Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 22. Unit 13: My house - Năm học 2022-2023 - Trà Thị Anh Tú

 Week 22
 Monday,february 13th 2023
 UNIT 13: MY HOUSE
 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) focusing on asking and answering about the location 
 of a room in a house
 - enhance the correct use of Where’s the ? − It’s here / 
 there. to ask and answer questions about the location of a room in a 
 house in a freer context
 - enhance the correct use of Where’s the ? − It’s here / 
 there. to ask and answer questions about the location of a room in a 
 house in a freer context.
Core teamwork, reliability, motivation, communication and initiative
competencies
General Listening: listen and recognize the rooms in a house, then repeat
competencies Critical thinking: talk about rooms in a house
 Oral communication: speak about rooms in a house, ask and answer the 
 questions
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
Attributes Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Pupil’s book Page 18
 - Audio Tracks 22, 23
 - Teacher’s guide Pages 161, 162, 163
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 13)
 - 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: Say the chant Unit 12 page 16. Whole 
 - Ask pupils to say the chant. class
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Sing a song from youtube
 ( Whole 
 Option 3: Who is faster? class
 Some pictures of rooms will pass the screen, pupils 
 have to guess the names of the rooms as fast as Individual 
 possible. For each correct answer, pupils will get points work/ 
 for their teams. Group 
 work
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on asking and 
 answering about the location of a room in a house
b. Input: – Context a: Mai: Come in, please! Linh: Wow, I like your house!
 – Context b: Linh: Where’s your bedroom? Mai: It’s here.
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on asking and 
 answering about the location of a room in a house.
d. Step 1: Introduce the characters to pupils. Whole 
Procedure: Step 2: Have pupils look at Pictures a and b and class
 identify the characters (Mai and Linh) in the pictures. Whole 
 Step 3: Ask pupils to look at Picture a. Play the class
 recording for pupils to listen.
 Step 4: Play the recording again, sentence by sentence, Whole 
 for pupils to listen and repeat individually and in class
 chorus. Correct their pronunciation where necessary. 
 Repeat the same procedure with Picture b. Whole 
 Step 5: Invite a few pairs to the front of the classroom class/ 
 to listen and repeat the sentences in the recording. Individual 
 Step 6: Draw pupils’ attention to the question and work
 answer Where’s your bedroom? – It’s here. Tell pupils 
 that the sentences are used to ask and answer about the 
 location of the bedroom in the house. Pair work Whole 
 class
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use Where’s the ? − It’s here / 
 there. to ask and answer questions about the location of a room in a 
 house
b. Input: – Picture cues: a. living room b. bedroom
 c. kitchen d. bathroom
 – Speech bubbles: Where’s the______ ? − It’s here / there.
 Audio script:
 a. living room b. bedroom c. kitchen d. bathroom
 A: Where’s the living room? A: Where’s the kitchen?
 B: It’s here. B: It’s there.
c. Outcome: Pupils can correctly say the words and use Where’s the______? −It’s 
 here / there. to ask and answer questions about the location of a room 
 in a house.
d. Step 1: Have pupils look at the pictures and elicit the Whole 
Procedure: names of the rooms. class/ 
 Step 2: Have pupils look at Picture a and the word Individual 
 living room under it. Listen to the recording and repeat work
 the word. Have the class repeat the word. Whole 
 Step 3: Point at the question in the speech bubble and class/ 
 Picture a and have pupils listen and repeat after the Individual 
 recording (Where’s the living room?). Point at Picture work
 a and have pupils listen and repeat after the recording Whole 
 (It’s here.). Repeat the same procedure with Pictures b, class/ 
 c and d. Individual 
 Step 4: Have pairs practise asking and answering the work
 question - Where’s the ______? – It’s here / there.
 Step 5: Invite a few pairs to point at the pictures and Pair work
 say the questions and answers in front of the class.
