Preparing date: ………………….

Teaching date: …………………………

REVIEW UNITS 1 – 4
Lesson 1 (page 62)

1. Objectives
By the end of this lesson, pupils will be able to review vocabulary and grammar of
units 1-4.
1.1. Language knowledge and skills
Vocabulary: review Units 1 – 4.
Grammar: review Units 1 – 4.
Sentence patterns: review Units 1 – 4.
1.2. Competences
Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to make
conversations about family, home and jobs.
Critical thinking and creativity: learn and make conversations
1.3. Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: flashcards
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Answer the teacher’s and ask
- Ask the pupils how they are or how they feel him / her the same question
today (or sing a song to warm up). (or sing a song together).
- Play a game: Tic, tac, toe game - Listen to the teacher’s
explanation.
o Arrange some flashcards or pictures on the
board. - Work in groups with pairs in
o Draw a grid with nine squares on the board. each group.
-The teams play rock, paper,
scissors to see which team goes
first.
- The winning team choose a
 space, then one pair from that
team goes to the board. One
pupil will point to the picture
or flashcard and ask a
question (E.g., Where’s the
lamp? / What’s in the living
room? / Is your father in the
bathroom? / …) and the other
student will answer.
- The pair mark that space as
theirs if they use the useful
language correctly.
- Teams take turns.
- The team that gets three
spaces in a horizontal,
vertical, or diagonal line
wins the game.

B. Presentation - look at the picture of task 1 in

Task 1: Look. Read. Number. their books and identify
things in the picture.
- Say the words.
- Teacher points to the things in the picture
randomly - Answer the questions.
- Ask pupils some questions related to the
pictures
- Explain the task - Read the words and write
- Have pupils read the words and numbers. number.
Answer key: a. 5 b. 1 c. 4 d. 3
- Correct pupils’ pronunciation and intonation if e. 2
necessary.

Task 2: Read. Circle the odd one out. - say it.

- Teacher points to each word - Work in pairs to read out the
- Ask some pairs to read out their answers in front words and circle the odd one
of the class. out. They may say why the
word is different from the
others.
- Read the answers in front of
Correct pupils’ pronunciation and intonation if the class
necessary. Answer key: 1. rubber 2.
 schoolbag 3. engineer 4. art
5. cook

C. Practice
Task 3: Read. Circle. - Look at the sentences in Task
3.
- Listen to the teacher’s
- Explain the task instruction.
- Read the task and circle the
correct answers.

- Go around the class providing any necessary Answer key: 1. Who’s 2. he is

help. 3. it isn’t 4. in 5. There is 6.
Her
- Work in pairs. One pupil
reads out the questions and
the other reads the answers

- Correct pupils’ answers.

D. Production - Listen to the teacher’s
- Play a game: Board game (page 124-125) instruction.
Work in pairs to play the game.

oTell them the rules of the game.

oAsk the pupils to use a coin, a pencil
sharpener, an eraser, etc, as a marker and
place it on the Start sign. -Take turns selecting a number
by throwing a dice, spinning a
spinner, etc, and then move
along the board according to the
number.
- must perform the task in the
space they land on.

-Correct answer allows the pupils to stay where

they are, whereas an incorrect one means that they
must move one space backwards.
E. Consolidation and homework
assignment - Listen to the teacher’s
Play a game: Hunting game instruction.
- Work in groups of four.
 o Divide the class into four groups. - Look back through unit 1 and
find these words and
sentences: father,
grandmother, sister, uncle,
young, an engineer, a dentist,
…, That is my sister., He’s my
grandfather. / My father is a
cook. / …
- Find the words / sentences.
Write down the pages and
make a sentence with each
word.
- Pupils get one point for each
correct page or sentence.
- The team that gets the most
points wins.
- Take notes about the
homework assigned.
- Assign homework in Tiếng Anh 3 Extra and
Friends Notebook (page 34).
Tell pupils how they work today then say
“Goodbye” to the pupils or sing the “Goodbye
song” together.
4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
…………………………………….
…………………………………………………………………………………………
Preparing date: …………………. Teaching date: …………………………

REVIEW UNITS 1 – 4
Lesson 2 (page 63)

1. Objectives
By the end of this lesson, pupils will be able to review vocabulary and grammar of
units 1-4.
1.1. Language knowledge and skills
Vocabulary: review units 1-4.
Grammar: review unit 1-4.
Sentence patterns: review unit 1-4.
1.2. Competences
Self-control and independent learning: practice reading and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to make
conversations about family, home and jobs.
Critical thinking and creativity: learn and make conversations
1.3. Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: flashcards
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Answer the teacher’s
- Ask the pupils how they are or how they feel questions and ask him / her
today (or sing a song to warm up). the same question (or sing a
song together).
- Play a game: Word tennis - Listen to the teacher’s
 explanation.
- one pupil come to the front
and play with the teacher.
- say a word from unit 1 to 4
and pretend to hit a ball to the
pupil. Have the pupil respond
with another word and hit it
back to his/ her friend.
Continue until someone
B. Presentation repeats a word or can't go.
Task 4: Read. Match. Ask and answer with your - Read out the questions and the
friend. answers of task 4 in their
books. Then match the
questions to the correct
answers.

- Check pupils’ answers. Answer key: 1. e 2. f 3. d 4. b

5. a 6. c
- Demonstrate in front of the
class.
- Correct pupils’ pronunciation and intonation if
necessary.
Task 5: Listen. Put a tick (√) or a cross (X).
Point. Say. (CD2 Track 44)
- Place pictures on the board or ask pupils to look
at the pictures in their books.
- Teacher points to each picture and has pupils
say the words.
- Check pupils’ pronunciation.
- Play track 44 - Listen and put a tick or cross.
- Pupils listen and put a tick or cross. - some individual pupils to read
- Ask out their answers in front of
Correct pupils’ pronunciation and intonation if the class.
necessary. Answer key: 1. X 2. √ 3. √ 4.
C. Practice X
Task 6: Look. Read. Write.
- Play a game: Pass the pen
- Look and read the text in
Task 6.
- Work in groups of four and
o Give each group a paper with printed text or sit round a table.
ask them to copy the text on the chalkboard.
 o - pass the pen or chalk
around the group. When the
music stops, the pupil
holding the pen / chalk is the
writer, and he or she is the
only one who can touch the
pen / chalk. The rest of the
team can help and offer
contributions, but they can’t
touch the pen / chalk. The
pupil holding the pen / chalk
fills in one blank.
-The first team to finish
writing hold up their paper or
chalkboard and say Stop!
- one pupil in that team to
read out their answers in front
o Correct pupils’ pronunciation and intonation of the class.
if necessary. - The other teams look to check
whether their friends’ text is
correct.
Answer key: 1. doctor 2.
teacher 3. Vietnamese 4.
D. Production cooking 5. bed
Escape the monster.

- Spread around.
- one pupil to play the role of a
o Tell the pupils that the sole objective of monster.
every pupil is to not get caught by the monster.
If one of them gets caught he/ she has to
answer the monster’s question and then turn
into a new monster, too.

- Pupils who are caught will also

start playing like a monster and
catch other pupils until the last
pupil remains. He/she will be
declared the winner of the game
who doesn’t get caught.
 E. Consolidation and homework
assignment - Listen to the teacher’s
Play a game: “What’s the question?” game instruction.
- Work in groups of four.
- Stand in four lines.
o Write some sentences on the board. (Or
teacher can put flashcards with sentences
written on it.)
o Give the first pupil of each line a piece of
chalk, then say “Go.”
- The first pupil run to the board
and write the first word of the
questions then turn back to their
lines and give the pieces of chalk
to the second pupils.
- The second pupil run to the
board and write the second word
of the questions then turn back to
their lines and give the pieces of
chalk to the third pupil.
o Check pupils’ understanding and correct
mistakes as a whole class.
- Correct pupils’ mistake.

- Assign homework in Tiếng Anh 3 Extra and - Take notes about the
Friends Notebook (page 35). homework assigned.
Tell pupils how they work today then say Say “Goodbye” to the teacher
“Goodbye” to the pupils or sing the “Goodbye or sing the “Goodbye song”
song” together. together.

