Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 20. Unit 11: My family + Unit 12: Jobs - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 20
 Monday, January 30th 2023
 UNIT 11: MY FAMILY
 Lesson 3:( 1-3) 
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - correctly pronounce the sounds of the letters o and ure in isolation, in 
 the words old and sure and in the sentences How old is your brother?. 
 and Are you sure?
 - use the words mother, father, brother, sister, and numbers from 11 – 20 
 related to the topic “My family”; 
 - say a chant
Core communication, planning and organization, stress tolerance, and initiative
competencies
General Listening: listen and repeat, listen and circle
competencies Self-control & independent learning: perform learning tasks
 Communication and collaboration: work in pairs or group
 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 10
 - Audio Tracks 9, 10, 11
 - Teacher’s guide Pages 147, 148
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 11)
 - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – 
PROCEDUR 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 11, Lesson 1. Whole 
 - Ask pupils to sing the song. class
 - 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).
 - Ask pupils to chant and do the actions in Unit 10, Group 
 Lesson 3 in groups. work
 - Give points to the groups and encourage them.
 Option 3: Game: Word search puzzle
 - Have the whole class play “ Word search puzzle”.
 - Have pupils find out the words about numbers Individual 
 and family members. work/ 
 - This game is just for fun, not for competition. Group 
 work
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sounds of the letters o and ure in isolation, in 
 the words old and sure, and in the questions How old is your 
 brother? and Are you sure? with the correct pronunciation and 
 intonation
b. Input: – The letter o, the word old and the question How old is your 
 brother? 
 – The letters ure, the word sure and the question Are you sure?
c. Pupils can correctly repeat the sounds of the letters o and ure in 
Outcome: isolation, in the words old and sure, and in the questions How old is 
 your brother? and Are you sure? with the correct pronunciation and 
 intonation.
d. Step 1: Draw pupils’ attention to the letter o, the word Whole 
Procedure: old and the question How old is your brother? Play the class
 recording and encourage them to point at the correct 
 letter, word and question while listening.
 Step 2: Play the recording again and encourage pupils 
 to listen and repeat. Tell them about the activity. Do Whole 
 this several times until pupils feel confident. Correct class/ 
 their pronunciation where necessary and praise them Individual 
 if their pronunciation is good. work
 Step 3: Repeat Steps 1 and 2 for the letters ure.
 Whole 
 class PRACTICE
Activity 2. Listen and circle. 9 minutes
a. Goal: To identify the target words old and sure in the sentences while 
 listening
b. Input: Two sentences with each three options
 Audio scripts:
 1. I’m ten years old.
 2. Are you sure?
c. Pupils can identify the target words old and sure while listening. 
Outcome: Key: 1. a 2. a
d. Step 1: Tell pupils the goal of the activity. Explain that Whole 
Procedure: they have to listen to the recording and circle the class/ 
 correct options. Check comprehension. Individual 
 Step 2: Play the recording for pupils to listen to. Play work
 the recording again for them to do the task. Play the Whole 
 recording a third time for them to check their answers. class/ 
 Step 3: Tell pupils to swap books with a partner, then Individual 
 check the answers as a class. Write the correct answers work
 on the board for pupils to correct their answers. Whole 
 Step 4: Play the recording again for pupils to double- class/ Pair 
 check their answers. work
 Extension: Invite one or two pupils to stand up, listen 
 and repeat the sentences. Whole 
 class
 Individual 
 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: Have pupils read the first verse of the chant Whole 
Procedure and elicit its meaning. Draw pupils' attention to the class/ 
 sounds of the letters o and ure in the words old and Individual 
 sure. Check comprehension. work
 Step 2: Play the recording for pupils to listen and 
 repeat the first verse, line by line. Show them how to Group 
 chant and clap. work Step 3: Repeat Steps 1 and 2 for the second verse of Individual 
 the chant. Draw their attention to the sounds of the work
 letters o and ure in the words old and sure. Go around 
 the classroom and correct pronunciation if necessary. Individual 
 Step 4: When pupils become familiar with the rhythm work/ 
 and pronunciation, play the recording of the whole Whole 
 chant for pupils to do choral and individual repetition. class
 Go around the classroom and correct pronunciation if 
 necessary.
 Group 
 Step 5: Invite a few groups to the front of the class to work
 chant. The rest of the class may clap along.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use sachmem.vn (activity 1: Listen and repeat), have Whole 
 pupils look at the sounds, words and sentences and class
 repeat after the recording.
