Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 16. Unit 9: Colours + Unit 10: Break time activities - Năm học 2022-2023 - Trà Thị Anh Tú

 Week 16
 Monday, December 19th 2022
 UNIT 9: COLOURS
 Lesson 3: (4-6) 
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - use the words blue, brown, red, yellow, orange, green, white and 
 black related to the topic “colours”;
 - read a short text and tick the colours of some school things.
 - use the target language in a real context by writing a short 
 paragraph about the colours of some of their school things.
 - revise the target vocabulary items they have learnt in a real 
 context.
 - do a project on how to draw, colour and say the colours of school 
 things.
Core teamwork, motivation, communication, planning and organization
competencies
General Listening: listen and repeat 
competences Critical Thinking: listen and circle 
 Oral Communication: let’s chant (practice speaking)
 Written Communication: write about the colours of school things
 Communication and collaboration: work in pairs or groups
Attributes Responsibility: appreciate kindness
 Diligence: complete learning tasks
 Honesty: tell the truth about feelings and emotions
II. RESOURCES AND MATERIAL
 - Student’s book Page 67
 - Teacher’s guide Pages 120, 121
 - Website sachmem.vn
 - Flashcards/ pictures and posters (Unit 9)
 - Computer, projector
III. Warm-up and review – Read and tick – Let’s write – Project – Fun 
PROCEDUR corner and wrap up
E Teacher’s activities Pupils’ Note
 Procedure
 activities
Warm-up and review: 6 minutes
 - Greet the class.
 Option 1: Sing the song in Unit 8, Lesson 1. Whole 
 class
 - Ask pupils to sing the song.
 - Invite some of them to come to the board to 
 role play, the rest of the pupils will sing.
 Option 2: Invite one or two groups of pupils to Group 
 the front of the class to sing the chant on page work
 66. The rest of the class may sing along and clap 
 hands.
 Option 3: Game: Lucky numbers
 Group 
 - Review: Colours and school things
 work
 - What is it?/ What are they?
 - What colour is it?/ What colour are they?
PRACTICE
Activity 4. Read and tick. 7 minutes
a. Goal: To read and understand a short text and tick the colours of 
 some school things
b. Input: - A short text about some school things and their colours
 - A table summarising some school things and their colours
c. Outcome: Pupils can read and understand a short text and tick the 
 correct colours of the school things.
d. Step 1: Tell the class the goal of this activity. Whole 
Procedure: Explain how to complete the task: read the text class
 and tick the correct colours of the school things 
 in the table. Check comprehension.
 Step 2: Ask pupils to read the list of the school 
 things in the first column of the table. Then have 
 them look at the colours on the right side of the Whole 
 table. After that, have them read the text and tick class
 the correct colours. Step 3: Set a time limit for pupils to do the Individual 
 activity independently. Go around the classroom work
 and offer help if necessary.
 Step 4: Let pupils swap and check answers. Pair work 
 Correct the answers if necessary.
 Step 5: Ask some pupils to read the text aloud. Individual 
 Make it become a competition between groups. work/ 
 (Those who read correctly and make it with the Group 
 shortest time will get more points.) work
PRODUCTION
Activity 5. Let’s write. 7 minutes
a. Goal: To use the target language in a real context by completing a 
 gapped text about the colours of school things
b. Input: A short gapped text
c. Outcome: Pupils can complete the text with the colours of their school 
 things.
d. Step 1: Tell the class the goal of this activity: Whole 
Procedure: Pupils read the gapped text and fill in the gaps class
 with the colours of their school things. Check 
 comprehension.
 Step 2: Have pupils look at the picture on the Whole 
 screen and describe it as an example. Let pupils class
 read the gapped text and fill in the gaps with the 
 colours of their school things. Check 
 comprehension.