4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
…………………………………….
…………………………………………………………………………………………

Preparing date: …………………. Teaching date: …………………………

REVIEW UNITS 1 – 4
Lesson 2 (page 63)

1. Objectives
By the end of this lesson, pupils will be able to review vocabulary and grammar of
units 1-4.
1.1. Language knowledge and skills
Vocabulary: review units 1-4.
Grammar: review unit 1-4.
Sentence patterns: review unit 1-4.
1.2. Competences
Self-control and independent learning: practice reading and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to make
conversations about family, home and jobs.
Critical thinking and creativity: learn and make conversations
1.3. Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: flashcards
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Answer the teacher’s
- Ask the pupils how they are or how they feel questions and ask him / her
today (or sing a song to warm up). the same question (or sing a
song together).
- Play a game: Word tennis - Listen to the teacher’s
explanation.
- one pupil come to the front
and play with the teacher.
- say a word from unit 1 to 4
and pretend to hit a ball to the
pupil. Have the pupil respond
with another word and hit it
back to his/ her friend.
Continue until someone
B. Presentation repeats a word or can't go.
Task 4: Read. Match. Ask and answer with your - Read out the questions and the
friend. answers of task 4 in their
books. Then match the
questions to the correct
answers.

- Check pupils’ answers. Answer key: 1. e 2. f 3. d 4. b

5. a 6. c
- Demonstrate in front of the
class.
- Correct pupils’ pronunciation and intonation if
necessary.
Task 5: Listen. Put a tick (√) or a cross (X).
Point. Say. (CD2 Track 44)
- Place pictures on the board or ask pupils to look
at the pictures in their books.
- Teacher points to each picture and has pupils
say the words.
- Check pupils’ pronunciation.
- Play track 44 - Listen and put a tick or cross.
- Pupils listen and put a tick or cross. - some individual pupils to read
- Ask out their answers in front of
Correct pupils’ pronunciation and intonation if the class.
necessary. Answer key: 1. X 2. √ 3. √ 4.
 C. Practice X
Task 6: Look. Read. Write.
- Play a game: Pass the pen
- Look and read the text in
Task 6.
- Work in groups of four and
o Give each group a paper with printed text or sit round a table.
ask them to copy the text on the chalkboard.
o - pass the pen or chalk
around the group. When the
music stops, the pupil
holding the pen / chalk is the
writer, and he or she is the
only one who can touch the
pen / chalk. The rest of the
team can help and offer
contributions, but they can’t
touch the pen / chalk. The
pupil holding the pen / chalk
fills in one blank.
-The first team to finish
writing hold up their paper or
chalkboard and say Stop!
- one pupil in that team to
read out their answers in front
o Correct pupils’ pronunciation and intonation of the class.
if necessary. - The other teams look to check
whether their friends’ text is
correct.
Answer key: 1. doctor 2.
teacher 3. Vietnamese 4.
D. Production cooking 5. bed
Escape the monster.

- Spread around.
- one pupil to play the role of a
o Tell the pupils that the sole objective of monster.
every pupil is to not get caught by the monster.
If one of them gets caught he/ she has to
answer the monster’s question and then turn
 into a new monster, too.
- Pupils who are caught will also
start playing like a monster and
catch other pupils until the last
pupil remains. He/she will be
declared the winner of the game
who doesn’t get caught.

E. Consolidation and homework

assignment - Listen to the teacher’s
Play a game: “What’s the question?” game instruction.
- Work in groups of four.
- Stand in four lines.
o Write some sentences on the board. (Or
teacher can put flashcards with sentences
written on it.)
o Give the first pupil of each line a piece of
chalk, then say “Go.”
- The first pupil run to the board
and write the first word of the
questions then turn back to their
lines and give the pieces of chalk
to the second pupils.
- The second pupil run to the
board and write the second word
of the questions then turn back to
their lines and give the pieces of
chalk to the third pupil.
o Check pupils’ understanding and correct
mistakes as a whole class.
- Correct pupils’ mistake.

- Assign homework in Tiếng Anh 3 Extra and - Take notes about the
Friends Notebook (page 35). homework assigned.
Tell pupils how they work today then say Say “Goodbye” to the teacher
“Goodbye” to the pupils or sing the “Goodbye or sing the “Goodbye song”
song” together. together.

4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
…………………………………….
…………………………………………………………………………………………

Preparing date: …………………. Teaching date: …………………………

UNIT 5: Toys
Lesson 1 (page 65)

1. Objectives
By the end of this lesson, pupils will be able to present and talk about toys, talk
about possessions.
1.1. Language knowledge and skills
Vocabulary: a ball, a bike, a teddy, a robot.
Grammar: Simple present tense with HAVE GOT.
Sentence pattern: I’ve got a ball.
1.2. Competences
Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to talk about toys and
possessions.
 1.3. Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Toys flashcards
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Greet the teacher.
- Greet the whole class. - Answer the teacher’s and ask
- Ask the pupils how they are or how they feel him / her the same question.
today.
Play a game: What’s missing? - Listen to the teacher’s
explanation.
o Put the Toy flashcards (a ball, a kite, a teddy, - Play the game in three or four
a robot) on the board. groups.
- pupils from each group to
stand in a row and look at the
flashcards briefly.
- Turn round. The teacher
removes one flashcard and
counts from 1 to 3.
- Turn back and find the
missing flashcard. They then
raise their hands to say the
name of the missing flashcard
and make a sentence about it.
If the answer is correct, the
pupil will get one point for the
group. (Extension: Teacher
can challenge the pupils by
asking them to make a
sentence I’ve got… with the
missing flashcard.)
- The group that gets the most
points at the end of the game
wins.
- Correct pupils’ mistakes (if any).
B. Practice - Follow the teacher’s steps.
Task 4: Listen. Match. Point. Say. (CD2 Track
47)
Pupils’ books open. - Name the toys they see in their
- Refer pupils to the pictures and elicit the toys.students’ books, e.g. Look at
your books. What toys can you
- Explain the task. see?
- Listen and check their
- Play track 47, pause at each number to check the answers.
answers. - Each individual pupil point to
the children and their toys and
say: I’ve got….

- Correct pupils’ pronunciation and intonation if - Answers: 1. d 2. b 3.a

necessary. 4.c
- Audio script:
1. I’ve got a bike.
2. I’ve got a teddy.
3. I’ve got a robot.
4. I’ve got a ball.

C. Production
- Listen to the teacher’s
Task 5: Let’s play. instructions.
o Divide the class into (Alternatives: play the
game as a whole class.) - Play the game in groups of ten.
- Listen and follow the
o Read the example and explain the game. instructions.
- Each pupil has to remember
what the previous pupil has said
and add one more extra toy, so
that “a chain” is formed. The
pupil who breaks the chain either
by forgetting one toy or his / her
own toy, is either out of the
“chain” or performs the task. In
case pupils play in groups, one
group will be eliminated if one
member of the group can’t
perform the task. The group that
has all the members completing
 the task will win. (Extension:
Teacher can add more thematic
vocabulary such as: school,
home, etc. in order to provide
pupils with a wider choice of
words).
- Start the game, each group
takes turn to do activity.
- Expected answer: I’ve got a
ball. I’ve got a ball and a teddy.
I’ve got a ball, a teddy and a
robot.

- Go to each group, observe, check and provide any - Look at the Phonics flashcard.
help if necessary.
D. Phonics Corner
Task 6: Listen and repeat. (CD2 Track 48)
Pupils’ books closed.
- Put the Phonics flashcard toy up on the board. - Repeat the sound /ɔɪ/ chorally
- Point to the letter oy in red and say: These are and individually.
letters oy and they make the sound /ɔɪ/.

- Correct pupils’ pronunciation if necessary. - Open their books and look at

Pupils’ books open. the word toy.
- Refer them to the word toy. - Listen, point to the picture and
repeat chorally and individually.
- Play track 48 (Extension: ask pupils to give
more examples of the sound /ɔɪ/,
e.g., boy)

- Listen and repeat the sound

Task 7: Listen and repeat. (CD 2 Track 49) /ɔɪ/.
- Listen and repeat the sentence.

- Point to Phonics flashcard toy again and say: - Repeat the sentence and say the
I’ve got a toy. sentence with the correct
- Play track 49. intonation.
- Draw pupils’ attention to the pronunciation and - Work in pairs to practice
intonation. saying the sentence with their
partners.
 E. Consolidation and homework
assignment - Listen to the teacher’s
Play a game: Memory game instruction.
- Explain the game: - Take out their notebooks.
- look, remember and write
sentences about these objects.
o Show 4 Toy flashcards as fast as possible They have to write sentences
and in any order. in the order that the flashcards
- Start the game. appear.
- Correct pupils’ mistakes. - Play the game.
- Take notes about the
- Assign HW in the Activity Book (page 63) and homework assigned.
TA 3 Extra and Friends Notebook (page 36). Say “Goodbye” to the teacher or
Tell pupils how they work today then say sing the “Goodbye song”
“Goodbye” to the pupils or sing the “Goodbye together.
song” together.