 Pair work
PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal: To enhance the correct use of Where’s ? − It’s here / there. to ask 
 and answer questions about the location of a room in a house in a 
 freer context
b. Input: – Picture cue: Two pupils are asking and answering questions about 
 the location of rooms in a house: the living room and kitchen are 
 downstairs, the bedroom and bathroom are upstairs.
 – Speech bubbles: Where’s _____? – It’s _____.
c. Outcome: Pupils can enhance the correct use of Where’s ____? − It’s here / 
 there. to ask and answer questions about the location of a room in a 
 house in a freer context.
d. Step 1: Draw pupils’ attention to the picture. Ask Whole 
Procedure: questions to help them identify the context (see Input). class/ 
 Point at each room, elicit the missing words in the Individual 
 question and answer (for example, the living room). work
 Tell pupils to pay attention to the locations of the 
 hands. Use here for the rooms near the hands, and there 
 for the rooms far from the hands. Complete the 
 sentence. Get pupils to ask and answer the question 
 Where’s the living room? – It’s here. Where’s the 
 kitchen? – It’s there.
 Step 2: Put pupils into pairs. Encourage them to point Pair work
 at each room in the house in the picture in turn to ask 
 and answer questions about their locations in the 
 house. Go around the classroom to offer support where 
 necessary.
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: What’s behind the square.
 Option 3: Preparation for the project Group 
 Tell pupils about the project on page 23. Ask them to work
 make a doll’s house and prepare the language to present Whole 
 it. Tell them to bring their work to class to present it at class
 Project time. Tuesday, february 14th 2023
 UNIT 13: MY HOUSE
 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 in which pupils 
 ask and answer questions about the location of a room in a house and 
 circle the correct pictures.
 - complete four gapped exchanges with the help of picture cues.
 - sing the song Where is it? with the correct melody and pronunciation.
Core decision making, teamwork, reliability, motivation, communication, 
competencies planning and organization
General Listening: listen and recognize the rooms in a house
competencies Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
Attributes Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Pupil’s book Page 19
 - Audio Tracks 24, 25
 - Teacher’s guide Pages 163, 164, 165
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 13)
 - Computer, projector 
III. Warm-up and review – Listen and circle – Look, complete and read – 
PROCEDUR Let’s sing – Fun corner and wrap-up
E
 Pupils’ Note
Procedure Teaching and learning activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Noughts and crosses Group 
 - Divide the class into 2 teams. work
 - The teams take turns to choose numbers. Teacher asks 
 and has pupils answer the questions.
 - For each correct answer, have the team add O or X to 
 the board. The first team to line up three of their symbols in a row wins. Group 
 Option 2: Game: Slap the board work
 Option 3: Game: Pass the ball Group 
 - Divide the class into 3 teams. work
 - Each team has 1 sticky ball.
 - Play the music, students in each team take turns to 
 pass the ball around. After the music ends, 3 
 students who have the ball will stand up and name 
 one room in the house.
PRACTICE
Activity 4. Listen and circle. 8 minutes
a. Goal: To listen to and understand two communicative contexts in which 
 pupils ask and answer questions about the location of a room in a 
 house and circle the correct pictures.
b. Input: Picture cues:
 1a. a hand pointing at a nearby living room 
 1b. a hand pointing at a distant living room 
 2a. a hand pointing at a nearby bedroom
 2b. a hand pointing at a distant bedroom 
 Audio script:
 1. Linh: Where’s the living room?
 Mai: It’s here.
 2. Linh: Where’s the bedroom?
 Mai: It’s there.
c. Outcome: Pupils can listen to and understand two communicative contexts in 
 which characters ask and answer questions about the location of a 
 room in a house and circle the correct pictures.
 Key: 1. a 2. b
d. Step 1: Draw pupils’ attention to Pictures 1a and 1b. Whole 
Procedure: Tell them about the activity. Elicit the name of the room class
 in each picture (living room) and play the recording of 
 the first dialogue. Play the recording again for pupils to 
 do the task. Play the recording a third time for pupils to 
 check their answers. Repeat the same procedure with 
 Pictures 2a and 2b.
