Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 14. Unit 8: My school things + Unit 9: Colours - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 14
 Monday, December 5th 2022
 UNIT 8: MY SCHOOL THINGS
 Lesson 2: (4-6)
I. 
OBJECTIV
ES
Language By the end of the lesson, pupils will be able to:
 - listen to and understand four communicative contexts in which pupils 
 ask and answer questions about having a school thing.
 - read and match four simple exchanges with the correct pictures
 - review vocabulary words for school things and use them in the 
 sentence patterns Do you have _____? and Yes, I do. / No, I don’t. by 
 playing the matching game or Pelmanism.
Core problem-solving, decision making, teamwork, reliability, motivation, and 
competenci adaptability
es
General Listening: listen and number
competence Critical thinking: read and match
s Oral communication: let’s play
 Sociability: talk to each other
Attributes Diligence: complete learning tasks
 Secure and organized: keep school things in the right ways
II. RESOURCES AND MATERIAL:
 - Student’s book Page 59
 - Audio Tracks 83
 - Teacher’s guide Pages 105, 106, 107
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 8)
 - Computer, projector 
III. Warm-up and review – Listen and number – Read and match – Let’s 
PROCEDUR play – Fun corner and wrap-up E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class and encourage pupils to respond to 
 your greeting.
 Option 1: Sing the song School things of Unit 8, page Individual 
 57. work / 
 - Ask pupils to sing the song. Whole 
 - Invite some of them to come to the board to role class
 play and do action, the rest of the pupils will sing.
 Option 2: Game: Pass the school things. Individual 
 Review the previous lesson by having the class pass work/ 
 the school things around while playing the music. Group 
 When the music stops, those who have school things work
 have to say the sentence: I have a 
 Option 3: What school things do you see?
 There’s a classroom with school things everywhere. Individual 
 Ask pupils to look at the pictures carefully and find work/ 
 the school things. Let pupils count the number of Group 
 items they find to make it more interesting. work
PRACTICE
Activity 1. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative contexts in which 
 pupils ask and answer questions about having a school thing
b. Input: Picture cues: a. a notebook b. an eraser c. a pencil case d. a pencil
 Audio script:
 1. A: Do you have a pencil case?
 B: Yes, I do.
 2. A: Do you have a pen?
 B: No, I don’t. I have a pencil.
 3. A: Do you have a book?
 B: No, I don’t. I have a notebook.
 4. A: Do you have an eraser? B: Yes, I do.
c. Outcome: Pupils can listen and number four communicative contexts in which 
 two pupils ask and answer questions about having a school thing.
 Key: 1. c 2. d 3. a 4. b
d. Step 1: Draw pupils’ attention to the pictures. Tell Whole 
Procedure: them about this activity. Elicit the words for the class
 school thing in each picture. Play the recording twice 
 so that pupils can do the task. Play the recording a 
 third time to give pupils another listening opportunity 
 and check their answers.
 Step 2: Tell pupils to swap books with a partner, and 
 Pair work
 check answers together as a class. Write the answers 
 on the board for pupils to correct their answers.
 Step 3: Play the recording all the way through for Whole 
 pupils to double-check all the answers. class
 Extension: If time allows, play the recording, 
 sentence by sentence, for the class to listen and repeat Whole 
 in chorus. Correct their pronunciation, where class/ 
 necessary. Individual 
 work
PRACTICE
Activity 2. Read and match. 9 minutes
a. Goal: To read and match four simple exchanges with the correct pictures
b. Input: Four simple exchanges and four picture cues
c. Outcome: Pupils can read and match four simple exchanges with the correct 
 pictures.
 Key: 1. d 2. c 3. a 4. b
d. Step 1: Draw pupils’ attention to Exchange 1. Tell Whole 
Procedure: them about this activity. Show them how to do the class/ 
 task. Get pupils to read Exchange 1 in chorus. Ask Individual 
 them what A and B are talking about. Write the word work
 notebook on the board. Tell pupils to identify the 
 picture of a notebook (Picture d). Then match Exchange 1 with Picture d.