4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….………………………………………………………………

Preparing date: …………………. Teaching date: …………………………

UNIT 5: Toys
Lesson 2 (page 66)

1. Objectives
By the end of this lesson, pupils will be able to present and talk about toys, talk
about possessions.
1.1. Language knowledge and skills
Vocabulary: a kite, a car, a yo-yo, a doll.
Grammar: Simple present tense with negative form of HAVE GOT.
Sentence pattern: I haven’t got a kite.
1.2.Competences
 Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to talk about toys and
possessions.
1.3.Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Toy flashcards (a kite, a car, a yo-yo, a doll)
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Greet the teacher.
- Greet the whole class. - Answer the teacher’s and ask
- Ask the pupils how they are or how they feel him / her the same question.
today.
Play a game: Memory game. - Listen to the teacher’s
o Put the Toy flashcards (a ball, a bike, a teddy, explanation.
a robot) up on the board. - Play the game in four groups.
- Look at the flashcards briefly
and then close their eyes.
o Remove a flashcard. - Open their eyes and raise their
hands to say which flashcard
o Repeat the activity if necessary. is missing.
The pupil saying the correct
flashcard gets one point. The
pupil saying the correct flashcard
and being able to make a
sentence “I’ve got….” with the
missing flashcard gets two
points.
- Correct Pupils’ mistakes (if any). - Correct their friends’
mistakes.
B. Presentation - Follow the teacher’s steps.
Task 1: Listen. Point. Repeat. (CD2 Track 50)
Pupils' books closed.
- Use flashcards of toys or use real objects to
 introduce the new words (a kite, a car, a yo-yo,
a doll). - Repeat after the teacher
- Point to each flashcard and say its name. chorally and individually.

- Repeat the process with the rest of the toys. - Listen.

Pupils’ books open. - Listen and point to the
- Play track 50 pictures in their books.
- Have pupils listen and point (Optional: have
them to spell each word) - Listen and repeat chorally and
- Play the audio again. individually.

- Check and correct Pupils’ pronunciation. - Work in pairs, one of them

points to the pictures in the
book and the other says the
words. Then change their
roles and continue this
activity. (Extension: one of
them looks and mimes the
words, the other looks and
says the word.)

Task 2: Look. Listen. Repeat (CD 2 Track 51) - look at the picture of Task 2 in
their books.

- Introduce new structure “I haven’t got…”, then - Listen and follow.

elicit the full form “I have not got...”. - Listen and point to the new
- Play track 51 structure in their books.

- Listen and repeat chorally and

- Play the audio again with pauses individually.

- Correct pupils’ pronunciation and intonation if

necessary. - Look at Exercise 3.
C. Practice - Look at the pictures in
Task 3: Look at Exercise 3. Point. Talk with Exercise 3 and says the toys.
your friend.
- Work in pairs. One pair model
- Ask them what toys they can see. the task.
- Explain the task
- Work in pairs, take turns
pointing to the pictures and
 saying “I haven’t got...”.

- Go around the class providing any necessary - Demonstrate in front of the

help. class.
- Correct pupils’ pronunciation and intonation if
necessary. - Listen to the teacher’s
D. Consolidation and homework instruction.
assignment
Play a game: Memory game
- Explain the game - remember and write words
- Show toy flashcards as fast as possible and in any about these items. (Optional:
order. have pupils remember, say
and spell the words).
- Look and make negative
- Correct pupils’ mistakes. sentences of HAVE GOT using
the words they’ve just written
down.
- Take notes about the
- Assign HW in the Activity Book (page 64) and homework assigned.
TA 3 Extra and Friends Notebook (page 37). Say “Goodbye” to the teacher or
Tell pupils how they ork today then say sing the “Goodbye song”
“Goodbye” to the pupils or sing the “Goodbye together.
song” together.

4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………
Preparing date: …………………. Teaching date: …………………………

UNIT 5: Toys
Lesson 2 (page 67)

1. Objectives
By the end of this lesson, pupils will be able to present and talk about toys, talk
about possessions.
1.1. Language knowledge and skills
 Vocabulary: a kite, a car, a yo-yo, a doll.
Grammar: Simple present tense with negative form of HAVE GOT.
Sentence pattern: I haven’t got a kite.
1.2. Competences
Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to talk about toys and
possessions.
1.3.Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Toy flashcards (a kite, a car, a yo-yo, a doll), Phonics flashcard
(doll)
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Greet the teacher.
- Greet the whole class. - Answer the teacher’s and ask
- Ask the pupils how they are or how they feel him / her the same question.
today.
Play a game: Freeze - Listen to the teacher’s
o Prepare a song, e.g. Extra and friends theme explanation.
song.
o Prepare Toy flashcards (a kite, a car, a yo-yo,
a doll).

o Choose one of four flashcards and pass it to - Play the game in whole class.
the first pupil when starting the music. Pupils
keep passing the flashcard until the music
stops. Teacher says “Freeze”, the pupil who is
holding the flashcard has to make a negative - Make a negative sentence I
sentence I haven’t got… with the Toy haven’t got…
flashcard he / she is holding.
- The group that gets the most
points at the end
- Correct pupils’ mistakes (if any).
- Follow the teacher’s steps.
B. Practice
Task 4: Look. Read. Complete. Say. - Expected answer: I can see a
Pupils’ books open. robot / a teddy/ a car / a kite /
- Refer pupils to the pictures and elicit the toys. a yo-yo / a doll…
- Ask pupils to name the toys they see in their - Read aloud incomplete
students’ books, e.g. Look at your books. What sentences.
toys can you see?
- Ask pupils to look at 2 sentences in number 1
and read aloud incomplete sentences. - Look at the pictures and
- Point to (P) and explain to the pupils that they follow the teacher’s
are going to write an affirmative sentence I’ve instructions.
got... - Do the task.
- Point to (O) and explain to the pupils that they - Check the answers.
are going to write a negative sentence I haven’t - Read out the sentences.
got...
- Allow pupils 1-2 to complete the task.
- Check the answers as a whole class. -Individual pupils point to the
- Correct pupils’ pronunciation and intonation if pictures and read out the
necessary. sentences.
- Answers:
1. I have got a bike. P
I haven’t got a doll. O
2. I have got a ball. P
I haven’t got a yo – yo. O
3. I have got a teddy. P
I haven’t got a car. O
4. I have got a robot. P
I haven’t got a kite. O

C.Production Listen to the teacher’s

Task 5: Read. Write. Talk with your friends. instruction.
o Refer the pupils to the picture and allow
them some time to go through the text.
o Explain the task using IWB. - Predict some words they are
o Point to each gap and help pupils brainstorm going to fill in.
some words they are going to fill in. e.g. name, - Do the task.
toy - Check the answer.
o Have them read and write the missing words. - Read aloud.
o Check the answers as a whole class. - Draw Toy pictures, work in
o Have pupils read the text chorally. pairs and present.
o Ask pupils to draw a toy that they have and
 another toy that they don’t have. Then, ask
them to work in pairs, point to their pictures
and take turns talking about their toys. - Present the toys they have got
o Walk around the class and give them help if and haven’t got in front of the
necessary. class.
o Have some individual pupils come to the
front and present what toys they have got and
what they haven’t.
o Correct their pronunciation and intonation if
necessary.
Suggested answer: Hello, I’m Lan. I have got a
doll, a teddy and a bike. I haven’t got a kite.
D. Phonics Corner
Task 6: Listen and repeat. (CD2 Track 52)
Pupils’ books closed.
- Put the Phonics flashcard doll up on the board.
- Point to the letter d in red and say: This is letter
d and they make the sound /d/.
- Have pupils repeat chorally and individually.
- Correct pupils’ pronunciation if necessary.
Pupils’ books open.
- Refer pupils to the word doll and play track 52,
using IWB.
- Ask pupils to listen, point to the picture and
repeat chorally and individually. (Extension:
ask pupils to give more examples of the
sound /d/, e.g. dentist, doctor, door, etc.)
Task 7: Listen and repeat. (CD 2 Track 53) - Look at the Phonics flashcard.
- Point to Phonics flashcard doll again and say: I - repeat several times.
haven’t got a doll.
- Play track 53.
- Draw pupils’ attention to the pronunciation and
intonation. - Repeat the sound /d/.
- Have pupils repeat the sentence and say the - Work in pairs and have them
sentence with the correct intonation. practice saying the sentence with
their partners.

D. Consolidation and homework assignment - Listen to the teacher’s

Play a game: Opposite instruction.
- Have all Toys flashcards on the board. - some pupils to come to the
front and make their own
 sentence using the flashcards.
Pupils play rock, paper,
scissors to decide who goes
first. Teacher points to any Toy
flashcards on the board. The
first pupil will make an
affirmative sentence (I have
got…) or a negative sentence (I
haven’t got…) and the second
pupil has to say the opposite
sentence.
- Expected answers:
Pupil 1: I have got a ball.
Pupil 2: I haven’t got a ball.
- Assign HW in the Activity Book (page 65) and - Take notes about the
TA3 Extra and Friends Notebook (page 37). homework assigned.
Tell pupils how they work today then say Say “Goodbye” to the teacher or
“Goodbye” to the pupils or sing the “Goodbye sing the “Goodbye song”
song” together. together.