 Step 2: Tell pupils to swap books with a partner, then Whole 
 check answers as a class. Write the correct answers on class
 the board. /Pair work Step 3: Play the recording again for pupils to double- Whole 
 check their answers. class
 / 
 Extension: If time allows, play the recording, sentence Individual 
 by sentence, for the class to listen and repeat work
 individually and in chorus. Correct their pronunciation Whole 
 where necessary. class
 / 
 Individual 
 work
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal: To complete four gapped exchanges with the help of picture cues
b. Input: Four picture cues and four gapped exchanges
c. Outcome: Pupils can complete four gapped exchanges with the help of picture 
 cues.
 Key: 1. living room 2. kitchen 
 3. bathroom; there 4. bedroom; here
d. Step 1: Get pupils to look at the picture cues and gapped Whole 
Procedure: exchanges. Get them to identify the rooms (a living class
 room, a kitchen, a bathroom and a bedroom). / 
 Step 2: Have pupils look at the four incomplete Individual 
 exchanges. Draw their attention to the missing words in work
 the sentences. Whole 
 Step 3: Have pupils look at the first exchange. Ask them class
 what is missing in the sentence (living room). Write the / 
 answer on the board. Have them complete the gap in the Individual 
 question and ask and answer the completed question and work
 answer in chorus. Repeat the same procedure with Whole 
 Sentences 2, 3 and 4. class
 Step 4: Have pupils complete the sentences individually / 
 and ask a few pairs to stand up and read them aloud. Individual 
 work
 Individual 
 work
PRACTICE
Activity 6. Let’s sing. 8 minutes a. Goal: To sing the song Where is it? with the correct melody and 
 pronunciation
b. Input: The lyrics and the recording of the song Where is it? with picture 
 cues.
c. Outcome: Pupils can sing the song Where is it? with the correct pronunciation 
 and melody.
d. Step 1: Draw pupils’ attention to the title and lyrics of Whole 
Procedure: the song. Model the title and lyrics line by line for pupils class/ 
 to repeat. Encourage them to point at the pictures to Group work
 reinforce their understanding.
 Step 2: Play the recording line by line for pupils to listen 
 and repeat. Correct their pronunciation where Individual 
 necessary. work
 Step 3: Play the recording all the way through for pupils 
 to sing along. Introduce actions for pupils to do while Individual 
 singing along with the recording, for example, use hand work/ 
 movements to show the questions and location of the Whole 
 rooms. class
 Step 4: Put pupils into groups to practise the song and Group 
 make up their own actions while singing. work
 Step 5: Give pupils time to practise singing and doing 
 actions in pairs or groups. Pair work/ 
 Group 
 Extension: Put pupils into groups to make up their own work
 actions for the song. Invite groups to the front of the 
 classroom to perform the song and the rest of the class 
 sings and / or claps along the song. Group 
 work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the words in the Whole 
 picture and repeat after the recording. class
 Option 2:
 Game: 
 - Divide the pupils into equal teams of five or six. Group 
 - Have each team stand in a line. Hold up a flashcard work
 and make a sentence based on the picture. The 
 teams then repeat the sentence three times and sit 
 down. - The team that sits down first scores a point. Then, 
 repeat the game, but this time have the pupils add 
 an action before they sit down, e.g. clap and then 
 sit, jump and then sit, etc. 
 - More action will be added the longer the game goes 
 on. 
 Option 3: Whole 
 Game: “Sing the song” challenge class/ 
 Have the pupils sing the song quietly, then sing the song Group 
 loudly. work
 Wednesday, february 15th 2023
 UNIT 13: MY HOUSE
 Lesson 2: ( 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) focusing on the question and answer about the 
 locations of things in a room.
 - correctly say the words and use Where are the____? – They’re ___. to 
 ask and answer questions about the locations of things in a room.