 Step 2: Give pupils time to do the task with Whole 
 Exchanges 2, 3 and 4. Go around the classroom to class/ 
 offer support where necessary. Individual 
 Step 3: Tell pupils to swap books with a partner, then work
 check answers together as a class. Write the correct Pair work/ 
 answers on the board for pupils to correct their Whole 
 answers. class
 Extension: Invite some pairs of pupils to stand up and 
 read aloud the matched exchanges. Pair work
 Let’s choose and say!
 Pupils choose a number, then answer the question. Group 
 Who can say the correct answer will get points for the work
 team. (ppt game)
 Ex: Do you have a pencil? 
 Yes, I do./ No, I don’t.
 Pupils have to choose the correct one.
PRODUCTION
Activity 3. Let’s play. 8 minutes
a. Goal: To review vocabulary words for school things and use them in the 
 sentence patterns Do you have _____? and Yes, I do. / No, I don’t. 
 by playing the matching game or Pelmanism
b. Input: A picture showing four face down cards plus a face up card (pen) 
 matching with another face up card (picture of a pen)
c. Outcome: Pupils can review the vocabulary words for school things and use 
 them in the sentence patterns: Do you have _____? and Yes, I do. / 
 No, I don’t. by playing a matching game.
d. Step 1: Explain how to play the game: Players take Whole 
Procedure: turns flipping over two matching cards. A picture class/ 
 matches with the name of the object in the picture. Individual 
 For example, a picture of a pen matches with the work
 word pen. If two cards match, they are left turned face 
 up and the player scores one point. If they do not 
 match, they are returned to their face down layout and 
 the turn passes to the next player. Players that 
 successfully match cards get to take another turn and try to match two more cards. This continues until that 
 player fails to match a pair. The player with the most 
 points is the winner. 
 Pair work/
 Step 2: Set a time limit for pupils to play the game in 
 Group 
 pairs. Go around the classroom to offer support where 
 work
 necessary. 
 Step 3: When time runs out, show the cards one by 
 one and invite a few pairs to ask and answer questions Pair work
 using the sentence patterns Do you have _____? and 
 Yes, I do. / No, I don’t.
 Outcome: Pupils can review the vocabulary words for Whole 
 school things and use them in the sentence patterns class
 Do you have _____? and Yes, I do. / No, I don’t. by 
 playing a matching game.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Game: Sentence Puzzle
 - Divide the class into groups of four. Give each Group 
 group a sentence that is broken/cut into pieces. work
 Ask them to arrange them to make a complete 
 sentence, then read it aloud.
 - The group that makes it first will be the winner.
 Option 2: 
 - Teacher asks pupils to put out their school things 
 Whole 
 on the desk. 
 class
 - Ask them to show the school things in the correct 
 order. (example: Show me: pencil, eraser, pen).
 Tuesday, December 6th 2022 
 UNIT 8: MY SCHOOL THINGS
 Lesson 3: ( 1-3)
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to: - correctly repeat the sounds of the letter cluster oo and letter a in 
 isolation, in the words book and eraser, and in the sentences I have 
 a book. and Do you have an eraser? with correct pronunciation and 
 intonation
 - identify the target words book and eraser while listening
 - say the chant with the correct rhythm and pronunciation.
Core problem-solving, decision making, teamwork, reliability, motivation, 
competencies and adaptability
General Listening: listen and repeat, listen and circle
competencies Critical thinking: listen and circle
 Oral communication: let’s chant
 Sociability: talk to each other
Attributes Diligence: complete learning tasks
 Self-confidence: develop the ability to work as a team member
II. RESOURCES AND MATERIAL:
- - Student’s book Page 60
 - Audio Tracks 84, 85, 86
 - Teacher’s guide Pages 107, 108
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 8)
 - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s 
PROCEDUR chant – Fun corner and wrap-up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class and encourage pupils to respond to 
 your greeting.
 Option 1: Spend a few minutes revising the previous Whole 
 lesson by dividing the class into two groups. class/ 
 - Show a few picture cards of school things, one Group 
 by one. Each group takes turns to ask and work
 answer questions using the sentence patterns Do 
 you have _____? and Yes, I do. / No, I don’t.