4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………

Preparing date: …………………. Teaching date: …………………………

 UNIT 5: Toys
Lesson 3 (page 68)

1. Objectives
By the end of this lesson, pupils will be able to present and talk about toys. They
will also be able to ask and answer about possessions.
1.1. Language knowledge and skills
Vocabulary: a plane, a balloon, a boat, a scooter.
Grammar: Simple present tense with interrogative form of HAVE GOT.
Sentence pattern: Have you got a scooter? Yes, I have.
Have you got a boat? No, I haven’t.
1.2. Competences
Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to talk about toys and
possessions.
1.3. Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Toy flashcards (a plane, a balloon, a boat, a scooter)
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up
- Greet the whole class. - Greet the teacher.
- Ask the pupils how they are or how they feel - Answer the teacher’s and ask
today. him / her the same question.
Play a game: Rhythm. - Listen to the teacher’s
o Prepare Toy flashcards that pupils have learnt. explanation.
o Pre-teach pupils the chant: Slap, slap, clap, - Play as a whole class.
clap (…). While teaching the chant, the
teacher demonstrates some actions, e.g. slap
on the thighs for two beats when saying slap,
slap, and then clap hands for two beats when
saying clap, clap.
-Say the chant and do the
 o Show one Toy flashcard, e.g. a robot and actions: Slap, slap, clap, clap
have pupils (a robot, a robot).
o Show another Toy flashcard and have pupils
keep saying the chant:
Slap, slap, clap, clap (a doll, a doll)
Slap, slap, clap, clap (a car, a car)
Slap, slap, clap, clap (a kite, a kite)
Slap, slap, clap, clap (a bike, a bike)
o Repeat the activity as many times as the
teacher feels necessary. - Congratulate.
- Correct pupils’ mistakes (if any).
B. Presentation
Task 1: Listen. Point. Repeat. (CD2 Track 54) - Follow the teacher’s steps.
Pupils' books closed.
- Use flashcards of toys to introduce the new
words (a plane, a balloon, a boat, a scooter).
- Point to each flashcard and say its name. - Repeat after the teacher
Pupils’ books open. chorally and individually.
- Play track 54
- Have pupils listen and point to the pictures in - Listen.
their books. (Optional: have them to spell each - Listen and point.
word)
- Play the audio again - Listen and repeat chorally and
individually
- Work in pairs, one of them
points to the pictures in the
book and the other says the
words. Then change their
roles and continue this
activity. (Extension: one of
them mimes the picture, the
other looks and says the
word.)
- Check and correct pupils’ pronunciation.
Task 2: Look. Listen. Repeat (CD 2 Track 55)
- Look at the picture of Task 2 in
their books. Describe it to them.
- Explain the situation and lead to the structure.
- Introduce new structure “Have you got a
scooter? Yes, I have”, “Have you got a boat?
No, I haven’t.” - Listen and follow.
 - Play track 55
- - Play the audio again with pauses . - Listen and point to the new
- Correct pupils’ pronunciation and intonation if structure in their books.
necessary. - Listen and repeat chorally
C. Practice and individually.
Task 3: Look at exercise 1. Ask and answer with
your friends.
- Have them
- Divide the class into pairs. - Look at the pictures in Exercise
3 and say the toys.
- Read out the exchange and
explain the task.
- One pair model the task. In
pair, one pupil looks at the
toy, asks his / her partner
about what he / she has /
hasn’t got. Then they swap
- Allow pupils 2-3 minutes to practice together. roles.Model the task.
- Go around the class providing any necessary - Do the activity.
help.
- Ask some pairs to demonstrate
Correct pupils’ pronunciation and intonation if - Demonstrate in front of the
necessary. class.
D. Consolidation and homework assignment
Play a game: Toy game - Listen to the teacher’s
- Prepare a ball. instruction.

- Play the game in four or five

groups; each group has at
least one excellent or good
pupil to help control the
o Start the game, each group takes turn to do activity.
activity. - Model the activity.
- Correct pupils’ mistakes. - The first pupil in the group will
take the ball. He / She tosses a
- Assign HW in the Activity Book (page 66) and ball to other in the same team,
TA 3 Extra and Friends Notebook (page 38). asking a question “Have you got
Tell pupils how they work today then say …?”. The pupil that catches the
“Goodbye” to the pupils or sing the “Goodbye ball answers the question then
song” together. asks another question and tosses
the ball to someone else in the
group. Pupils continue tossing
 the ball until the last pupil has
asked / answered the question.
The teacher observes and notes
down the time each group has
finished. The group that needs
the least time to finish will win.
- Take notes about the
homework assigned.
Say “Goodbye” to the teacher or
sing the “Goodbye song”
together.

4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………
Preparing date: …………………. Teaching date: …………………………

UNIT 5: Toys
Lesson 3 (page 69)

1. Objectives
By the end of this lesson, pupils will be able to present and talk about toys, talk
about possessions.
1.1. Language knowledge and skills
Vocabulary: a plane, a balloon, a boat, a scooter.
Grammar: Simple present tense with interrogative form of HAVE GOT.
Sentence pattern: Have you got a scooter? Yes, I have.
Have you got a boat? No, I haven’t.
1.2.Competences
Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to talk about toys and
possessions.
1.3.Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Toys flashcards (a plane, a balloon, a boat, a scooter), Phonics
flashcard (plane),
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Greet the teacher.
- Greet the whole class. - Answer the teacher’s and ask
- Ask the pupils how they are or how they feel him / her the same question.
today.
Play a game: Freeze
o Prepare a song, e.g. Extra and friends theme - Listen to the teacher’s
song. explanation.
o Prepare Toy flashcards (a plane, a balloon, a
 boat, a scooter).
o Choose one of four flashcards and pass it to - Pupils keep passing the
the first pupil when starting the music. flashcard until the music
stops. Teacher says “Freeze”,
the pupil who is holding the
flashcard has to make a
negative sentence I haven’t
got… with the Toy flashcard
he / she is holding.
- The group that gets the most
points at the end of the game
wins.
- Correct pupils’ mistakes (if any).
- Congratulate.
B. Practice
Task 4: Listen. Put a tick (P) or a cross (O) (CD - Follow the teacher’s steps.
2 Track 56).
Pupils’ books open. - Expected answer: I can see a
- Refer pupils to the pictures and elicit the toys. scooter / a boat / a plane / a
- Ask pupils to name the toys they see in their balloon.
students’ books, e.g. Look at your books. What
toys can you see?
- Explain the task. - Look at the pictures and
- Point to (P) and explain to the pupils that they follow the teacher’s
are going to put a tick if what they hear matches instructions.
the picture. - Do the task.
- Point to (O) and explain to the pupils that they
are going to put a cross if what they hear doesn’t
match the picture. - Check the answers.
- Play track 56 - Work in pairs, point to the
- Check the answers as a whole class. pictures, ask and answer about
- Correct pupils’ pronunciation and intonation if the pictures.
necessary. - Answers:
1. O 2. P 3. P 4. O
Audio Script:
1. Have you got a scooter?
No, I haven’t.
2. Have got a plane? Yes, I
have.
3. Have you got a boat? Yes,
I have.
4. Have you got a balloon? No, I
 haven’t.
C. Production
Task 5: Let’s play.
o Refer the pupils to the pictures. - Listen to the teacher’s
o Read the example and explain the task. instructions.
o Divide the class into pairs.
o Walk around the class and give them help if - One pupil asks the questions
necessary. and the other gives the true
answers about himself / herself.
- Swap the roles.
- Practice together in 1- 2
minutes
Correct their pronunciation and intonation if
necessary.
D. Phonics Corner
Task 6: Listen and repeat. (CD2 Track 57) Look at the Phonics flashcard.
Pupils’ books closed.
- Put the Phonics flashcard plane up on the board.
- Point to the letter d in red and say: This is letter - Repeat the sound /pl/ chorally
pl and they make the sound /pl/. and individually.