 Option 2:
 Game: Fabulous sounds
 - Divide the class into 2 teams.
 - Each team chooses one number to go to the Group 
 question. work
 - Have pupils look, read and choose the right words 
 that match the sounds.
 - Back to the menu for pupils to choose another 
 question.
 - Pupils continue their turns until there are not any 
 numbers left. 
 - The one who gets the most points is the winner.
 Option 3: Preparation for the project:
 Tell pupils about the project on page 11. Ask them to 
 prepare at home by collecting or drawing a picture of 
 their family and bring their work to the classroom at 
 Whole 
 the project time to present it.
 class 
 Tuesday, February 1st 2023
 UNIT 11: MY FAMILY
 Lesson 3: ( 4-6)
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - read and write about family members and their ages;
 - collect a picture of their family and show it to the class.
Core communication, planning and organization, stress tolerance, and 
competencies initiative.
General Written Communication: practice writing about family members
competencies 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
 Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 11
 - Teacher’s guide Pages 148, 149
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 11)
 - 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.
 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: Chant and do activities (Unit 11, Lesson Group work
 3).
 - Ask pupils to chant and do the actions in Unit 
 11, Lesson 3 in groups. 
 - Give points for the groups and encourage them.
 Option 3: Individual 
 - Play the game in the powerpoint Unit 11 – lesson work/ Group 
 3 – period 6. work
 - Divide the class into 2 teams to play “Funny 
 Sums”.
 - Each team chooses one letter to go to the 
 question.
 - Have pupils look, read and do the sums.
 - Back to the menu for pupils to choose another 
 question.
 - Pupils continue their turns until there are not any 
 letters left. 
 - The one who gets the most points is the winner.
PRACTICE
Activity 4. Read and complete. 8 minutes
a. Goal: To read and complete a paragraph with the words in the box
b. Input: A paragraph and five gapped sentences with the words in the box.
c. Pupils can read and complete a paragraph with the words in the 
Outcome: box. 
 Key: 1. my 2. sister 3. old 4. am
d. Step 1: Tell pupils about this activity. Read the four Whole class
Procedure: gapped sentences as a class. Draw pupils’ attention 
 to the blank in Sentence 1. Get pupils to scan the Whole class/ 
 paragraph and find the missing words from the box. Individual 
 When pupils give the correct answer, write it on the work
 board and get the class to read the completed Whole class/ 
 sentence together. Individual 
 Step 2: Give pupils time to do the rest of the work
 sentences individually. Go around the classroom to Pair work
 offer support. 
 Step 3: Check the answers as a class. Get the pupils 
 Individual 
 to swap and correct their answers in pairs.
 work
 Extension: If time is available, ask one or two pupils 
 to read the complete text aloud and check their 
 pronunciation if necessary. PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal: To read, understand and complete a gapped text
b. Input: The writing frame with blanks to complete
c. Pupils can read, understand and complete a gapped text.
Outcome:
d. Step 1: Tell the class the goal of this activity. Show Whole class/ 
Procedure: them how to complete the task. They should read Individual 
 each gapped sentence, guess the missing work
 information in the sentence to complete it. Check 
 comprehension and give feedback. Whole class/ 
 Step 2: Give pupils time to write the answers. Individual 
 Circulate round the class during the activity and work
 offer help where necessary. Pair work
 Step 3: Get the pupils to swap and correct their 
 answers in pairs. 
 Whole class
 Step 4: Repeat Steps 1 to 3 for the other sentences.
 Extension: If time allows, invite a few pairs to stand 
 Pair work
 up and read the completed text aloud.The rest of the 
 class listens and cheers or claps their hands if the 
 performers do a good job.
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal To collect a picture of their family and show it to the class by telling 
 the class about their family members
b. Input A picture of their family
c. Outcome Pupils can collect a picture of their family and show it to the class 
 by telling the class about their family members.
d. Step 1: Tell pupils about the goal of the activity. Whole class/ 
Procedure Explain that they are going to show a picture of their Individual 
 family and tell the class about them. work
 Step 2: Have pupils work in groups. Each member 
 shows his / her picture and introduces them, e.g. Group work
 This is my family. This is my mother. Go around and 
 praise pupils when they perform well.
 Individual 
 Step 3: Invite one or two pupils to show their work
 pictures to the class and tell the class.
Fun corner and wrap-up: 5 minutes Option 1:
 Using sachmem.vn, activity 1: Listen and repeat, Whole class
 have pupils look at the sounds, words and sentences 
 and repeat after the recording.