 - Get pupils to open their books on page 60 and 
 look at Lesson 3, Activity 1. Tell them what they will learn in this lesson.
 Option 2: 
 Game: Pass the school things.
 Review the previous lesson by having the class pass 
 the school things (a book, a pencil, a pen ) while 
 playing the music . When the music stops, those Individual 
 who have school things have to say the sentence: I work/ 
 have a Group 
 work
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sounds of the letter cluster oo and letter a 
 in isolation, in the words book and eraser, and in the sentences I 
 have a book. and Do you have an eraser? with correct 
 pronunciation and intonation
b. Input: – The letter cluster oo, the word book and the sentence I have a 
 book.
 – The letter a, the word eraser and the sentence Do you have an 
 eraser?
c. Outcome: Pupils are able to correctly repeat the sounds of the letter cluster 
 oo and letter a in isolation, in the words book, eraser, and in the 
 sentences I have a book. And Do you have an eraser? with 
 correct pronunciation and intonation. 
d. Step 1: Draw pupils’ attention to the letter cluster Whole 
Procedure: oo, the word book and the sentence I have a book. class
 Play the recording for pupils to listen and repeat. 
 Encourage them to point at the letters / word / 
 sentence while listening. 
 Whole 
 Step 2: Play the recording again and encourage class/
 pupils to listen and repeat. Do this several times 
 Individual 
 until pupils feel confident. Correct their 
 work
 pronunciation where necessary. Repeat the 
 procedure with the letter a.
 Game: Listen and choose!
 Divide the class into 2 groups. Let the pupils listen Group 
 to the recording, then choose the correct moving work
 shapes.
PRACTICE
Activity 2. Listen and circle. 9 minutes
a. Goal: To identify the target words book and eraser while listening
b. Input: Two sentences for completion and three options Audio script:
 1. I have an eraser. 2. Do you have a book?
c. Outcome: Pupils can identify the words book and eraser while listening.
 Key: 1. b 2. c
d. Step 1: Draw pupils’ attention to the sentences and Whole 
Procedure: the gap-fill options. Tell them about the activity. class/ 
 Check their comprehension and give feedback. Individual 
 Step 2: Play the recording for Sentence 1 for pupils work
 to listen. Play the recording again for them to listen 
 and circle the correct option. Play the recording a 
 third time for pupils to check their answers.
 Step 3: Repeat the procedure of Step 2 for Sentence 
 2.
 Step 4: Tell pupils to swap books with a partner, 
 Pair work
 then check the answers together as a class. Write the 
 correct answers on the board. Play the recording for 
 pupils to check their answers again.
 Extension: Invite one or two pupils to stand up, Individual 
 listen and repeat the completed sentences. work 
 Game: Listen and tick the box!
 Play the recording or say a sentence for pupils to Group 
 choose a correct answer and tick the box. (ppt game) work
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal: To say the chant with the correct rhythm and pronunciation
b. Input: The lyrics and recording of the chant
c. Outcome: Pupils can say the chant with the correct rhythm and 
 pronunciation.
d. Step 1: Draw pupils’ attention to the lyrics of the Whole 
Procedure: chant. Check comprehension of the lyrics and give class/ 
 feedback. Individual 
 Step 2: Play the recording all the way through so work
 that pupils can listen to the whole chant. Encourage 
 them to listen carefully to the rhythm and 
 pronunciation. Draw their attention to the sounds of 
 the letter cluster oo and letter a in the words book 
 and eraser in the chant.
 Step 3: Play the recording line by line for pupils to 
 listen and repeat. Correct their pronunciation where 
 necessary. Step 4: Play the recording all the way through for 
 pupils to say the chant. Encourage them to clap 
 along while they chant.
 Group 
 Extension: work
 Game: Say out loud with me!
 Divide the class into two or more groups to take 
 turns listening to and repeating the chant, while the 
 rest of the class claps along.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Game: Show me!
 Divide the class into four groups. Ask pupils to say Group 
 the chant again, then show their school things as work
 they say the chant. T can change the name of school 
 things for pupils to chant and show theirs as they 
 chant.
