Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 19. Unit 11: My family - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 19
 Monday, January 9th 2023
 UNIT 11: MY FAMILY
 Lesson 1: (1-3 )
I. 
OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - use the words mother, father, brother, sister related to the topic “My family”; 
 - use Who’s this / that? – It’s my _____. to ask and answer questions about a 
 family member;
 - listen to and demonstrate understanding of simple communicative contexts in 
 relation to the topic “My family”;
Core decision making, teamwork, work standards, reliability, motivation
competencies
General Listening: listen and recognize the contexts, focus on introducing someone, then 
competencies repeat
 Critical thinking: talk about family
 Oral communication: speak about family, ask and answer the questions
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other
Attributes Kindness: help partners to complete learning tasks
 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 6
 - Audio Tracks 2, 3
 - Teacher’s guide Pages 140, 141, 142
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 11)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – 
PROCEDURE Fun corner and wrap-up
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 10, 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: Chant and do activities (Unit 10, Lesson 3). Group work
 - Ask pupils to chant and do the actions in Unit 10, Lesson 3 
 in groups. 
 - Give points to the groups and encourage them.
 Option 3: Game “I’m a fairy” 
 - Divide the class into 2 teams. Individual 
 - Each team chooses one letter to go to the question. work/ Group 
 - Have pupils look, read and choose the right options. work
 - Back to the menu for pupils to choose another question.
 - Pupils continue their turns until there are no letters left. 
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 a family member
b. Input: - Context a: Mary: Who’s this? Lucy: It’s my sister. 
 - Context b: Nam: Who’s that? Mai: It’s my brother.
c. Outcome: Pupils can understand and correctly repeat the sentences in two communicative 
 contexts to ask and answer questions about a family member.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class
 characters in the pictures.
 Step 2: Ask pupils to look at Picture a. Play the recording for Whole class
 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.
 Whole class/ 
 Step 3: Play the recording again for pupils to listen and repeat 
 Individual 
 in chorus sentence by sentence.
 work
 Step 4: Invite a few pairs to the front of the classroom to listen Pair work
 and repeat the sentences in the recording.
 Step 5: Draw their attention to the questions Who's this / that? 
 and the answers: It's my sister/brother. Tell pupils that they are Individual 
 questions and answers about a family member. work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use Who’s this / that? – It’s my ______. to ask 
 and answer questions about a family member
b. Input: – Picture cues: 
 a. mother b. father c. brother d. sister
 – Speech bubbles: 
 Who’s this / that? – It’s my ______.
 - Audio script:
 a. mother b. father c. brother d. sister
 A: Who’s that? A: Who’s this?
 B: It’s my mother. B: It’s my father. c. Outcome: Pupils can correctly say the words and use Who’s this / that? – It’s my ______. 
 to ask and answer questions about a family member.
d. Procedure: Step 1: Have pupils look at the pictures and elicit the name of Whole class/ 
 each family member. Individual 
 Step 2: Have pupils point at Picture a (a woman), listen to the work
 recording and repeat the word (mother). Follow the same Whole class/ 
 procedure with the other three pictures. Have the class repeat Individual 
 the words a few times. work
 Step 3: Point at the bubble and have pupils listen and repeat 
 after the recording (Who’s that?). Point at Picture a and have Whole class/ 
 pupils listen and repeat after the recording (It's my mother). Individual 
 Follow the same procedure with the other three pictures. work
 Step 4: : Have pairs practise asking and answering the question Pair work
 Who’s this / that? – It’s my ______.
 Step 5: Invite a few pairs to point at the pictures and say the Pair work
 questions and answers in front of the class. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Who’s this /that? – It’s my ______. to ask and 
 answer questions about a family member.
b. Input – Picture cues: a brother and a sister are playing badminton and their parents 
 are sitting on a bench nearby.
 – Speech bubbles: Who’s this / that? – It’s ______.
c. Outcome Pupils can enhance the correct use of Who’s this / that? – It’s my ______. to 
 ask and answer questions about a family member.
d. Procedure Step 1: Draw pupils’ attention to the picture. Tell them about Whole class/ 
 the activity. Ask questions to help them understand the context Individual 
 (see Input). work
 Step 2: Elicit the missing words in the speech bubble and write Whole class
 them on the board. Get pupils to say the completed sentence. 
 Correct their pronunciation where necessary.
 Step 3: Put pupils into groups of four. Tell them to ask and 
 answer with Who's this / that? Go around the classroom to offer Group work
 support.