 Option 2:
 Game: Sentence Puzzle
 - Divide the class into groups of four. Give each Group work
 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: 
 - Play games in the powerpoint Unit 11 – lesson 3 Group work
 – period 6.
 - Divide the class into 2 teams to play “Treasure 
 hunt”.
 - Have pupils choose a square and make a 
 sentence based on cue words.
 - Back to the menu for another question.
 - Pupils continue their turns until there are not any 
 letters left. 
 Wednesday, february 1st 2023
 UNIT 12: JOBS
 Lesson 1: ( 1-3)
I. OBJECTIVES
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 the job of a 
 family member.
 - correctly say the words and use What’s his / her job? – He’s / She’s 
 _____. to ask and answer questions about someone’s job.
 - enhance the correct use of What’s his / her job? – He’s / She’s _____. 
 to ask and answer questions about someone’s job in a freer context.
Core teamwork, integrity, communication, planning and organization
competencies
General Listening: listen and recognize the jobs, then repeat
competencies Critical thinking: talk about jobs
 Oral communication: speak about jobs, ask and answer the questions Attributes Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
 - Pupil’s book Page 12
 - Audio Tracks 12, 13
 - Teacher’s guide Pages 150, 151, 152
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 12)
 - 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
 Teacher’s activities Pupils’ Note
 Procedure
 activities 
Warm-up and review: 5 minutes 
 Greet the class. Whole 
 Option 1: Sing the song in Unit 11, Lesson 1. 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: Memory game
 Review the previous lesson by having the class play Group 
 the Memory game, using the words: mother; father; work
 sister; brother.
 - Divide the class into 2 teams.
 - Each pupil from each team goes to the front and 
 touches 2 squares. If they match the right word with 
 the correct picture, they will get one point for their 
 team.
 - Encourage pupils to join in the game.
 - Give points to pupils.
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 job of a family member b. Input: - Context a: Minh: This is my mother. Lucy: What’s her job? Minh: 
 She’s a doctor.
 - Context b: Lucy: This is my father. Minh: What’s his job? Lucy: 
 He’s a teacher.
c. Outcome: Pupils can understand and correctly repeat sentences in two 
 communicative contexts to ask and answer questions about the job 
 of a family member.
d. Step 1: Draw pupils’ attention to the pictures. Point Whole 
Procedure: at each picture, ask questions to help them identify class
 names of the speakers in the pictures. 
 Step 2: Play the recording for Picture a. Play the 
 recording again for them to listen. Whole 
 Step 3: Play the recording again, sentence by class
 sentence, for pupils to listen and repeat individually 
 and in chorus. Correct their pronunciation where Whole 
 necessary. Repeat the same procedure with Picture class/ 
 b. Individual 
 Step 4: Invite a few pairs to the front of the work
 classroom to listen and repeat the sentences in the 
 recording. 
 Step 5: Draw pupils’ attention to the question What's 
 Pair work
 her job? and What's his job? and the answers She's 
 a doctor. and He's a teacher. Tell pupils that they are 
 questions and answers to ask about someone's job. Individual 
 work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes 
a. Goal: To correctly say the words and use What's his / her job? – He’s / 
 She’s ______. to ask and answer questions about someone’s job
b. Input: - Picture cues: a. a doctor b. a driver c. a teacher d. a worker
 - Speech bubbles: What’s his / her job? – He’s / She’s ______. 
 - Flash cards: doctor, driver, teacher, worker
 Audio script:
 a. a doctor b. a driver c. a teacher d. a worker
 A: What’s her job? 
 B: She’s a doctor. 
 A: What’s his job?
 B: He’s a driver.
c. Outcome: Pupils can correctly say the words and use What’s his / her job? – 
 He’s / She’s ______. to ask and answer questions about someone’s 
 job. d. Step 1: Have pupils look at the pictures and elicit the Whole 
Procedure: jobs. class/ 
 Step 2: Have pupils point at Picture a (a doctor), Individual 
 listen to the recording and repeat the word. Repeat work
 the same procedure with the other three pictures. 
 Have the class repeat the words a few times. Hold up 
 the flash cards for doctor, driver, teacher and worker 
 and have pupils say the words.
 Whole 
 Step 3: Point at the bubble and have pupils listen and class
 repeat after the recording (What’s her job?) Point at 
 Picture a and have pupils listen and repeat after the 
 recording (She's a doctor.). Repeat the same 
 procedure with the other three pictures. 