 Option 2: Teacher tells pupils to put their school 
 Individual 
 things on the desk. 
 work
 - Ask them to show the school things with the 
 correct order (example: Show me: pencil, eraser, 
 pen). The fastest to show the right items is the 
 winner.
 - Ask pupils to show those school things and 
 repeat.
 Wednesday, December 7th 2022 
 UNIT 8: MY SCHOOL THINGS
 Lesson 3: ( 4-6)
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - read and complete a gapped paragraph with the words provided
 - read, understand and complete the writing frame with pupils’ 
 information
 - collect three school things from home and bring them to the 
 classroom to present to their classmates. Core teamwork, reliability, motivation, and adaptability
competencies
General Listening: listen to classmates speaking in the project activity
competencies Critical thinking: complete a task by reading and filling in the gap
 Oral communication: presenting a project
 Sociability: talk to each other, say good words to others
Attributes Responsibility: appreciate kindness
 Self-confidence: practice speaking in front of the class
II. RESOURCES AND MATERIAL:
 - Student’s book Page 61
 - Teacher’s guide Pages 109, 110
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 8)
 - Computer, projector 
III. Warm-up and review – Read and complete – Let’s write – Project – Fun 
PROCEDUR corner and wrap-up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class and encourage pupils to respond to 
 your greeting.
 Option 1: Warm-up Whole 
 - Spend a few minutes revising the previous lesson class/ 
 by having the class say the chant on page 60. Group 
 - Get pupils to open their books on page 61 and look work
 at Activity 4. Tell them what they will learn in this 
 lesson.
 Option 2: Game: Look and match. (PPT) Group 
 work/
 Individual 
 work
PRACTICE
Activity 1. Read and complete. 8 minutes
a. Goal: To read and complete a gapped paragraph with the words provided b. Input: – Words in the box: eraser, have, my, pen
 – A gapped paragraph
c. Pupils can read and complete a gapped paragraph with the words 
Outcome: provided.
 Key: 1. have 2. pen 3. eraser 4. my
d. Step 1: Tell pupils about this activity. Draw pupils’ Whole 
Procedure: attention to the gaps in Sentence 1. Elicit the missing class
 word for the first gap (have). Then tell pupils to pay 
 attention to the article a / an to select appropriate 
 nouns in the box for the next two gaps. Get the class to 
 read the completed sentence in chorus.
 Pair work/
 Step 2: Give pupils time to do the rest individually or 
 in pairs. Go around the classroom to offer support Individual 
 where necessary. work
 Pair work/ 
 Step 3: Tell pupils to swap their answers with a 
 Whole 
 partner. Then check answers as a class. Write the 
 class
 correct answers on the board for pupils to correct their 
 answers. Individual 
 work
 Extension: Invite a few pupils to stand up and read the 
 completed sentences aloud.
PRODUCTION
Activity 2. Let’s write. 9 minutes
a. Goal: To read, understand and complete the writing frame with pupils’ 
 information
b. Input: The writing frame with three blanks for pupils to complete with 
 their personal Information
c. Pupils can read, understand and complete the writing frame with 
Outcome: their information.
d. Step 1: Write the writing frame on the board. Tell Whole 
Procedure: pupils about this activity. Have pupils read the class/ 
 sentences in chorus. When you reach the first gap, Individual 
 point to it and tell pupils to complete it with their work
 name. Then read the next line and tell them to 
 complete each gap with the school things they have. Individual 
 Step 2: Give pupils time to do the task. Go around the work
 classroom to offer support where necessary. Individual 
 Step 3: Invite a few pupils to stand up and read their work
 writing aloud.