 Step 4: Invite some pupils to the front of the class to present Individual 
 their exchanges. work
 Preparation for the project: 
 Tell pupils about the project on page 11. Ask them to prepare it Individual 
 at home by collecting a picture of their family and bring their work/ Whole 
 work to the classroom at the project time to present it. class
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the phrases or sentences Whole class
 in the pictures of the lesson and repeat after the recordings.
 Option 2:
 Game: Sentence Puzzle - Divide the class into groups of four. Give each group a 
 sentence that is broken/cut into pieces. Ask them to arrange Group work
 them to make a complete sentence, then read it aloud.
 - The group that makes it first will be the winner.
 Option 3: Game: I’m a fairy.
 - Divide the class into 2 teams.
 - Each team chooses one letter to go to the question.
 - Have pupils look, read and answer the questions.
 - Back to the menu for pupils to choose another question.
 - Pupils continue their turns until there are no letters left. Group work
 Tuesday, January 10th 2023
 UNIT 11: MY FAMILY
 Lesson 1: (4-6) 
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - listen to and understand two communicative contexts to ask and answer questions 
 about a family member and tick the correct pictures
 - to complete the four gapped dialogues with the help of relevant picture cues
 - sing the song My family
Core decision making, teamwork, reliability, motivation, adaptability, problem-solving
competencies
General Listening: listen and tick the correct pictures of introducing someone
competencies Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other
Attributes Kindness: help partners to complete learning tasks
 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 7
 - Audio Tracks 4, 5
 - Teacher’s guide Pages 142, 143
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 11)
 - Computer, projector 
III. Warm-up and review – Listen and tick – Look, complete and read – Let’s sing – Fun 
PROCEDURE corner and wrap-up Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 10, 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: Chant and do activities (Unit 10, Lesson 3). Group work
 - Ask pupils to chant and do the actions in Unit 10, Lesson 3 
 in groups. 
 - Give points for the groups and encourage them.
 Option 3: Game: Hangman
 - Divide the class into 2 teams.
 Individual 
 - Have pupils guess the word letter by letter. 
 work/ 
 - Whenever a team guesses a letter, click that letter. If it 
 belongs to the secret word, it will be filled in the blank, and Group work
 the team will get one point. If not, parts of the hangman will 
 appear.
PRACTICE
Activity 4. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts to ask and answer 
 questions about a family member and tick the correct pictures
b. Input: Picture cues: 1a. father 1b. brother 2a. mother 2b. sister
 Audio script: 
 1. A: Who’s this? 
 B: It’s my father. 
 2. A: Who’s that? 
 B: It’s my sister.
c. Outcome: Pupils can listen to and understand two communicative contexts to ask and 
 answer questions about a family member. 
 Key: 1. a 2. b
d. Procedure: Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them Whole class
 about the activity. Elicit the word for each family member and 
 its cue, and play the recording of the first exchange. Play the 
 recording again for pupils to do the task. Play the recording a 
 third time for pupils to check their answers.
 Step 2: Repeat Step 1 for the second exchange.
 Step 3: Tell pupils to swap books with a partner, then check Whole class
 answers as a class. Write the correct answers on the board for Pair work/ 
 pupils to correct their answers. Whole class
 Step 4: Play the recording again for pupils to double-check their 
 Individual 
 answers.
 work
 Extension: If time allows, play the recording sentence by 
 sentence for the class to listen and repeat in chorus. Correct 
 their pronunciation if necessary. Whole class
PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal: To complete the four gapped dialogues with the help of relevant picture cues
b. Input: – Four picture cues
 – Two gapped sentences and two gapped dialogues
c. Outcome: Pupils can complete the four gapped dialogues with the help of relevant picture 
 cues. 
 Key: 1. mother 2. father 3. sister 4. brother
d. Procedure: Step 1: Have pupils look at the pictures. Have them identify the Whole class/ 
 people in the pictures. Individual 
 Step 2: Have pupils look at the four incomplete sentences and work
 dialogues. Draw their attention to the missing words in the Whole class/ 
 sentences. Individual 
 Step 3: Model with Picture 1. Have pupils look at the sentence. work
 Ask them what is missing in the answer (mother). Then have 
 them complete the gap. Whole class/ 
 Step 4: Follow the same procedure with Pictures 2, 3, 4. Draw Individual 
 the pupils' attention to gaps. work
 Step 5: Have pupils complete the sentences individually and 
 ask a few pupils/pairs to read them aloud. Individual 
 Game: Slap the board. work
 Divide the class into four teams. Stick the pictures of activities 
 on the board. Teacher says a sentence, a pupil from each team Group work
 has to point/slap the right picture and says the sentence again. 
