and creativity: guess who friends are.
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 adjectives for describing hair
2. Patterns: review the previous patterns
3. Skills: Listening, Speaking and Writing.
C. RESOURCES AND MATERIALS
- Student book - page 49
- Audio tracks 77
- Teacher’s Guide
- Website sachso.edu.vn
 - Computer, projector, ….
*Culture note: Appearance
- Show their love to their appearance.
- Be good friends!
LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to revise adjectives for describing hair.
*Game: “Musical chairs”
- Set up the activity.
- Have students sit on their seats. - Sit on their seats.
- Play music and ask them to move - Move around.
around.
- Take away two chairs and suddenly - Follow the teacher.
stop music.
- Have students sit on any chairs. - Sit on any chairs.
- The two students who have no chairs - The two students who have no chairs
to sit on will make a sentence to to sit on will make a sentence to
describe their friend’s hair. describe their friend’s hair.
E.g. Nam has short and black hair.
Linh has long and curly hair.
- Swap roles and continue the game in - Continue the game in the same way.
the same way.
- Praise if students have done well.
Give feedback.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the sentences
correctly.
- Task completed: Students can say
the sentences.
- Task uncompleted: Students are
unable to say the sentences.
PRESENTATION (10 minutes)
Aim: To help students listen and number items in the correct order.
*Lead-in:
- Ask students what they can - Answer what they can remember
remember from the letter in the from the letter in the previous lesson.
previous lesson. Allow students to Look at the answers, or the dolls, on
look back to check. Write their the board.
answers, or draw the dolls, on the
board. - Look at the picture on page 49.
- Ask students to look at the picture on Describe their friends.
page 49. Point to the different
students for the class to describe
them. - Follow the teacher. Write the
*Listen and number. (Track 77) numbers 1-4 next to the letters as
- Tell students they are going to hear a they hear the recording.
recording describing the people in
the picture. Tell them to write the
 numbers 1-4 next to the letters as - Listen the recording the whole way
they hear the recording. through once.
- Play the recording the whole way - Listen to the recording again. Find
through once. and number the person.
- Play the recording again, pausing
after the first description to show the
example answer. Continue, pausing
after each description for students to - Give the answers.
find and number the person.
- Go over the answers with the class.
- Check students’ answers. Praise
students if they have done well.
Answers:
1. c 2. b 3. d 4. a
Expected outcomes and assessment
- Task completed with excellence:
Students can listen and number items
correctly.
- Task completed: Students can listen
and number items.
- Task uncompleted: Students are
unable to listen and number items.
PRACTICE (8 minutes)
Aim: To help students ask and answer questions about appearance and improve speaking
skills.
*Look at the picture again. Ask and
answer. (page 49)
- Ask students to look at the question - Look at the question and answer in
and answer in the speech bubbles. the speech bubbles.
Read the first speech bubble out loud - Repeat the sentences.
for students to repeat, and then the
second.
- Ask a pair of students to read the - Read the dialogue out loud.
dialogue out loud. - Work in pairs.
- Put students in pairs to take turns - Perform in front of the class. Take
asking and answering similar turns asking and answering similar
questions about the people in questions about the people in exercise
exercise 1. Monitor the activity and 1.
help where necessary.
- Ask some pairs to ask and answer - Ask and answer questions for the
questions for the class. class.
- Call some pairs to perform in front
of the class. - Perform in front of the class.
- Check students’ pronunciation. Give
feedback.
Expected outcomes and assessment
- Task completed with excellence:
Students can ask and answer
questions about appearance
correctly.
- Task completed: Students can ask
and answer questions about
 appearance.
- Task uncompleted: Students are
unable to ask and answer questions
about appearance.
*Talk about your friend. (page 49) - Choose a friend and talk about them
- Ask students to choose a friend and using the speech bubble as a model.
talk about them using the speech
bubble as a model. - Perform for the class.
- Call some students perform for the
class.
- Praise them. Give comments.
Expected outcomes and assessment
- Task completed with excellence:
Students can talk about their friend’s
hair correctly.
- Task completed: Students can talk
about their friend’s hair.
- Task uncompleted: Students are
unable talk about their friend’s hair.
PRODUCTION (10 minutes)
Aim: To help students match full and contracted forms with the contraction “n’t”; write
sentences with “don’t / doesn’t have”; write about friends.
*Copy the sentences. Find and circle n’t.
(Page 42)
- Have students copy the sentences in - Copy the sentences in their
their notebooks while the teacher notebooks while the teacher writes
writes them on the board. them on the board.
- Have a student come up to circle the - Come up to circle the n’t in don’t.
n’t in don’t.
- Let students circle n’t in the - Circle n’t in the sentences in their
sentences in their notebooks. notebooks.
- Check students’ answers. Praise
students if they have done well.
Expected outcomes and assessment
- Task completed with excellence:
Students can match full and
contracted forms with the contraction
“n’t” correctly.
- Task completed: Students can match
full and contracted forms with the
contraction “n’t”.
- Task uncompleted: Students are
unable to match full and contracted
forms with the contraction “n’t”.
*Write about you and your friend. - Look at the sentences on the board.
(page 49)
- Write I don’t have ___. on the board.
Point to your eye and say I have
black eyes. Then ask Do I have blue - Look at the exercise in their books.
eyes? (No) Write blue eyes in the Follow the teacher.
blank.
- Ask students to look at the exercise
 in their books. Tell them they are
going to write and complete the - Share their work with a partner.
sentences about themselves and their -
friend, in their notebooks. Help with - Give their answers for the class.
any words if needed.
- Have students share their work with
a partner.
- Ask students to give their answers
for the class.
- Check students’ answer. Praise
students if they have done well.
Expected outcomes and assessment
- Task completed with excellence:
Students can write sentences about
friends correctly.
- Task completed: Students can write
sentences about friends.
- Task uncompleted: Students are
unable to write sentences about
friends.
HOMEWORK (2 minutes)
- Revise the words and the patterns.
- Do the exercises in Workbook page 47.
- Prepare for the next lesson (Review 2).
REFLECTION
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