 - enhance the correct use of Where are the _____? – They’re _____ . to 
 ask and answer questions about the locations of things in a room in a 
 freer context.
Core teamwork, motivation, adaptability, communication, and initiative
competencies
General Self-control & independent learning: perform listening tasks
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
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Pupil’s book Page 20
 - Audio Tracks 26, 27
 - Teacher’s guide Pages 165, 166 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 13)
 - 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 Teaching and learning activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 13, 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: Spend a few minutes revising the 
 previous lesson and pre teach some new words 
 Group 
 about objects in a room. 
 work
 Option 3: 
 - Write any words on the board.
 - The first pupil has to take the last letter of that 
 Individual 
 word and form a new word.
 work/ 
 - The second pupil does the same, and the chain 
 Group 
 continues until a pupil is unable to form a word.
 work
 - The pupil who fails to form a word or misspells 
 it is out of the game.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on the question and 
 answer about the locations of things in a room
b. Input: – Context a: Mai: This is the living room.
 – Context b: Linh: Where are the chairs? Mai: They’re in the 
 kitchen.
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on the question and 
 answer about the locations of things in a room.
d. Step 1: Have pupils look at Pictures a and b and Whole 
Procedure: identify the characters (Mai and Linh) in the pictures. class Step 2: Ask pupils to look at Picture a. Play the 
 recording 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 b. class/ 
 Step 4: Invite a few pairs to the front of the classroom Individual 
 to listen to and repeat the sentences in the recording. work
 Step 5: Draw pupils’ attention to the question and 
 answer Where are the chairs? – They’re in the Pair work
 kitchen. Tell pupils that the sentences are used to ask 
 and answer about the location of the chairs in the Whole 
 room. class
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use Where are the____? – They’re 
 ___. to ask and answer questions about the locations of things in a 
 room
b. Input: – Picture cues:
 a. tables in the living room b. chairs in the living room
 c. books on the table d. lamps on the table
 – Speech bubbles: Where are the ____? – They’re _____.
 Audio script:
 a. tables / in the living room b. chairs / in the living room
 c. books / on the table d. lamps / on the table
 A: Where are the tables? A: Where are the books?
 B: They’re in the living room. B: They’re on the table.
c. Outcome: Pupils can correctly say the words and use Where are 
 the_______? – They’re ______. to ask and answer questions 
 about the locations of things in a room.
d. Step 1: Draw pupils’ attention to Pictures a to d. Tell Whole 
Procedure: them about the activity. Elicit the names of things in class/ 
 the room. Play the recording for pupils to repeat the Individual 
 words under each picture a few times until they feel work
 confident.
 Step 2: Point at Picture a and the words under the 
 picture (tables / in the living room), play the Whole 
 recording for pupils to repeat the words a few times. class
 Draw pupils’ attention to the gapped question and 
 answer. Explain the meaning. Elicit the missing words and write them on the board. Play the / 
 recording for pupils to repeat the completed question Individual 
 and answer a few times. Remind pupils to point at work
 the relevant things in the picture when they are 
 repeating.
 Step 3: Repeat the same procedure with Pictures b, c 
 and d.
 Step 4: Give pupils time to take turns asking and Whole 
 answering questions about the locations of things in class
 Pictures a, b, c and d. Go around the classroom to Whole 
 offer support where necessary. class/ 
 Step 5: Invite a few pairs to come to the front of the Individual 
 classroom, take turns pointing at the things in each work
 picture to ask and answer questions about their 
 locations. Pair work
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of Where are the _____? – They’re 
 _____ . to ask and answer questions about the locations of things 
 in a room in a freer context
b. Input: – Picture cues: two tables, four chairs, two books and two lamps 
 on a table
 – Speech bubbles: Where are the ____? – They’re______.
c. Outcome: Pupils can enhance the correct use of Where are the ____? – 
 They’re_____. to ask and answer questions about the locations of 
 things in a room in a freer context.
d. Step 1: Draw pupils’ attention to the picture. Elicit Whole 
Procedure: the context (see Input) and the missing words in the class
 question and answer. Write them on the board. / 
 Complete the question and relevant answer. Invite Individual 
 two pupils to take turns pointing at the relevant work
 things, ask and answer questions. Correct their 
 pronunciation where necessary.