 Game: Spin the wheel Individual 
 Divide the class into 4 groups. A pupil from each work / 
 group comes to the board, spin the wheel, look at the Group chosen picture, then write the answer on the board. work 
PRODUCTION
Activity 3. Project. 8 minutes
a. Goal: To collect three school things from home and bring them to the 
 classroom to present to their classmates
b. Input: Three school things that pupils have collected
c. Pupils can collect three school things from home and bring them to 
Outcome: the classroom to present to their classmates.
d. Step 1: Tell pupils about the activity. Check their Whole 
Procedure: school things. Draw a school thing on the board, for class/ 
 example, and write the presentation language under it. Individual 
 Check comprehension and give feedback. Have pupils work
 repeat the sentences until they can say them by 
 themselves. Model the presentation a few times. Whole 
 Step 2: Invite a pupil to the front of the class to model class/ 
 the presentation. Watch and offer your support with Individual 
 the language. work
 Step 3: Put pupils into groups to rehearse their 
 presentation. Go around the classroom to offer support Group 
 where necessary. work
 Step 4: Invite a few pupils from different groups to 
 show and talk about their school things in front of the 
 Individual 
 class.
 work
 Extension: Create a class display of school things and 
 Whole 
 vote for the best presentation.
 class/ 
 Individual 
 work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use sachmem.vn, have pupils look at the words in the Whole 
 pictures of the Lesson and repeat after the recordings. class
 Option 2:
 Game: HOW DO YOU SPELL ?
 Divide the class into four groups. Ask pupils to look at Group 
 the letters and spell the words. work/
 Individual 
 work Friday, December 9 th 2022
 UNIT 9: COLOURS
 Lesson 1:( 1-3)
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - use the words blue, brown, red, yellow related to the topic 
 “colours”;
 - use What colour is it? – It’s _______ to ask and answer questions 
 about colours of school things;
 - listen to and demonstrate understanding of simple exchanges 
 related to the topic “Colours”;
 - read and write about the colours of school things.
Core teamwork, motivation, communication, planning and organization
competencies
General Listening: look, listen and repeat
competencies Critical Thinking: listen, point and say
 Oral Communication: let’s talk
 Communication and collaboration: work in pairs or groups
Attributes Diligence: complete learning tasks
 Honesty: tell the truth about feelings and emotions
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
 - Student’s book, page 62
 - Audio Tracks 87, 88
 - Teacher’s guide, pages 111, 112, 113
 - Website sachmem.vn
 - Flashcards/ pictures and posters (Unit 9)
 - Computer, projector
IV. Warm-up and review – Look, listen and repeat – Listen, point and say 
PROCEDUR – Let’s talk – Fun corner and wrap up
E Procedure Teacher’s activities Pupils’ Note
 activities
Warm-up and review: 5 minutes
 - Greet the class. 
 - Set Classroom rules. 
 Option 1: Chant Whole class
 Put your arms
 On my desk
 Who’s the best? 
 It’s me!!!
 Option 2: 
 Game: What's in the box?
 - School things including: a pen, a pencil, a Individual 
 ruler, an eraser. work
 - Teacher invites one pupil to the front. / Whole class
 - Teacher shows a word card and has the rest 
 of the class say the word. The pupil in the 
 front listens to the word and finds the object 
 from the mystery box.
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes 
a. Goal: - To build pupils’ understanding about the vocabulary and 
 model questions step by step
 - To read, listen and correctly repeat model sentences. What 
 colour is it? – It’s blue.
b. Input: 
 - Context a:
 Mary asks Minh: Do you have an eraser?
 Minh replies: Yes, I do.
 - Context b:
 Mary asks Minh: What colour is it?
 Minh replies: It’s blue. Pupils can understand and correctly repeat as well as make 
 questions and answer them.
c. Outcome:
 Do you have an eraser? – Yes, I do.
 What colour is it? – It’s blue.
d. Step 1: Draw pupils’ attention to the pictures Whole class 
Procedure: on the slide. (Say “Look at the picture, who’s 
 this?”, elicit Mary and Minh). Ask questions 
 to help them identify the contexts.
 - What are Minh and Mary talking about? 
 (pointing at the eraser)
 - An eraser? Let’s check.
 Step 2: Show the picture. Play the audio of the Whole class/ 
 conversation between Mary and Minh. Do the Individual 
 same with the other picture. work
 Step 3: Let pupils listen and do choral and 
 individual repetition, sentence by sentence, Whole class/ 
 while pointing to the characters speaking. Individual 
 Then divide the class into two groups. Play the work
 recording again and ask one group to repeat 
 after Minh and the other repeat after Mary.