 The one who says faster will get points. 
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal: To sing the song My family with the correct pronunciation
b. Input: The lyrics and the recording of the song My family
c. Outcome: Pupils can sing the song My family with the correct pronunciation.
d. Procedure: Step 1: Draw pupils’ attention to the title and lyrics of the Whole class/ 
 songs. Encourage them to point at the characters' pictures to Individual 
 reinforce their understanding. work
 Step 2: Play the recording line by line for pupils to listen and Whole class
 repeat. Correct their pronunciation where necessary
 Step 3: Play the recording all the way through for pupils to sing Whole class
 along.
 Step 4: Introduce actions for pupils to do while singing along Whole class
 with the recording.
 Step 5: Invite groups to the front of the class to perform while 
 the rest of the class sings and / or claps along. Group work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Game: Interview your friend(s). Whole class Each pupil gets 1 sheet of paper from the teacher. They fill in 
 the information about their family members. Then they can 
 move around the class to ask and answer questions to know 
 more about their friends’ family members.
 Option 2: Group work
 Game: Sentence Puzzle
 Divide the class into groups of four. Give each group a sentence 
 that is broken/cut into pieces. Ask them to arrange the words to 
 make a complete sentence, then read it aloud.
 Option 3: Game: Gold miner
 - Divide the class into 2 teams.
 - Each team chooses one item to go to the question. Group work
 - Have pupils listen and choose the right pictures.
 - Back to the menu for pupils to choose another question.
 - Pupils continue their turns until there is no item left. 
 Wednesday, January 11th 2023
 UNIT 11: MY FAMILY
 Lesson 2: (1-3)
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - use the words mother, father, brother, sister, and numbers from 11 – 20 related to 
 the topic “My family”; 
 - use How old is he / she? – He’s / She’s _____. to ask and answer questions about 
 the age of a family member;
 - listen to and demonstrate understanding of simple communicative contexts in 
 relation to the topic “My family”;
Core communication, planning and organization, stress tolerance, and initiative
competencies
General Listening: listen and repeat
competencies Oral communication: speak about someone’s age
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other
Attributes Kindness: help partners to complete learning tasks
 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 8
 - Audio Tracks 6, 7
 - Teacher’s guide Pages 143, 144, 145
 - Website sachmem.vn - Flashcards/pictures and posters (Unit 11)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – 
PROCEDURE Fun corner and wrap-up
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 11, 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: Game Buzz! Group work
 - Arrange pupils into a circle and ask pupils to count from 1 
 in sequence from pupil to pupil.
 - Set a goal from one to twenty for pupils.
 - Each pupil shouts out one number in their turn.
 If a number is a multiple of 5, or a number with a 5 in it, the 
 player has to shout out "buzz!" instead of saying that 
 number.
 - The game is meant to be fast paced, so if a pupil takes too 
 long or buzzes at a wrong place, they are eliminated.
 Option 3: Game: Happy birthday!
 - Divide the class into 2 teams.
 - Each team chooses one number to go to the question.
 - Have pupils look, read and answer the questions. Individual 
 - Let pupils choose one birthday hat to get points. work/ Group 
 - Back to the menu for another question. work
 - Pupils continue their turns until there are no numbers left. 
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 the age of a family 
 member
b. Input: Context a: Ben: This is my sister. 
 Minh: How old is she? 
 Ben: She’s thirteen years old.
 Context b: Linh: How old is your brother?. 
 Bill: He is twenty years old. 
 Linh: Are you sure?
c. Outcome: Pupils can understand and correctly repeat the sentences in two communicative 
 contexts to ask and answer questions about the age of a family member. d. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class
 characters in the pictures.
 Step 2: Ask pupils to look at Picture a. Play the recording for Whole class
 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 and repeat 
 in chorus sentence by sentence. Whole class/ 
 Individual 
 Step 4: Invite a few pairs to the front of the classroom to listen work
 and repeat the sentences in the recording.
 Pair work
 Step 5: Draw their attention to the questions How old is she / 
 your brother? and the answers She’s thirteen years old. / He’s 
 twenty years old. Tell pupils that they are questions and answers Individual 
 about a family member. work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use How old is he / she? – He’s / She’s ______. 
 to ask and answer questions about the age of a family member.
b. Input: – Picture cues:
 a. a 12-year-old girl
 b. a 14-year-old boy
 c. an 18-year-old girl
 d. a 19-year-old man
 – Speech bubbles: How old is he / she? – He’s / She’s _____.