 Step 2: Put pupils into pairs to ask and answer Pair work/ 
 questions. Go around the classroom to offer support Whole 
 where necessary. class
 Step 3: Invite some pairs to the front of the classroom 
 to take turns pointing at the things in the pictures to Pair work
 ask and answer about their locations. 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: Pass the ball 
 - Divide the class into 3 teams. Group 
 - Each team has 1 sticky ball. work
 - Play the music, students in each team take turns 
 to pass the ball. After the music ends, 3 students 
 who have the ball will stand up and say outloud 
 any words about rooms in the house they have 
 learned, using the sentence model.
 Option 3: Game: Lucky numbers
 - Divide the class into 2 teams.
 - Each team takes turns choosing a number then 
 Group 
 answering the question. 
 work
 Monday,february 13th 2023
 Unit 13: MY HOUSE
 Lesson 2: (4 -6)
 I. 
 OBJECTIVE
 S
 Language By the end of the lesson, pupils will be able to:
 - listen to and understand four communicative contexts in which two 
 characters ask and answer questions about the locations of things in 
 a room and number the correct pictures.
 - circle the correct answers to the gapped exchanges with the help of 
 picture cues.
 - review vocabulary and structure words in relation to the topic “My 
 house” and use them in the sentence patterns Where’s_____? − It’s 
 here / there. and Where are_____ ? – They’re_____. by playing the 
 game Bingo.
 Core teamwork, work standards, motivation, adaptability, communication, 
 competencies and initiative General Communication and collaboration: work in pairs or groups
competencies Problem-solving and creativity: answer comprehension questions
 Sociability: talk to each other
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 21
 - Audio Track 28
 - Teacher’s guide Pages 167, 168
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 13)
 - Computer, projector 
III. Warm-up and review – Listen and number – Look, circle and read – 
PROCEDUR Let’s play – Fun corner and wrap-up
E
 Pupils’ Note
 Procedure Teaching and learning activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 13, 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: Game: Slap the board 
 Spend a few minutes revising the previous lesson Group 
 by asking the class to play the game Slap the work
 board.
 Option 3: Game: Trash can basketball 
 - Divide the class into 2 or 4 teams. Individual 
 - Have each team take turns answering a work/ 
 vocabulary question. Group 
 - If they can answer correctly, the team gets 1 work
 point.
 - Then, give that team a ball (by crumpled paper).
 - If that team can throw the ball into the trash can, 
 reward that team an extra point.
 - Repeat the game until all new words have been 
 tested!
PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative contexts in 
 which two characters ask and answer questions about the 
 locations of things in a room and number the correct pictures b. Input: Picture cues:
 a. two lamps in the bathroom b. two lamps in the 
 bedroom
 c. two lamps in the living room d. two lamps in the kitchen
 Audio script:
 1. Linh: Where are the lamps?
 Mai: They’re in the living room.
 2. Linh: Where are the lamps?
 Mai: They’re in the kitchen.
 3. Linh: Where are the lamps?
 Mai: They’re in the bathroom.
 4. Linh: Where are the lamps?
 Mai: They’re in the bedroom.
c. Outcome: Pupils can listen to and understand four communicative contexts 
 in which two characters ask and answer questions about the 
 locations of things in a room and number the correct pictures.
 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 location of the class
 lamps in each picture. Use Picture a as an example. 
 Play the recording the first time for pupils to listen 
 and identify the order of Picture a. Play the 
 recording again. Elicit the order of Picture a (3). 
 Write Number 3 on the board. Play the recording a 
 third time for pupils to check their answer.