 Step 3: Have pupils complete the first gap Individual 
 together as an example. Ask them to look at the work
 gap. Ask them what is missing. Then let them 
 identify the colour of their school bag. After 
 that, let them write down the suitable word in the 
 gap. Individual 
 Step 4: Give pupils time to complete the text work
 independently. Go around the classroom and 
 offer help if necessary. Pair work/ 
 Step 5: In pairs or groups, ask pupils to swap Group 
 their complete texts before checking as a class. work 
 Extension: If there is enough time, invite some Individual 
 pupils to come to the board and read the answer. work
 Praise them when they do the task well.
PRODUCTION
Activity 6. Project. 10 minutes
a. Goal: Do a project on how to draw, colour and say the colours of 
 school things b. Input: A piece of paper or the notebook with the four school things 
 that pupils have drawn and coloured as homework
c. Outcome: Pupils can use the target language in a real context by telling 
 the colour of school things.
d. Step 1: Tell pupils about the goal of the activity. Whole 
Procedure: Explain that they are going to draw, colour, then class
 show four school things that they have drawn / Pair 
 and coloured and tell the class about the colours. work 
 Step 2: Have pupils work in groups. Each 
 member shows the piece of paper or notebook in 
 which four school things are drawn and Group 
 coloured and introduce them, e.g. This is a work
 school bag. It’s brown. These are the pens. 
 They’re green. Go around and praise pupils 
 when they perform well.
 Step 3: Invite one or two pupils to show their 
 pictures of school things and tell what colour 
 they are to the class. Individual 
 work
 Extension: Tell the pupils to make a poster of 
 school things and how to use your school things 
 carefully. 
 Group 
 work
Fun corner and wrap-up. 5 mins
 - Ask the pupils to make some label/ word Whole 
 cards of the school things and put them on class
 the real objects round the class. Invite a few 
 pupils to read the sentences aloud and show 
 their real objects to the class. Praise and 
 encourage the pupils.
 - Teacher wraps up the unit by revising all the 
 vocabulary and sentence models. Tuesday, December 20th 2022
 UNIT 10: BREAK TIME ACTIVITIES
 Lesson 1: (1-3 )
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - understand and correctly repeat the sentences in two communicative 
 contexts about school break time activities.
 - correctly say the words and use I ______ at break time. to identify 
 school break time activities.
 - enhance the correct use of I ______ at break time. to identify school 
 break time activities.
Core teamwork, motivation, communication, planning and organization
competencies
General Listening: look, listen and repeat
Competencie Critical Thinking: listen, point and say
s Oral Communication: let’s talk
 Written Communication: complete the sentence
 Communication and collaboration: work in pairs or groups
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Honesty: tell the truth about activities at break time
II. RESOURCES AND MATERIAL:
 - Student’s book Page 68
 - Audio Tracks 97, 98
 - Teacher’s guide Pages 122, 123, 124
 - Website sachmem.vn
 - Flashcards/pictures, ppt and posters (Unit 10)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDUR Let’s talk – Fun corner and wrap up
E Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 9 Whole class
 - Ask pupils to sing the song.
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Game: Look and Guess Individual 
 - Teacher shows 4 pictures numbered 1 to 4 on the work/ Group 
 board. work
 - Teacher lets the pupils choose 1 square on the 
 screen and open it.
 - Teacher lets the pupils guess the corresponding 
 number of the picture.
 Option 3: Chant and do activities (Unit 9) Group work
 - Ask pupils to chant and do the actions in Unit 9 
 in groups. 
 - Give points to the groups and encourage them.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts about school break time activities
b. Input: – Context a: Ben says: It’s break time. Let’s play chess. Lucy says: 
 OK!
 – Context b: Lucy says: I play volleyball at break time. What about 
 you, Minh? Minh: I play basketball.
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts about school break time activities. 
d. Step 1: Have pupils look at Pictures a and b and Whole class
Procedure: identify the characters in the pictures.
 Step 2: Ask pupils to look at Picture a. Play the Whole class
 recording for them to listen. Play the recording 
 again, sentence by sentence, for pupils to listen and 
 repeat. Follow the same procedure with Picture b. 
 Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen Whole class/ 
 and repeat in chorus sentence by sentence. Individual 
 Step 4: Invite a few pairs to the front of the class to work
 listen and repeat the sentences in the recording. Pair work
 Step 5: Draw pupils’ attention to the sentence 
 pattern I _____ at break time, e.g. I play volleyball 
 at break time. Tell them that the pattern is used to Individual 
 identify school break time activities. work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use I ______ at break time. To 
 identify school break time activities
b. Input: – Picture cues: a. a boy playing chess b. a girl playing 
 volleyball 
 c. a boy playing basketball d. a girl playing 
 badminton
 – Speech bubble: I ______ at break time.
 Audio script:
 a. play chess b. play volleyball
 c. play basketball d. play badminton
 I play chess at break time.
c. Outcome: Pupils can correctly say the words and use I ______ at break time. to 
 identify school break time activities.
d. Step 1: Draw pupils’ attention to Pictures a to d. Whole class/ 
Procedure: Elicit the name of each break time activity. Check Individual 
 comprehension. Ask pupils to listen to the recording work
 and repeat the names of the break time activities 
 several times until they feel confident.
 Step 2: Draw pupils’ attention to the speech bubble. 
 Remind them that I ______ at break time. is used to Whole class/ 
 identify break time activities. Point at Picture a and Individual 
 have pupils listen and repeat after the recording (I work
 play chess at break time.) several times.
 Follow the same procedure with the other three 
 pictures.
 Step 3: Put pupils into pairs. Tell them to point the Whole class/ 
 pictures and talk about break time activities using Individual 
 the sentence pattern I _____ at break time. work Step 4: Invite a few pairs to come to the front of the 
 class and talk about break time activities. If they 
 perform well, praise them.
 Pair work
 Game: Whisper 
 - Teacher divides the class into groups of 4.
 - Teachers ask 2 groups to get in 2 lines and stand Group work
 back to the board.
 - Teacher asks the first pupil of each line to look at 
 1 out of 4 pictures and whisper to the next one.
 - The last one of each line comes to the board and 
 chooses the picture and sticks it on the board.
 - Change the position of the first pupil and repeat 
 the activities.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of I ______ at break time. to identify 
 school break time activities
b. Input – Picture cue: pupils doing different activities at break time
 – Speech bubble: I ______ at break time.
c. Outcome Pupils can enhance the correct use of I ______ at break time to 
 identify school break time activities.
d. Step 1: Draw pupils’ attention to the picture. Ask Whole class/ 
Procedure questions to help them identify the context (see Individual 
 Input). Have pupils look at the bubble to understand work
 how the sentence pattern is used.
 Step 2: Have pupils practise in pairs. Make sure 
 pupils understand the structure and say them with 
 the right pronunciation and intonation. Go around to Pair work
 observe and provide help.
 Step 3: Invite some pupils to practise talking about 
 school break time activities in front of the class. Individual 
 Praise them if they perform well. work
 Extension: For a more able class, have pupils talk 
 about what they do at break time using the structure 
 Whole class/ 
 learnt.
 Individual 
 work
Fun corner and wrap-up: 5 minutes Option 1: Preparation for the project:
 Tell pupils about the project on page 73. Ask them Whole class
 to draw a table showing columns of break time 
 activities and the names of pupils.
 Option 2:
 Game: Act and guess
 - Teacher asks 4 pupils to come to the board and Individual 
 act to describe 4 break time activities (play work/ Group 
 volleyball, play basketball, play chess, play work
 badminton)
 - Teacher asks the others to look at the pictures on 
 the board and guess which pupils go with which 
 picture.
 - Show 4 pictures on the board and ask pupils to 
 repeat -> Wrap up.
 Option 3: Whole class
 Use sachmem.vn, have pupils look at the words in 
 the pictures of the lesson and repeat after the 
 recordings.
 Wednesday, December 21st 2022
 UNIT 10: BREAK TIME ACTIVITIES
 Lesson 1: (4-6) 
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - listen to and understand two communicative contexts in which pupils 
 talk about what they do at break time.
 - complete four target sentence patterns with the help of the picture cues.
 - sing the song “It’s break time” with the correct pronunciation and 
 melody.