 Audio script:
 a. twelve b. fourteen c. eighteen d. nineteen
 A: How old is she? A: How old is he?
 B: She’s twelve. B: He’s fourteen.
c. Outcome: Pupils can correctly say the words and use How old is he / she? – He’s / She’s 
 ______. to ask and answer questions about the age of a family member.
d. Procedure: Step 1: Have pupils look at the pictures and elicit the ages of Whole class
 family members.
 Step 2: Have pupils point at Picture a (a twelve years old girl), 
 listen to the recording and repeat the word (twelve). Follow the Whole class
 same procedure with the other three pictures. Have the class 
 repeat the words a few times.
 Step 3: Point at the bubble and have pupils listen and repeat Whole class/ 
 after the recording (How old is she?). Point at Picture a and have Individual 
 pupils listen and repeat after the recording (She’s twelve.). work
 Follow the same procedure with the other three pictures.
 Step 4: Have pairs practise asking and answering the question 
 How old is he / she? – He’s / She’s ______. Pair work
 Step 5: Invite a few pairs to point at the pictures and say the 
 questions and answers in front of the class. Pair work
 Game: Slap the board.
 Play this game with the numbers that pupils have learnt in the Group work
 lesson. PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of How old is he / she? – He’s / She’s _____. to ask 
 and answer questions about the age of a family member in a freer context
b. Input: – Picture cue: Ben and his sister, Linh and her brother are playing in the 
 playground.
 – Speech bubbles: How old ______? –______.
c. Outcome: Pupils can enhance the correct use of How old is he / she? – He’s / She’s _____. 
 to ask and answer questions about the age of a family member in a freer context.
d. Procedure: Step 1: Draw pupils’ attention to the picture. Tell them about Whole class/ 
 the activity. Ask questions to help them understand the context Individual 
 (see Input). work
 Step 2: Elicit the missing words in the speech bubble and write Whole class/ 
 them on the board. Get pupils to say the completed sentence. Individual 
 Correct their pronunciation where necessary. work
 Step 3: Put pupils into pairs and encourage them to ask and Pair work/ 
 answer questions using the target patterns. Go around the whole class
 classroom to offer support where necessary.
 Step 4: Invite some pairs to stand up to perform their exchanges.
 Pair work
 Matching game
 T uses pictures and sentence cards, gets 3 pupils to hold the 
 pictures and 3 others to hold the sentences. Ask them to match Individual 
 the pictures with the correct sentences. Then ask the class to work/ Whole 
 look and say aloud. class
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use sachmem.vn, have pupils look at the words or sentences in Whole class
 the pictures of the lesson and repeat after the recording.
 Option 2:
 Game: Sentence Puzzle
 - Divide the class into groups of four. Give each group a 
 sentence that is broken/cut into pieces. Group work
 - Ask them to arrange the words to make a complete 
 sentence, then read it aloud. 
 Option 3: Game: Big gifts
 - Divide the class into 2 teams. Group work
 - Each team chooses one number to go to the question.
 - Have pupils look, read and answer the questions.
 - Let pupils choose one birthday gift to get points.
 - Back to the menu for another question.
 - Pupils continue their turns until there are no numbers left. 
 friday, January 9th 2023
 UNIT 11: MY FAMILY
 Lesson 2: (4-6)
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:;
 - use How old is he / she? – He’s / She’s _____. to ask and answer questions about 
 the age of a family member;
 - listen to and demonstrate understanding of simple communicative contexts in 
 relation to the topic “My family”;
 - write about family members and their ages;
Core communication, planning and organization, stress tolerance, and initiative. 
competencies
General Listening: listen and recognize a family members’ age
competencies Self-control & independent learning: perform learning tasks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other
Attributes Kindness: help partners to complete learning tasks
 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 9
 - Audio Tracks 8
 - Teacher’s guide Pages 145, 146, 147
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 11)
 - Computer, projector 
III. Warm-up and review – Listen and number – Look, complete and read – Let’s play – 
PROCEDURE Fun corner and wrap-up
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 11, 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: Game: Buzz! 
 - Arrange pupils into a circle and ask pupils to count from 1 in Group work
 sequence from pupil to pupil. - Set a goal from one to twenty for pupils.
 - Each pupil shouts out one number in their turn.
 If a number is a multiple of 5, or a number with a 5 in it, the 
 player has to shout out "Buzz!" instead of saying that number.
 - The game is meant to be fast paced, so if a pupil takes too 
 long or buzzes at a wrong place, they are eliminated.
 Option 3: Game: Bingo
 - Divide the class into 2 teams.