 Step 4: Give pupils time to practise asking and Pair work 
 answering the question What's her / his job? Remind 
 them that they can use any of the four pictures to 
 point, ask and answer the question. Go around the 
 classroom to offer support.
 Pair work
 Step 5: Invite a few pairs to point at the pictures, ask 
 and answer the question in front of the class.
 Group 
 Game: Listen and choose
 work
 Let the pupils listen to the recording, then choose the 
 correct picture. This game can be played in groups 
 to make it more interesting. 
PRACTICE
Activity 3. Let’s talk. 8 minutes 
a. Goal: To enhance the correct use of What's his / her job? – He’s / She’s 
 ______. to ask and answer questions about someone's job in a freer 
 context.
b. Input: – Picture cues: a family of four people 
 – Speech bubbles: What’s his / her job? – He’s / She’s ______. 
 – Flash cards for doctor, driver, teacher and worker
c. Outcome: Pupils can enhance the correct use of What's his / her job? – He’s/ 
 She’s ______. to ask and answer questions about someone's job.
d. Step 1: Hold up the flash cards for doctor, driver, Whole 
Procedure: teacher and worker to elicit the question and answer class/ 
 about his or her job. Have pupils look at the picture. Individual 
 Point at the adults in the picture and elicit mother work
 and father and the questions What’s his job? and 
 What’s her job? Step 2: Give pupils time to practise in pairs. One Pair work/ 
 pupil asks the question What's his / her job? and the Whole 
 other answers He’s / She’s ______. Go around the class
 classroom to offer support.
 Step 3: Invite some pairs to the front of the class to 
 perform their conversations. Pair work
 Game: Look and say
 Ask 2 pupils to look at the pictures and practice Individual 
 speaking the structure of the lesson. One pupil asks work/group 
 then the other answers the question. (This can be work
 more interesting when the teacher lets pupils play 
 rock, scissors, or paper to decide who will ask.)
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use sachmem.vn, have pupils look at the words in Whole 
 the picture and repeat after the recording. class
 Option 2:
 Game: Matching game
 T uses pictures and flashcards. Ask them to find and Group 
 match. Praise the ones who finish matching. Then work
 ask the class to look and say aloud.
 Option 3: Preparation for the project:
 Tell pupils about the project on page 17. Ask them Whole 
 to prepare a mind map to introduce the jobs of their class
 family members. They need to prepare the sentences 
 that they are presenting. In Lesson 2, Period 4, T 
 reminds pupils of what they need to prepare for the 
 project.
 Friday, february 3rd 2023
 UNIT 12: JOBS
 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 to ask and 
 answer questions about the jobs of family members and tick the 
 correct pictures.
 - Complete the two gapped sentences and two gapped dialogues with 
 the help of the picture cues.
 - Sing the song My mother and my father with the correct melody and 
 pronunciation.
Core work standards, reliability, motivation, teamwork
competencies
General Listening: listen and recognize the jobs
competencies Reading skill: Look, complete and read
 Self-control & independent learning: sing a song
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Pupil’s book Page 13
 - Audio Tracks 14, 15
 - Teacher’s guide Pages 152, 153
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 12)
 - Computer, projector 
III. Warm-up and review – Listen and tick – Look, complete and read – 
PROCEDUR Let’s 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: Game: Throw the ball. Whole 
 Step 1: Divide the class into 2 teams. class
 Step 2: Stick the pictures of the activities on the board. 
 Teacher says a word, a pupil from each team has to 
 point/throw the ball to the right picture and says the 
 word three times.
 Step 3: Encourage pupils to take part in the game.
 Step 4: Give points to pupils. Option 2: Game: Spelling bee
 Review the previous lesson by having the class play Group 
 the game Spelling bee, using the words: doctor, work
 teacher, driver, worker.
 Step 1: Divide the class into 4 teams.
 Step 2: Pupils from each team take turns to go to the 
 front, then choose one letter to form the correct words. 
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points to pupils. 
PRACTICE
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts to ask and 
 answer questions about the jobs of family members and tick the 
 correct pictures
b. Input: – Picture cues: 1a. a teacher 1b. a worker 2a. a doctor 2b. a driver
 Audio script: 
 1. A: This is my father.
 B: What's his job?
 A: He's a teacher.
 2. A: This is my mother.
 B: What's her job?
 A: She's a driver.
c. Pupils can listen to and understand two communicative contexts to 
Outcome: ask and answer questions about the jobs of family members and tick 
 the correct pictures. 