 Step 4: Play the recording again for pupils to 
 listen and repeat in chorus sentence by 
 Whole class
 sentence. 
 Step 5: Invite a few pairs to the front of the 
 class to listen and repeat the sentences in the Pair work
 recording.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 8 minutes 
a. Goal: To correctly use What colour is it? It’s ____. for asking and 
 answering questions about the colours of school things
b. Input: - Picture cues: a. a blue eraser b. a brown ruler 
 c. a red pen d. a yellow pencil
 - Speech bubbles: What colour is it? - It’s ____.
c. Outcome: Pupils can correctly use What colour is it? - It’s ____ for 
 asking and answering questions about the colours of school 
 things. d. Step 1: Have pupils look at the pictures and Whole class/ 
Procedure: elicit the names of the school things. Have the individual 
 class repeat the words a few times. work
 Step 2: Have pupils point at Picture a (orange 
 books), listen to the recording and repeat the Whole class/ 
 word (orange). Follow the same procedure individual 
 with the other three pictures. work
 Step 3: Point at the bubble What colour are 
 they? and have pupils listen and repeat after 
 the recording. Point at Picture a and have Whole class/ 
 pupils listen and repeat after the recording Individual 
 (They’re orange.). Follow the same procedure work
 with the other three pictures.
 Step 4: Have pairs practice asking and 
 answering the question What colour are they? 
 – They’re ______. Pair work
 Step 5: Invite a few pairs to point at the Pair work/ 
 pictures and say the questions and answers in Whole class 
 front of the class. 
PRACTICE
Activity 3. Let’s talk. 8 minutes 
a. Goal: To enhance the correct use of What colour is it? – It’s 
 ______. for asking and answering questions about the colour 
 of a school thing
b. Input: – Picture cue: a blue pen, a red pencil, a yellow ruler, and a 
 brown eraser on a desk
 – Speech bubbles: What colour is it? – ______.
c. Outcome: Pupils can enhance the correct use of What colour is it? – 
 ______. for asking and answering questions about the colour 
 of a school thing.
d. Step 1: Have pupils look at the school things Whole class
Procedure: on the desk and say their names, and then their 
 colours. Whole class/ 
 Step 2: Have pupils look at the first speech Individual 
 bubble and read What colour are they? Then work
 have them point at the school bags and 
 complete the gapped answer in the second bubble (e.g. They’re black.). After that, let 
 them say the question and the answer.
 Step 3: Give pupils time to practise asking and Whole class
 answering the question What colour are they? 
 – ______. in pairs. Circulate round the 
 classroom and offer help or correct the 
 pronunciation where necessary.
 Step 4: Invite a few pairs to practise asking Pair work
 and answering questions about the colours of 
 the school things on the desk in front of the 
 class.
 Whole class
 Extension: If time allows, let pupils point at 
 the school things around them, ask and answer 
 questions about their colours.
Fun corner and wrap up: 5 - 7 minutes
 Option 1: Memory Game Group work 
 Divide the class into 2 teams (team 1 and team 
 2).
 - Each team prepares a set of school things 
 with different colours and takes turns to 
 bring to the front and shows them to the 
 class.
 - The other team has 30 seconds to look at 
 the objects and remember their colours. 
 - The pupils in the front hide the objects and 
 secretly pick one each.
 - Pupils in the other team guess the secret 
 object by asking: What colour is it?
 - In 10 seconds, if the other team can guess 
 the object correctly, they get points. Whole class
 Option 2: Chant: brown, blue, yellow, red
 Do the chant with the four new words about 
 colours: brown, blue, yellow, red. Group work
 Option 3: Game: Lucky number
 - Divide the class into 2 teams (boys and 
 girls). Each team takes turns to choose a 
 number. They need to ask and answer with 
 the picture corresponding to that number to get points.
- The group with more points at the end of 
 the game will be the winner.
- Praise the winner, encourage the other 
 team.