Core teamwork, work standards, adaptability, communication, planning and 
competencies organization General Listening: listen and tick
competencies Written Communication: look, complete and read
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other, say good words to others
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Honesty: tell the others about break time activities
II. RESOURCES AND MATERIAL:
 - Student’s book Page 69
 - Audio Tracks 99, 100
 - Teacher’s guide Pages 124, 125
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 10)
 - Computer, projector 
III. Warm-up and review – Listen and tick – Look, complete and read – Let’s 
PROCEDUR sing – Fun corner and wrap up.
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Whole 
 Greet the class. Invite a few pairs of pupils to the class
 front of the class to use the picture cue in Lesson 1, 
 Activity 3 to ask and answer questions to identify 
 break time activities.
 Option 2: 
 - Get pupils to open their books on page 68 and 
 look at Unit 10, Lesson 1 to repeat break time Group 
 activities they learnt). work
 - Ask pupils to do the actions in Unit 10, lesson 1 
 in groups. 
 - Give points for the groups and encourage them.
 Option 3: Game: Act and Guess - Teacher divides the class into 2 teams (Boys and Individual 
 Girls) work/ 
 - 1 pupil of each team comes to the board and does Group 
 actions for their team to guess the names of break work
 time activities and sticks the right pictures.
 - The first team to stick 4 correct pictures in the 
 right order is the winner.
PRACTICE
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts in which 
 pupils talk about what they do at break time
b. Input: Picture cues:
 1a. Linh is playing chess. 1b. Linh is playing volleyball.
 2a. Ben is playing basketball. 2b. Ben is playing badminton.
 Audio script:
 1. Linh: Hi. I’m Linh. I play volleyball at break time.
 2. Ben: Hello. I’m Ben. I play basketball at break time.
c. Pupils can listen to and understand two communicative contexts in 
Outcome: which pupils talk about break time activities.
 Key: 1. b 2. a
d. Step 1: Draw pupils’ attention to Pictures 1a and Whole class
Procedure: 1b. Elicit the action of the character in each picture.
 Step 2: Ask pupils to listen carefully and play the 
 Whole class
 recording for Question 1. Ask pupils to listen and 
 tick the correct box next to the picture. Play the 
 recording a third time to give pupils another 
 listening opportunity. Whole class/ 
 Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Individual 
 work
 Step 4: Tell pupils to swap books with a partner, Pair work
 then check answers as a class. Write the correct 
 answers on the board.
 Extension: If time allows, play the recording 
 Whole class/ 
 sentence by sentence for the class to listen and 
 Individual 
 repeat in chorus. Correct their pronunciation where 
 work
 necessary.
PRACTICE
Activity 2. Look, complete and read. 9 minutes a. Goal: To complete four target sentence patterns with the help of the 
 picture cues
b. Input: Four pictures with four target sentence patterns to complete
c. Pupils can read and complete four target sentence patterns with 
Outcome: the help of the picture cues.
 Key: 1. play basketball 2. play chess 3. play volleyball 4. Play 
 badminton
d. Step 1: Draw pupils’ attention to the first picture. Whole class/ 
Procedure: Ask them to identify the activity of the character. Individual 
 Step 2: Write on the board: 1. I _____ at break time. work
 Draw pupils’ attention to the gap and say what they 
 have to do. Go around and offer help. If necessary, 
 ask a pupil to write play basketball on the board 
 before having them complete the answer.
 Step 3: Give pupils time to complete Sentences 2, 
 3 and 4 individually. Write the sentences on the Whole class/ 
 board and check answers as a class. Individual 
 Step 4: Invite a few pupils to read the completed work
 sentences aloud. Correct their pronunciation where 
 necessary. Individual 
 Game: matching work
 − Teacher divides the class into 2 teams.
 − Pupils from each team take turns to choose the 
 matching pictures and sentences to talk about 
 break time activities.