 Key: 1. a 2. b
d. Step 1: Have pupils look at Pictures 1a and 1b. Elicit Whole 
Procedure: the word for the job in each picture. Play the recording class
 of the first exchange. Play the recording again for 
 pupils to do the task. Play the recording a third time to 
 give pupils another listening opportunity. Repeat Step 
 1 with Pictures 2a and 2b.
 Step 2: Get pupils to swap books with a partner, then 
 check answers as a class. Write the correct answers on Pair work
 the board.
 Extension: If the time allows, play the recording, Individual 
 sentence by sentence, for the class to listen and repeat work
 individually and in chorus. Correct their pronunciation 
 if necessary. Whole 
 Game: Listen and choose A or B class 
 There are 2 pictures A, B. Pupils listen to the recording /Group 
 and choose the correct one. This can be played in work
 groups to make it more interesting. PRACTICE
Activity 2. Look, complete and read. 9 minutes
a. Goal: To complete the two gapped sentences and two gapped dialogues 
 with the help of the picture cues
b. Input: – Four picture cues
 – Four gapped sentences and two gapped dialogues
c. Pupils can complete the two gapped sentences and two gapped 
Outcome: dialogues with the help of picture cues.
 Key: 1. a doctor 2. a teacher 3. a worker 4. a driver
d. Step 1: Have pupils look at the pictures and identify Whole 
Procedure: the jobs in the pictures. class/ 
 Step 2: Have pupils look at the four incomplete Individual 
 sentences and dialogues. Draw their attention to the work
 missing words in the sentences. Whole 
 Step 3: Model Picture 1. Have pupils look at the class/ 
 sentence. Ask them what is missing in the sentence (a Individual 
 doctor). Then have them look at the picture and work
 identify the job. Have them complete the gap. (She's a Whole 
 doctor). Repeat the same procedure with Pictures 2, 3 class
 and 4.
 Step 4: Have pupils complete the sentences and 
 dialogues individually. Get pupils to swap books with 
 a partner, then check the answers as a class. Ask a few 
 Pair work/
 pairs to read the sentences and dialogues aloud.
 Individual 
 Game: Role play
 work
 Step 1: Divide the class into 2 teams.
 Step 2: Invite each pupil from each team to go to the 
 board and practise “What’s her/ his job? – She’s/ He’s 
 ________.” Group 
 work
 Step 3: Encourage pupils to practise speaking.
 Step 4: Give points to pupils.
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal: To sing the song My mother and my father with the correct melody 
 and pronunciation
b. Input: The lyrics and the recording of the song My mother and my father
c. Pupils can sing the song My mother and my father with the correct 
Outcome: melody and pronunciation.
d. Step 1: Have pupils look at the pictures illustrating the Whole 
Procedure: song lyrics and say what they can see in the pictures. class/ 
 Elicit the words worker and driver. Individual 
 work Step 2: Play the recording and ask pupils to clap their 
 hands when they hear the words mother and father. Whole 
 Play the recording again for the class to listen and clap class
 their hands. Play the recording again and ask pupils to 
 do the TPR actions for worker and driver when they 
 hear the words worker and driver. Play the recording 
 again for the class to listen and clap their hands.
 Step 3: Play the recording line by line for pupils to 
 listen and repeat. Correct their pronunciation where Individual 
 necessary. work
 Step 4: Play the recording a few times for them to Whole 
 practise singing, clapping and doing the actions while class/
 singing. Individual 
 work
 Extension: Put pupils into groups and have them 
 create their own actions for the song. Invite groups to Group 
 the front of the class to perform while the rest of the work
 class sing and/ or clap along. Encourage the class to 
 praise or cheer for the performers.
 Game: Sing and dance
 Step 1: Divide the class into 4 teams.
 Team work
 Step 2: Play the music for pupils to sing and do the 
 actions. When the music stops, pupils stop their 
 actions. Anyone who can not stop in time will be 
 eliminated. 
 Step 3: Encourage pupils to sing and dance.
 Step 4: Give points to pupils.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use sachmem.vn, have pupils look at the words in the Whole 
 picture and repeat after the recording. class
 Option 2: Game: Sentence Puzzle
 Step 1: Divide the class into groups of four. Group 
 Step 2: Give each group a sentence that is cut into work
 pieces. Ask them to arrange the words to make a 
 complete sentence, then read it aloud.
 Step 3: The faster group will be the winner. 
 Step 4: Encourage pupils to join in the game.
 Step 5: Give points to pupils.