- Correct pupils’ pronunciation if necessary. - Open their books and look at

Pupils’ books open. the word doll.
- Refer pupils to the word plane and play track 57 - Listen and repeat the sound
- Ask pupils to listen, point to the picture and /pl/.
repeat chorally and individually. (Extension:
ask pupils to give more examples of the
sound /pl/, e.g. play)
Task 7: Listen and repeat. (CD 2 Track 58)
- Point to Phonics flashcard plane again and say: - Listen and repeat the sentence.
Have you got a plane?
- Ask pupils to repeat several times.
- Play track 58.
- Draw pupils’ attention to the pronunciation and - Work in pairs.
intonation. - Listen to the teacher’s
- Have pupils repeat the sentence and say the instruction.
sentence with the correct intonation.
Divide the class into pairs and have them practice - Play the game.
saying the sentence with their partners. - Expected answers:
E. Consolidation and homework assignment Pupil 1: Have you got a ball?
Play a game: Question chains Pupil 2: Yes, I have. Have
you got a boat?
 - Explain the game: Pupil 3: No, I haven’t. Have
o Divide the class into four or five groups. you got…?
o The first pupil of a group will start by asking
a question “Have you got…?”, the next pupil
will give true answer about himself / herself.
He / She then continues by asking a question
“Have you got…?”, so that “a chain of
questions” is formed. The chain will keep
going until the last pupil of the group. The
teacher observes and notes down the time that
each group finishes. The group that needs the
least time will win.
- Correct pupils’ mistakes. - Take notes about the
- Assign HW in the Activity Book (page 67) and homework assigned.
TA3 Extra and Friends Notebook (page 38). Say “Goodbye” to the teacher or
Tell pupils how they work today then say sing the “Goodbye song”
“Goodbye” to the pupils or sing the “Goodbye together.
song” together.

4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………
Preparing date: …………………. Teaching date: …………………………

UNIT 5: Toys
Lesson 4 (page 70)

1. Objectives
By the end of this lesson, pupils will be able to present numbers (11-15). They will
be able to talk about a number of toys.
1.1. Language knowledge and skills
Vocabulary: eleven, twelve, thirteen, fourteen, fifteen.
Grammar: Simple present tense with THERE ARE.
Sentence pattern: There are fourteen cars.
1.2. Competences
Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to talk about toys and
quantity.
1.3. Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Number flashcards (eleven, twelve, thirteen, fourteen, fifteen),
Toy flashcards (a plan, a boat, a scooter, a balloon)
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up
- Greet the whole class. - Greet the teacher.
- Ask the pupils how they are or how they feel - Answer the teacher’s and ask
 today. him / her the same question.
Play a game: Sticky ball toss. - Listen to the teacher’s
explanation.
- Prepare Toy flashcards that pupils have learnt and - Play as a whole class.
a sticky ball.
- Spread Toy flashcards on the board. Have a pupil
toss a sticky ball, aiming at one of the cards. Then,
the whole class look and use the card which the
ball lands on to ask the question “Have you - Do the activity.
got…?”, the pupil who tosses the ball will give true
answer “Yes, I have. / No, I haven’t.”
- Repeat the activity as many times as the teacher
feels necessary.
- Correct pupils’ mistakes (if any). - Congratulate.
B. Presentation
Task 1: Listen. Point. Repeat. (CD2 Track 59) - Follow the teacher’s steps.
Pupils' books closed.
- Use flashcards of numbers to introduce the new
words (eleven, twelve, thirteen, fourteen,
fifteen).
- Point to each flashcard and say its name.
- Repeat after the teacher
chorally and individually.
- Repeat the process with the rest of the numbers.
Pupils’ books open. - Listen.
- Play track 59 - Listen and point to the
pictures in their books.
(Optional: have them to spell
each word)
- Play the audio again - Listen and repeat chorally and
individually.
- Check and correct pupils’ pronunciation.
- Work in pairs.one of them
points to the pictures in the
book and the other says the
words. Then change their
roles and continue this
activity. (Extension: one of
them says a number, the other
listens and writes down the
number they hear.)
Task 2: Look. Listen. Repeat. (CD 2 Track 60)
 - Look at the picture of Task 2 in
their books. Describe it to them.
- Explain the situation and lead to the structure.
- Introduce new structure “There are fourteen
cars.”
- Play track 60
- Have pupils listen and point
- Play the audio again with pauses. - Listen and point to the new
structure in their books. Draw
their attention to plural form
of noun.
- Listen and repeat chorally and
individually.

Correct pupils’ pronunciation and intonation if

necessary.
C. Practice - Look at the pictures in
Task 3: Point. Talk with your friend. Exercise 3.
- Explain the task. - Work in pairs. Look at the
pictures and take turns saying
how many toys there are.
- Practice together in 2-3
minutes.
- Demonstrate in front of the
class.

- Go around the class providing any necessary

help.
- Correct pupils’ pronunciation and intonation if
necessary. - Listen to the teacher’s
D. Consolidation and homework assignment instruction.
Play a game: Matching
- Prepare Toy flashcards and Number flashcards.
Place them on a desk near the board. - Each group has at least one
- Divide the class into four or five groups. excellent or good pupil to help
control the activity. One group
models the activity.
- One pupil from each group
comes to the front. He / She then
listens to the teacher's sentence,
e.g. There are fifteen robots.
He / She races to the desk and
 chooses 2 flashcards – one for
toy and one for number. The
fastest pupil will receive one
point for his / her group. After
the activity, the group that has
the highest point will win.
- Model the activity.
- Correct pupils’ mistakes.
- Take notes about the
- Assign HW in the Activity Book (page 68) and
homework assigned.
TA3 Extra and Friends Notebook (page 39).
Say “Goodbye” to the teacher or
Tell pupils how they work today then say
sing the “Goodbye song”
“Goodbye” to the pupils or sing the “Goodbye
together.
song” together.
4. Adjustment and supplement:
……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………
Preparing date: …………………. Teaching date: …………………………

UNIT 5: Toys
Lesson 4 (page 71)

1. Objectives
By the end of this lesson, pupils will be able to present numbers (11-15). They will
be able to talk about a number of toys.
1.1. Language knowledge and skills
Vocabulary: eleven, twelve, thirteen, fourteen, fifteen.
Grammar: Simple present tense with THERE ARE.
Sentence pattern: There are fourteen cars.
1.2.Competences
Self-control and independent learning: practice listening, reading comprehension
and perform speaking tasks.
Communication and collaboration: work in pairs or groups to talk about toys and
quantity.
1.3.Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Number flashcards (eleven, twelve, thirteen, fourteen, fifteen),
Phonics flashcard (twelve), PowerPoint slides.
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures
 Teacher’s activities Pupils’ activities
A. Warm up - Greet the teacher.
- Greet the whole class. - Answer the teacher’s and ask him / her
- Ask the pupils how they are or how the same question.
they feel today.
Play a game: Clap your hands - Listen to the teacher’s explanation.
o Prepare Numbers flashcards
(eleven, twelve, thirteen, fourteen, - Play the game as a whole class.
fifteen).
o Say a number, e.g. eleven. Pupils
then listen and clap their hands - Congratulate.
equivalent to the number teacher
has just said. (Alternatives: - Look at the pictures.
Teacher can ask pupils to jump
instead of clapping.)
- Correct Pupils’ mistakes (if any).
B. Practice - Read aloud the numbers.
Task 4: Look. Write. Point. Say.
Pupils’ books open.
- Refer pupils to the pictures. Elicit the - Look at the pictures and do the task in 1-
toys and the numbers. 2 minutes.
- Ask pupils to name the toys they see - Check the answers.
in their students’ books, e.g. Look at - Expected answer: I can see a car / a
your books. What toys can you see? balloon / a ball / a doll…
- Have pupils say the numbers they see - Point to the pictures and read out the
in the pictures. sentences.
- Explain the task
- Check the answers as a whole class.
(Optional: Teacher can ask pupils to - Answers:
spell the words)
- Correct pupils’ pronunciation and
intonation if necessary.

C. Production
Task 5: Draw. Read. Write. Talk with
your friends.
- Predict some words they are going to fill
- Refer the pupils to the picture and elicit in.
the toys. - Listen to the teacher’s instruction.
- Explain the task - Do the task.
- Point to each gap and help pupils
brainstorm some words they are going to
use (e.g. name, toys, numbers).
o Check the answers as a whole
class. - Read the text chorally.
o Walk around the class and give - Read and write the missing words.
them help if necessary. draw Toys pictures and write the numbers
o Have next to the Toys they have. Work in pairs,
o Correct their pronunciation and point to their pictures and take turns talking
intonation if necessary. about their toys.
-Some individual pupils to come to the
front and present what toys they have if
there is time.
Suggested answer: Hello, everyone. My
name’s Minh. I have got a lot of toys at
home. There are fifteen cars, and eleven
balls. There are thirteen robots, too!