 - Have pupils read the numbers on two bingo cards quickly. Group work
 - Have pupils listen and choose the right bingo cards.
 - Back to the menu for pupils to choose another question.
 - Pupils continue their turns until there are is no ball left. 
PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative contexts in which characters ask 
 and answer questions about different people’s ages and number the correct 
 pictures
b. Input: Picture cues:
 a. a 13-year-old girl
 b. an 18-year-old girl
 c. a 14-year-old boy
 d. a 20-year-old man
 Audio script:
 1. A: How old is she? 
 B: She’s thirteen.
 2. A: How old is your brother?
 B: He’s twenty.
 3. A: How old is your sister? 
 B: She’s eighteen.
 4. A: How old is he? 
 B: He’s fourteen.
c. Outcome: Pupils can listen to and understand four communicative contexts in which 
 characters ask and answer questions about different people’s ages and number the 
 correct pictures. 
 Key: 1. a 2. d 3. b 4. c
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Tell them about the Whole class
 activity. Elicit the age in each picture. Play the recording for / Individual 
 pupils to listen. Play the recording again for pupils to do the task. work
 Play the recording a third time for them to check their answers.
 Step 2: Tell pupils to swap books with a partner, then check Pair work/ 
 answers as a class. Write the correct answers on the board for Whole class
 pupils to correct their answers.
 Step 3: Play the recording again for pupils to double-check their 
 answers. Individual 
 work
 Extension: If time allows, play the recording sentence by 
 sentence for the class to listen and repeat in chorus. Correct their 
 pronunciation where necessary. Whole class
PRACTICE Activity 5. Look, complete and read. 9 minutes
a. Goal: To complete four gapped dialogues with the help of picture cues
b. Input: – Four picture cues
 – Four gapped dialogues
c. Outcome: Pupils can complete four gapped dialogues with the help of picture cues.
 Key: 1. eleven 2. twelve 3.old; eighteen 4. How old; fifteen
d. Procedure: Step 1: Have pupils look at the pictures. Remind them to pay Whole class/ 
 attention to the cakes with candles or numbers. Individual 
 Step 2: Have pupils look at the four incomplete dialogues. Draw work
 their attention to the missing words in the sentences. Whole class/ 
 Step 3: Model with Picture 1. Have pupils look at the sentence. Individual 
 Ask them what is missing in the answer (eleven). Then have them work
 complete the gap.
 Step 4: Follow the same procedure with Pictures 2, 3, 4. Draw the Whole class/ 
 pupils' attention to gaps. Individual 
 Step 5: Have pupils complete the sentences individually and ask work
 a few pupils / pairs to read them aloud. Individual 
 work
 Game: Slap the board. Group work
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal To review vocabulary related to the topic “My family” and numbers from eleven 
 to twenty by playing the game Board race
b. Input – Vocabulary list 
 – Board and pens / chalk 
 – Prizes
c. Outcome Pupils can play the game Board race to reinforce the learning of words and 
 phrases related to the topic “My family”.
d. Procedure Step 1: Tell the pupils the goal of the game and how to play it. Whole class/ 
 Ask them to revise all vocabulary learnt in Unit 11. Individual 
 Step 2: Invite two groups of four pupils to the front of the class work
 to demonstrate the game. Two pupils play in each round, one Group work
 from each group.
 Step 3: Give the pupils time to play the game in two groups of Group work
 four. Circulate round the class during the activity and offer help 
 where necessary.
 Extension: Divide the class into two groups. Use the words in the 
 game to get them to take turns writing as many words related to Group work
 “family” and “numbers” in the correct columns as possible.
 Game: Matching game
 T uses pictures and sentence cards, gets 3 pupils to hold the 
 pictures and 3 others to hold the sentences. Ask them to match Individual 
 the pictures with the correct sentences. Then ask the class to look work/ Whole 
 and say aloud. class
Fun corner and wrap-up: 5 minutes Option 1:
Use sachmem.vn, have pupils look at the words, phrases and Whole class
sentences in the pictures of the lesson and repeat after the 
recordings.
Option 2:
Game: Sentence Puzzle
Divide the class into groups of four. Give each group a sentence Group work
that is broken/cut into pieces. Ask them to arrange the words to 
make a complete sentence, then read it aloud. 
Option 3: Game: Water the garden
- Divide the class into 2 teams. Group work
- Each team chooses one letter to go to the question.
- Have pupils look, read and answer the questions.
- Back to the menu for another question.
- Pupils continue their turns until there are is no letter left.