 − Each matching pair will get 1 point. Whole class/ 
 (Click the numbers to show, click to the red circles Individual 
 to hide the pictures and sentences.) work
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal To sing the song “It’s break time” with the correct pronunciation 
 and melody
b. Input The lyrics and the recording of the song “It’s break time”
c. Outcome Pupils can sing the song “It’s break time” with the correct 
 pronunciation and melody.
d. Step 1: Draw pupils’ attention to the title and lyrics Whole class/ 
Procedure of the song. Check comprehension of the lyrics and Individual 
 give feedback. Encourage pupils to answer work questions such as What is the song about? or 
 identify the school activities. Individual 
 Step 2: Play the recording all the way through. work/ Whole 
 Encourage them to listen carefully to the class
 pronunciation and melody.
 Individual 
 Step 3: Play the recording line by line for pupils to 
 work/ Whole 
 listen and repeat. Correct their pronunciation where 
 class
 necessary.
 Step 4: Play the recording all the way through and 
 have pupils sing along. Whole class
 Step 5: Introduce actions for pupils to do while they 
 sing along to the recording. Group work
 Extension: Put pupils into groups to make up their 
 own actions for the song. Invite groups to the front 
 of the class to perform, while the rest of the class 
 sings and / or claps along. Hide some words to let 
 pupils remember the words. Encourage the class to 
 praise or cheer the performers.
Fun corner and wrap up: 5 minutes
 Option 1:
 Use sachmem.vn, have pupils look at the words in Whole class
 the picture and repeat after the recording.
 Option 2:
 Game: Guessing
 - Teacher divides the class into groups of 4 or 5.
 - Teacher calls members of 1 group to come to Group work
 the board and write their answers (break time 
 activities) on the small boards.
 - Have members of the group on the board make 
 sentences, then ask members of other groups to 
 guess YES or NO.
 - The groups will get points for their correct 
 answers.
 Option 3: Practice
 T shows 4 pictures on the board and asks pupils to Whole class
 repeat -> Wrap up. Friday, December 23rd 2022
 UNIT10: BREAKTIME ACTIVITIES
 Lesson 2: (1-3)
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - understand and correctly repeat the sentences in two communicative 
 contexts (pictures) to ask and answer questions about school break 
 time activities.
 - correctly say the words and use What do you do at break time? – I 
 ______. to ask and answer questions about school break time 
 activities.
 - enhance the correct use of What do you do at break time? – I ______. 
 to ask and answer questions about school break time activities.
Core teamwork, work standards, adaptability, problem-solving, 
competencies communication, planning and organization, stress tolerance
General Listening: look, listen and repeat
Competences Critical Thinking: listen, point and say
 Oral Communication: let’s talk
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other, say good words to others
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Honesty: tell the truth about feelings and emotions
 Responsibility: appreciate kindness
II. RESOURCES AND MATERIAL:
 - Student’s book Page 70
 - Audio Tracks 101, 102
 - Teacher’s guide Pages 126, 127
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 10)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDUR Let’s talk – Fun corner and wrap-up
E Pupil’s Note
 Procedure Teaching and learning activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Game: Stand and Sit Whole class
 - Have the pupils listen to the song of period 2 and 
 each pupil chooses 1 activity in the song.
 - When they hear the names of activities they’ve 
 chosen, they have to stand up, then sit down again
 - Play the recording 3-4 times.
 Option 2: Review the words of break time activities Individual 
 - Teacher shows pictures of break time activities work
 and asks individual pupils to repeat.
 Option 3: Chant and do activities (Unit 9)
 - Ask pupils to chant and do the actions in Unit 9 Group work
 in groups. 
 - Give points to the groups and encourage them.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) to ask and answer questions 
 about school break time activities
b. Input: – Context a: Mai asks Bill: What do you do at break time? Bill 
 answers: I play football.
 – Context b: Bill asks Mai: What do you do at break time? Mai 
 answers: I play badminton.
c. Pupils can understand and correctly repeat the sentences in two 
Outcome: communicative contexts to ask and answer questions about school 
 break time activities.
d. Step 1: Have pupils look at Pictures a and b and Whole class
Procedure: identify the characters in the pictures.