D. Phonics Corner
Task 6: Listen and repeat. (CD2
Track 61) - Look at the Phonics flashcard.
Pupils’ books closed.
- Put the Phonics flashcard twelve up
on the board.
- Point to the letter d in red and say:
This is letter tw and they make the - Repeat the sound /tw/ chorally and
sound /tw/. individually.

- Correct pupils’ pronunciation if - Open their books and look at the word
necessary. twelve.
Pupils’ books open.
- Listen and repeat the sound /tw/.

- Refer pupils to the word twelve and

play track 61.
 - Ask pupils to listen, point to the - Listen and repeat the sentence.
picture and repeat chorally and
individually.
Task 7: Listen and repeat. (CD 2
Track 62) -Repeat several times.
- Point to Phonics flashcard twelve - Work in pairs, repeat the sentence and say
again and say: There are twelve toys. the sentence with the correct intonation.
- Play track 62. - Work in pairs and have them practice
- raw pupils’ attention to the saying the sentence with their partners.
pronunciation and intonation.
- Listen to the teacher’s instruction.

E. Consolidation and homework - One pupil comes to the front to model the
assignment activity.
Play a game: Jump to the number - Model the activity.
o Place Numbers flashcards on the - That pupil jumps to the card, he / she
floor, face up. makes a sentence about it, e.g. There are
15 kites.
o Use verbs that pupil knows,
instruct that pupil to go to particular
card, e.g. Jump to number 15. - The pupil who jumps to the card first and
o Challenge pupils by having them makes a sentence about it will win.
compete in pairs, place two sets of
Numbers cards, then say a number. - Take notes about the homework
o Repeat the activity if necessary. assigned.
- Correct pupils’ mistakes.
- Assign HW in the Activity Book - Say “Goodbye” to the teacher or sing the
(page 69) and TA3 Extra and Friends “Goodbye song” together.
Notebook (page 39).
- Tell pupils how they work today then
say “Goodbye” to the pupils or sing the
“Goodbye song” together.
4. Adjustment and supplement:
……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………

Preparing date: …………………. Teaching date: …………………………

UNIT 5: Toys
Lesson 5 (page 72)

1. Objectives
By the end of this lesson, pupils will be able to present numbers (16-20). They will
be able to ask and answer about a number of toys.
1.1. Language knowledge and skills
Vocabulary: sixteen, seventeen, eighteen, nineteen, twenty.
Grammar: Simple present tense with THERE ARE.
Sentence pattern: How many bikes are there? There are eighteen bikes.
1.2.Competences
Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to talk about toys and
quantity.
1.3. Attributes
Kindness: help partners to complete learning tasks.
 Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Numbers flashcards (sixteen, seventeen, eighteen, nineteen,
twenty), Toys flashcards, a ball.
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Greet the teacher.
- Greet the whole class. - Answer the teacher’s and ask
- Ask the pupils how they are or how they feel him / her the same question.
today.
Play a game: What’s missing? - Listen to the teacher’s
explanation.
- Prepare Numbers flashcards and put them on the - Play as a whole class.
board in random order.
- Ask pupils to look at the
flashcards for one minute and
then close their eyes. Teacher
removes a flashcard. Ask pupils
to say which number flashcard is
missing.
- Repeat the activity as many times as the teacher
feels necessary.
- Correct Pupils’ mistakes (if any).
- Congratulate.
B. Presentation
Task 1: Listen. Point. Repeat. (CD2 Track 63) - Follow the teacher’s steps.
Pupils' books closed.
- Use flashcards of numbers to introduce the new
words (sixteen, seventeen, eighteen, nineteen,
twenty).
- Point to each flashcard and say its name. - Repeat after the teacher
chorally and individually.
Pupils’ books open.
- Play track 63 - Listen and point to the
pictures in their books.
(Optional: have them to spell
each word)
 - Play the audio again - Listen and repeat chorally and
individually.
- Work in pairs. One of them
points to the pictures in the book
and the other says the words.
Then change their roles and
continue this activity.
(Extension: one of them says a
number, the other listens and
writes down the number they
hear.)
Task 2: Look. Listen. Repeat (CD 2 Track 64) - Look at the picture of Task 2 in
their books. Describe it to them.
- Explain the situation and lead to the structure.
- Introduce new structure “How many bikes are
there? There are eighteen bikes.”,
- Play track 64 - Listen and point to the new
structure in their books. Draw
their attention to plural form
of noun.
- Play the audio again with pauses. for the pupils
to repeat - Listen and repeat chorally and
Correct pupils’ pronunciation and intonation if individually.
necessary.

C. Practice
Task 3: Point. Talk with your friend
- Explain the task - Look at the pictures in
- Divide the class into pairs. Exercise 3 and say.
- In pairs, pupils look at the
toys and take turns asking and
answering about how many
toys there are.
- Practice together in 2-3
- Go around the class providing any necessary minutes
help.
- Correct pupils’ pronunciation and intonation if
necessary. - Demonstrate in front of the
D. Consolidation and homework assignment class in pairs.
Play a game: Ball toss - Listen to the teacher’s
- Prepare a ball. instruction.
- Divide the class into four or five groups; each
 group has at least one excellent or good pupil to - One group models the
help control the activity. activity.
- The first pupil in the group will
take the ball. He / She tosses a
ball to other in the same team,
asking a question “How many …
are there?”. The pupil that
catches the ball answers the
question “There are…”, then
asks another question and tosses
the ball to someone else in
group. Pupils continue tossing
the ball until the last pupil has
asked / answered the question.
The teacher observes and notes
down the time each group has
finished. The group that needs
the least time to finish will win.

- Each group takes turn to do

activity.
- Correct pupils’ mistakes.
- Assign HW in the Activity Book (page 70) and
TA3 Extra and Friends Notebook (page 40). - Take notes about the
Tell pupils how they work today then say homework assigned.
“Goodbye” to the pupils or sing the “Goodbye Say “Goodbye” to the teacher or
song” together. sing the “Goodbye song”
together.
4. Adjustment and supplement:
……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………

Preparing date: …………………. Teaching date: …………………………

UNIT 5: Toys
Lesson 5 (page 73)

1. Objectives
By the end of this lesson, pupils will be able to present and talk about toys, talk
about possessions.
1.1. Language knowledge and skills
Vocabulary: sixteen, seventeen, eighteen, nineteen, twenty.
Grammar: Simple present tense with THERE ARE.
Sentence pattern: How many bikes are there? There are eighteen bikes.
1.2. Competences
 Self-control and independent learning: practice reading comprehension, writing
skills and perform speaking tasks.
Communication and collaboration: work in pairs or groups to talk about toys and
quantity.
1.3. Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Numbers flashcards (sixteen, seventeen, eighteen, nineteen,
twenty), Toys flashcards.
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up
Greet the whole class. - Greet the teacher.
- Ask the pupils how they are or how they feel - Answer the teacher’s and ask
today. him / her the same question.
Play a game: Freeze - Listen to the teacher’s
o Prepare a song, e.g. Extra and friends theme explanation.
song. - Play the game as a whole
o Prepare Numbers flashcards. class.
o Choose one of Numbers flashcards and pass it - Pupils keep passing the
to the first pupil when starting the music. flashcard until the music
stops. Teacher says “Freeze”,
the pupil who is holding the
flashcard has to answer a
question from the teacher
using the flashcard he / she is
holding, e.g. Teacher: How
many cars are there? – Pupil
(holding number 18): There
- Correct pupils’ mistakes (if any). are 18 cars.
- The group that gets the most
points at the end of the game
wins.
B. Practice
Task 4: Look. Read. Match. Point. Say. - Follow the teacher’s steps.
Pupils’ books open.
- Refer pupils to the pictures and elicit the items
and the numbers. - Name the toys they see in
their students’ books, e.g.
Look at your books. What
toys can you see?
Expected answer: I can see a
robot / a boat/ a ball / a kite / a
balloon / a doll…
- Explain the task. - Say the numbers they see
on each item.
- Check the answers as a whole class. - Complete the task in 1-2
- Correct pupils’ pronunciation and intonation if minutes.
necessary. - Point to the pictures and read
out the sentences.
Answers:
1. c. There are twenty dolls.
2. a. There are eighteen
boats.
3. e. There are nineteen balls.
4. b. There are seventeen
kites.
5. d. There are sixteen balloons.

Listen to the teacher’s

C. Production instructions.
Task 5: Read. Write. Say.
o Refer the pupils to the picture and elicit the
colour of each book
o Explain the task - Read through the text and write
the numbers under the correct
pictures.
- Check the answer.
o Check the answers as a whole class. - Read the text chorally aloud.
- Write a similar text about the
number of books they have got
and then share with their partner.

o Walk around the class and give them help if

necessary.
o Correct their pronunciation and intonation if
 necessary. Answer:

Some individual pupils come to

the front and present the number
of books they have got.
- Present the number of books
D. Value Corner they have got.
Task 6: Read. Put a tick (P) or a cross (O). Look at the Toys flashcard.
Pupils’ books closed. - Listen and share their opinions.
- Put the Toys flashcards up on the board.
- Elicit in the first language, if necessary, if the
toys are old or new.
- Point to a new toy and an old toy. (Alternatives:
Use real objects, e.g. a new toy car and an old
toy car to demonstrate.)