 Step 2: Play the recording twice for pupils to do the Whole 
 task with the rest of the pictures. Play the recording class
 a third time for them to check their answers.
 Step 3: Get pupils to swap books with a partner, 
 then play the recording to check answers together Whole 
 as a class. Write the answers on the board. class
 Step 4: Play the recording all the way through for / 
 pupils to double-check their answers. Individual 
 Extension: If time allows, play the recording, work
 sentence by sentence, for the class to listen and Whole 
 repeat individually and in chorus. Correct their class
 pronunciation, where necessary.
 Individual 
 work
PRACTICE Activity 5. Look, circle and read. 9 minutes
a. Goal: To circle the correct answers to the gapped exchanges with the 
 help of picture cues
b. Input: Picture cues and four gapped exchanges
c. Outcome: Pupils can circle the correct answers to the gapped exchanges 
 with the help of picture cues.
 Key: 1. b 2. b 3. a 4. b
d. Step 1: Get pupils to look at the picture cues, Whole 
Procedure: incomplete exchanges and their answer options. class
 Get them to identify the rooms and things in the / 
 pictures. Individual 
 Step 2: Have pupils read the four incomplete work
 exchanges. Draw their attention to the missing Whole 
 word(s) in each sentence. class
 Step 3: Have pupils read Sentence 1, the answer / 
 options and look at the relevant picture. Ask them Individual 
 what is missing in the question (tables) and read the work
 answer options. Tell them to circle the correct Whole 
 answer and read the completed exchange in chorus. class
 Repeat the same procedure with Exchanges 2, 3, 4. / 
 Step 4: Have pupils complete the exchanges Individual 
 individually and ask a few pairs to read completed work
 exchanges aloud.
 Individual 
 work
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal: To review vocabulary and structure words in relation to the 
 topic “My house” and use them in the sentence patterns 
 Where’s_____? − It’s here / there. and Where are_____? – 
 They’re_______. by playing the game Bingo.
b. Input: A 3 x 3 Bingo grid with the words there, in, on, tables, chairs, 
 lamps, living room, bedroom and kitchen to support your 
 instructions
c. Outcome: Pupils can review the vocabulary and structure words in relation 
 to the topic “My house”, and use them in the sentence patterns 
 Where’s ______? − It’s here / there. and Where are _____? – 
 They’re ______. by playing the game Bingo.
d. Step 1: Explain how to play the game: Draw a 3 x Whole class/ 
Procedure: 3 Bingo grid on the board and a list of the Individual 
 vocabulary words for reviewing. Get pupils to copy work
 the grid onto a paper sheet and fill their grids with 
 the vocabulary words. Pupils need to listen carefully for the words that you’ll be calling out 
 from the list on the board. If they have a word that 
 is called out, then they need to cross it out on their 
 grids. Eventually, one pupil will have crossed out 
 all of his or her words and shout out “Bingo!” to 
 show that he / she has finished. You should then 
 check the pupil’s grid to see that he / she has all the Pair work/ 
 words you’ve called out. Group work
 Step 2: Give pupils time to play the game in pairs 
 or groups. Go around the classroom to offer support Pair work
 where necessary.
 Step 3: When time runs out, invite a few pairs to 
 stand up and take turns asking and answering 
 questions using the sentence patterns Where’s 
 _____? − It’s here / there. and Where are they? – 
 They’re _______.
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: Pass the ball 
 - Divide the class into 3 teams.
 - Each team has 1 sticky ball. Group 
 - Play the music, students in each team take turns work
 to pass the ball. After the music ends, 3 students 
 who have the ball will stand up, then ask and 
 answer about the location of rooms in a house, 
 using the sentence models.
 Option 3: Game: Spin the Wheel
 Teacher calls some pairs to the board to practise 
 - Group 
 asking and answering with the sentence models 
 work
 they have learnt. 
 - Pupils/ teachers click the “spin” button to get 
 points.