 Step 2: Ask pupils to look at Picture a. Play the Whole class
 recording for them to listen. Play the recording 
 again, sentence by sentence, for pupils to listen and 
 repeat. Follow the same procedure with Picture b. 
 Correct their pronunciation where necessary.
 Step 3: Play the recording again for pupils to listen Whole class/ 
 and repeat in chorus sentence by sentence. Individual 
 Step 4: Invite a few pairs to the front of the class to work
 listen and repeat the sentences in the recording. Pair work
 Step 5: Draw their attention to the question What 
 do you do at break time? and the answer I ______. Tell them that these sentences are used to ask and Individual 
 answer questions about break time activities. work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use What do you do at break time? 
 – I ______. to ask and answer questions about school break time 
 activities
b. Input: – Picture cues: a. a boy doing word puzzles
 b. a girl chatting with her friends
 c. a boy playing football
 d. a girl playing table tennis
 – Speech bubbles: What do you do at break time? – I ______.
 Audio script:
 a. do words puzzles
 b. chat with my friends
 c. play football
 d. play table tennis
 A: What do you do at break time?
 B: I do word puzzles.
c. Pupils can correctly say the words and use What do you do at 
Outcome: break time? – I ______. to ask and answer questions about school 
 break time activities.
d. Step 1: Draw pupils’ attention to Picture a. Elicit Whole class/ 
Procedure: the action of the character (a boy doing word Individual 
 puzzles). Then ask pupils to look at the label: ‘do work
 word puzzles’. Explain the meaning of the phrase. 
 Check comprehension. Ask pupils to listen to the 
 recording and repeat the phrase ‘do word puzzles’ 
 several times until they feel confident.
 Step 2: Repeat Step 1 for Pictures b, c and d.
 Step 3: Draw pupils’ attention to the speech Whole class
 bubbles. Tell them that What do you do at break 
 time? – I ______. are used to ask and answer 
 Whole class
 questions about break time activities. Ask pupils to 
 look at the bubbles and Picture a. Play the 
 recording for them to listen to and repeat the 
 sentences several times.
 Step 4: Put pupils into pairs. Tell them to point at Whole class
 each picture, ask and answer questions about break 
 time activities. Go around the classroom to offer 
 support. Pair work Step 5: Invite a few pairs to come to the front of the 
 class, ask and answer questions about break time 
 activities, using the speech bubbles and picture 
 cues. If they perform well, praise them.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of What do you do at break time? – I 
 ______. to ask and answer questions about school break time 
 activities
b. Input: – Picture cue: pupils playing different games and sports at break 
 time
 – Speech bubbles: What do you do at break time? – ______.
c. Pupils can enhance the correct use of What do you do at break 
Outcome: time? – I ______. to ask and answer questions about school break 
 time activities.
d. Step 1: Draw pupils’ attention to the picture. Ask Whole class/ 
Procedure: questions to help them identify the context (see Individual 
 Input). Draw pupils’ attention to the two bubbles work
 used to ask and answer questions about break time 
 activities. Have them identify what is missing in 
 the answer. Check comprehension.
 Step 2: Put pupils into groups of four. Encourage 
 them to ask and answer questions about break time Whole class/ 
 activities using the speech bubbles and picture cue. Individual 
 Go around the classroom to offer support. work
 Step 3: Invite some groups to come to the front of 
 the class to perform their dialogues. Praise them if 
 they perform well.
 Group work
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Act and Guess
 - Teacher shows pictures pupils have learnt in unit Whole class
 10.
 - T calls 1 pupil to come to the board and turn back 
 to the board so that they can’t see the pictures.
 - The others will act to describe the pictures the 
 teacher points to.
 Option 2: Group work
 - Talking chain: pupils stand in lines and face to 
 face to practise asking and answering about 
 break time activities.
 - After 1-2 minutes, the teacher rings the bell and 
 the pupils will move to change their partners 
 (move 1 step). Option 3: Practice:
Teacher shows pictures of activities and question Whole class
the board and asks pupils to ask and answer, using 
the sentence patterns.