- Say which toy they would

prefer to play with and why.
- Have a class discussion about
their toys. Ask about the
condition they are in, e.g. Are
they new or old? Are they
clean or dirty? Do you share
Pupils’ books open. your toys with your cousins /
- Refer pupils to the sentences and present some brothers/ sisters?
unknown words (tidy, box, share, keep).
- Explain the task.
- Complete the task. (Extension:
Have pupils draw a picture
illustrating one of the sentences.
Go round and provide help if
necessary. Then ask pupils to
present their drawings to the
 class, e.g. I keep my toys in the
toy box.) ( 1-2 minutes )
Suggested answers:
1. I keep my toys new. O
2. I keep my toys tidy. P
3. I keep my toys in the toy
box. P
4. I share my toys with my
E. Consolidation and homework assignment friends. O
Play a game: Numbers - Listen to the teacher’s
o Have all Numbers flashcards on the board in instruction.
a random order. Make sure to cover the words - Two pupils to come to the
using slips of paper. board. Say a number. The first
o Repeat the activity if necessary. pupil to point to the correct
- Correct pupils’ mistakes. flashcard, takes the teacher’s
place and says the next number
- Assign HW in the Activity Book (page 71) and for two other pupils to find.
TA3 Extra and Friends Notebook (page 40). - Take notes about the
Tell pupils how they work today then say homework assigned.
“Goodbye” to the pupils or sing the Say “Goodbye” to the teacher or
“Goodbye song” together. sing the “Goodbye song”
together.

4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
………………….……………………………………………………………
Preparing date: …………………. Teaching date: …………………………

HAPPY TẾT
(Page 128)

1. Objectives
By the end of this lesson, pupils will be able to present and talk about Tet.
1.1. Language knowledge and skills
Vocabulary: New Year Holiday, clean their houses, decorate their houses, wear
their new clothes, traditional food and fruit, get lucky money, red envelope, watch
fireworks, dragon dance.
 Grammar: Present Simple tense.
1.2. Competences
Self-control and independent learning: practice reading comprehension and
perform speaking tasks.
Communication and collaboration: work in pairs or groups to talk about Tet.
1.3. Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
2. Teaching aids and materials
- Teacher’s aids: flashcards about Tet activities (clean their houses, decorate their
houses, wear new clothes, traditional food, get lucky money, red envelope, watch
fireworks, dragon dance)
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Greet the teacher.
- Greet the whole class. - Answer the teacher’s and ask
- Ask the pupils how they are or how they feel him / her the same question.
today. - Listen to the teacher’s
explanation.
- Say and write on the board: Happy Tet. - Repeat after the teacher:
Happy Tet.
- Have a discussion by
answering the questions, in
first language if necessary.
B. Presentation

Teacher’s activities Pupils’ activities

Pupils' books closed.
- Use flashcards to introduce the new words.
- Write the phrases on the board: clean their - Follow the teacher’s steps.
houses, decorate their houses, wear new clothes,
traditional food and fruit, get lucky money, red
envelope, watch fireworks, dragon dance.
- Point to each word and say.
- Repeat the process with the rest of the words. - Repeat after the teacher
- Explain the meaning in first language if chorally and individually
 necessary.
- Work in pairs. One of them
says the first word of each
phrase and the other says the
rest. Then change their roles
and continue this activity.
Pupil 1: decorate
Pupil 2: their houses.

C. Practice
Task 1: Read. Match
Pupils’ books open. - Open their books.
- Refer pupils to pictures and elicit what they - Look at task 1.
show. - Do the task.
- Go through the text and explain the task
- Allow pupils 2-3 minutes to complete the task. - Check the answers.
- Go round and provide help if necessary.
- Check the answers as a whole class.
Answers:

- Have pupils work in pairs and take turns

Read aloud the text.
reading aloud the text. (Optional: Divide the
class into four or five groups. Set the time. Each
pupil in
a group takes turns reading one sentence of the
text. The group that needs the least time will
win.)

D. Consolidation and homework assignment

- Listen to the teacher’s
Play a game: Toss and tell.
instruction.
- A student in one group say a
sentence from the text about Tet,
then toss a ball to another
student in the same group, who
says another sentence. The
students keep tossing the ball
until they’ve finished all the
pieces of information in the text.
 The group that needs the shortest
time to finish will win the game.
- Take notes about the
homework assigned.
- Assign HW in the Activity Book (page 111). -Say “Goodbye” to the teacher or
Tell pupils how they work today then say sing the “Goodbye song”
“Goodbye” to the pupils or sing the “Goodbye together.
song” together.
4. Adjustment and supplement:
……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………

Preparing date: …………………. Teaching date: …………………………

HAPPY TẾT
(Page 129)
 1. Objectives
By the end of this lesson, pupils will be able to present and talk about Tet.
1.1. Language knowledge and skills
Vocabulary: New Year Holiday, clean their houses, decorate their houses, wear
their new clothes, traditional food and fruit, get lucky money, red envelope, watch
fireworks, dragon dance.
Grammar: Present Simple tense.
1.2. Competences
Self-control and independent learning: practice reading comprehension and
perform speaking tasks.
Communication and collaboration: work in pairs or groups to talk about Tet.
1.3.Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
2. Teaching aids and materials
- Teacher’s aids: Fruit flashcards (peach, fig, tangerine, coconut, papaya, mango,
pomelo, watermelon), slips of paper
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm up - Greet the teacher.
- Greet the whole class. - Answer the teacher’s and ask
- Ask the pupils how they are or how they feel him / her the same question.
today.
- Play the game: Match / Find your partner. - Listen to the teacher’s
o Prepare some slips of paper and two small explanation.
boxes.
o Write: clean, wear, decorate, get, traditional,
etc. on some slips of paper and put them in - Play the game.
one box. In another box, the teacher puts the
rest of the phrases such as: lucky money, their
houses, food and fruit, etc.
o Ask two pupils to come to the board and have
each of them pick up one piece of paper from
separate boxes. Have them read aloud the
words written on their paper. If the paper they
 have chosen to form a complete phrase, such
as traditional food and fruit, they will be - Congratulate.
rewarded with stickers.
o Repeat the activity if necessary.
- Correct pupils’ mistakes (if any).
- Congratulate.
B. Practice
Task 2: Look. Read. Point. Say.
Pupils’ books closed. - Follow the teacher’s steps.
- Refer pupils to some fruit that can be eaten on
Tet holiday.
- Ask pupils what fruit they can see on Tet and
have them give some names of fruit that they
know in their first language if necessary. - Repeat after the teacher.
- Show some Fruit flashcards and pre-teach new
words, e.g. peach, fig, tangerine, coconut, - Listen and repeat.
papaya, mango, pomelo, watermelon.
- Point to each flashcard and say its name.
- Have pupils repeat chorally and individually.
- Repeat the process with the rest of the words.
Pupils’ books open. - Open their books and look at
- Refer pupils to the pictures and elicit the fruit. the pictures.
- Explain the task. - Do the task.
- Allow pupils 1- 2 minutes to read the names of
the fruit and number the pictures accordingly. - Check the answers.
- Go around the class providing any necessary
help.
- Check the answers as a whole class.
Answers:

- Work in pairs.
- Ask individual pupils to point to the pictures and
say the name of the fruit. (Optional: Divide the
class into pairs. Have one pupil say the number
and have the other say the name of the fruit. Then
swap roles.) - In picture A/B, I can see
watermelon / banana / apple /
Task 3: Look. Read. Choose. Point. Say. etc.
- Refer pupils to pictures and elicit what they
show.
- Ask pupils “What fruit can you see in picture - Do the task.
A / B?” and expect pupils to give names of fruit
that they’ve learned.
- Introduce them five – fruit tray and explain the - Check the answers.
task.
- Allow pupils 1- 2 minutes to read the names of Point and say.
the fruit and choose the correct answer.
- Go around the classroom providing necessary
help.
- Check the answer as a whole class. - Listen to the teacher’s
Answer: Picture A instruction.
Ask individual pupils to point to the pictures and
say the name of the fruit.
C. Production
Portfolio: Draw a picture of five – fruit tray of
Tet. Present it to the class. - Draw and colour their
- Explain to the pupils that they are going to draw pictures.
their own picture about five – fruit tray of Tet.
The pupils draw and color a five–fruit tray of
Tet. They can use task 3 as an example. - Work in pairs and talk about
- Allow them 3 -5 minutes to do the task. their pictures.
- Go around the classroom providing any help if Come to the board. point to their
necessary. pictures and present.
- Divide the class into pairs and have them take
turns talking about their pictures.
- Have some individuals come to the front and
present their five-fruit tray pictures if there’ s
time.
Listen, correct pupils’ pronunciation and give
feedback.
D. Consolidation and homework assignment - Listen to the teacher’s
Play a game: Whisper. instruction.
- Explain the game:
o Divide the class into four or five groups.
o Ask an individual pupil to come to the board
to draw.
o Whisper a fruit from the lesson to the pupil.
Then he / she draws a quick sketch of the fruit.
 The first group to guess the fruit correctly gets
one point. - Play the game.
o Repeat the activity if necessary.
- Start the game. - Take notes about the
- Correct pupils’ mistake if necessary. homework assigned.
- Assign HW in the Activity Book (page 111). Say “Goodbye” to the teacher or
Tell pupils how they work today then say sing the “Goodbye song”
“Goodbye” to the pupils or sing the “Goodbye together.
song” together.

4. Adjustment and supplement:

……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………
Preparing date: …………………. Teaching date: …………………………

UNIT 6: Things I can do

Lesson 1 (page 76)

1. Objectives
By the end of this lesson, pupils will be able to present and talk about their abilities.
1.1. Language knowledge and skills
Vocabulary: hop, skip, run, jump.
Grammar: make sentences with CAN.
Sentence pattern: I can hop and I can skip.
1.2. Competences
Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to talk about abilities.
1.3.Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
2. Teaching aids and materials
- Teacher’s aids: flashcards
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm-up
- Greet the whole class. - Greet the teacher.
- Ask the pupils how they are or how they feel - Answer the teacher and ask
today. him/her the same question.
Play a game: Vanishing flashcard. - Listen to the teacher’s
explanation.
o Place flashcards (Unit 5) on the board. - Work in two groups.
- Memorize the words in 5
seconds and then close their
eyes.
o Take away one flashcard and ask them to
open their eyes again.
 - The first group that can guess
the correct missing flashcard will
get 1 point and can make a
correct sentence about the
picture will get 2 points.
- The group that gets more points
at the end of the game wins.
- Correct pupils’ mistakes. - Correct their friends’ mistakes.
- Congratulate.
- Follow the teacher’s steps.

B. Presentation - Repeat after the teacher.

Task 1: Listen. Point. Repeat. (CD3 Track 1)
Pupils' books closed.
- Use the abilities flashcards or use real activities
to introduce the new words (hop, skip, run,
jump). - Listen and repeat chorally and
- Point to each flashcard and say its name. individually.
Pupils’ books open. - Listen and point to the pictures
- Play track 1 in their books. (Optional: have
them spell each word)
- Repeat, chorally and
individually.
- Work in pairs, one of them
- Play the audio again. points to the pictures in the
book and the other says the
words. Then change their
roles and continue this
activity. (Extension: one of
them looks and says the word,
the other listens and do the
actions or mime the actions
and pupils say the words)
- Look at the picture of Task 2
Task 2: Look. Listen. Repeat. (CD 3 Track 2) in their books.and identify the
picture.
- Listen and follow.

- Explain the situation and introduce a new

structure “I can …” - Listen and point to the new
- Play track 2 structure in their books.
- Listen and repeat chorally and
 - Play the audio again with pauses. individually.

- Correct pupils’ pronunciation and intonation if

necessary.
C. Practice
- Have pupils look at the pictures in Exercise 1. - Look at the pictures in
Exercise 1.
- Explain the task. - Look at the pictures and say
the abilities.
- Work in pairs. One pair
models the task.
- Model the task.
- Have pupils work in pairs, take turns pointing to - Some pairs demonstrate in
two pictures and saying “I can … and I can …” front of the class.
- Go around the class providing any necessary
help.
Correct pupils’ pronunciation and intonation if
necessary.
D. Production Listen to the teacher’s
Play a game: Mime game. instructions.
- Explain the activity. - Play the game in 4 groups, each
group has one pupil come to the
board.
- One pupil control the class.The
controller does an action and
pupils in groups guess what
he/she can do and make a
sentence with it.
- The group that needs the least
time to give the correct sentence
will win.
- Check and provide any help if necessary.
E. Consolidation and homework assignment - Listen to the teacher’s
Play a game: Memory game instruction.
o Show ability flashcards as fast as possible
and in any order. - Remember and write words
about these abilities. (Optional:
have pupils remember, say and
spell the words)
- Look and make sentences using
the words they’ve just written
down.
 - Correct pupils’ mistakes.
- Take notes about the
- Assign HW in the Activity Book (page 74) and
homework assigned.
TA3 Extra and Friends Notebook (page 41).
Say “Goodbye” to the teacher
Tell pupils how they work today then say
or sing the “Goodbye song”
“Goodbye” to the pupils or sing the “Goodbye
together.
song” together.
4. Adjustment and supplement:
……………………………………………………………………………………………….
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
……………….
………………………………………………………………………………………………
………………………………
Preparing date: …………………. Teaching date: …………………………

UNIT 6: Things I can do

Lesson 1 (page 77)

1. Objectives
By the end of this lesson, pupils will be able to present and talk about abilities.
1.1. Language knowledge and skills
Vocabulary: review the vocabulary from the previous lesson.
Grammar: review the structure from the previous lesson.
Sentence pattern: I can hop and I can skip.
1.2. Competences
Self-control and independent learning: practice listening and perform speaking
tasks.
Communication and collaboration: work in pairs or groups to talk about abilities.
1.3. Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
2. Teaching aids and materials
- Teacher’s aids: flashcards
- Pupils’ aids: Pupil’s book, Activity book, Tiếng Anh 3 Extra and Friends,
Notebook.
3. Procedures

Teacher’s activities Pupils’ activities

A. Warm-up - Greet the teacher.
- Greet the whole class. - Answer the teacher and ask
- Ask the pupils how they are or how they feel him/her the same question.
today.
Play a game: Mingle game. - Listen to the teacher’s
explanation.
- Play the game in pairs.
o Play some music - Walk around.
 o Stop the music suddenly. - Each pupil finds a partner, does
an action, and asks, “What can I
do?” and a partner answers the
question “You can …”
- Correct their friends’ mistakes.

- Correct pupils’ mistakes. - Follow the teacher’s steps.

B. Presentation
Task 4: Listen. Write. Point. Say. (CD3 Track 3)
Pupils' books closed.
- Use the abilities flashcards or use real activities
to review vocabularies (hop, skip, run, jump). - Repeat after the teacher
- Point to each flashcard and say its name. chorally and individually.
Pupils’ books open. - Listen.
- Play track 3 - Listen and write the missing
words.
- Listen and write the correct
- Play the audio again words.
- Point to the pictures and say
the sentences accordingly.

- Check and correct pupils’ pronunciation and

intonation. - Work in pairs, one of them
points to the pictures in the
book and the other says the
sentences. Then change their
roles and continue this
activity. (Extension: one of
them looks and says the
sentences, the other listens
and does the actions.)

C. Practice - Look and sketch/draw the

- Write some action verbs on the board (run, skip, simple actions (2 cards for each
hop. jump, …). action, one with a tick and one
with a cross).
- Walk around the classroom
with their cards until they find
another pupil with the card of the
same action. They say what they
can do.
 - Swap the cards and repeat the
game.
- Some individual pupils go to
the board to talk about what they
can do.

Correct pupils’ pronunciation and intonation if

necessary. Listen to the teacher’s
D. Production instructions.
Pupils’ books closed
oHave the phonics flashcard skip up on the - Repeat after the teacher.
board.
oPoint to the letter sk and say: this is the letter sk
and it makes the sound /sk/.
Pupils’ books open - Listen, point to the picture, and
oRefer the pupils to the word skip. repeat chorally and individually.
oPlay the audio. - Work in pairs to practice
making a sentence with that
word.
- Correct pupils’ pronunciation and mistakes. Correct pupils’ mistakes.
E. Consolidation and homework assignment
Hold a game: Mime game - Listen to the teacher’s
instruction.

- Work in pairs. One pupil

mime an ability and the other
makes a sentence about it.
- Correct pupils’ mistakes. - Swap roles.
- Assign HW in the Activity Book (page 75) and -Some pairs demonstrate in
TA3 Extra and Friends Notebook (page 41). front of the class.
Tell pupils how they work today then say
“Goodbye” to the pupils or sing the “Goodbye
song” together.

4. Adjustment and supplement:

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