Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 23. Unit 13: My house + Unit 14: My bedroom - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 23
 Monday, february 20th 2023
 UNIT 13: MY HOUSE
 Lesson 3: ( 1-3 ) 
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - correctly pronounce the sounds of the letter clusters ou and ow in 
 isolation, in the words house and brown, and in the sentences Wow, it’s 
 a big house! and Wow, it’s a brown house!;
 - identify the target words house and brown while listening
 - say the chant with the correct rhythm and pronunciation.
Core motivation, adaptability, problem-solving, integrity, communication
competencie
s
General Listening: listen and recognize the sounds, then repeat
competencie Self-control & independent learning: perform listening tasks
s Communication and collaboration: work in pairs or groups
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
 - Student’s book Page 22
 - Audio Tracks 29, 30, 31
 - Teacher’s guide Pages 169, 170
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 13)
 - 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 Teaching and learning activities
 activities Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 13, Lesson 1 page 18. 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: Lucky number
 Review the previous lesson by having the class play Group 
 the game Lucky number, using the model sentences. work
 Option 3: Game: Look and guess
 Individual 
 work/ 
 Group 
 work
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sounds of the letter clusters ou and ow in 
 isolation, in the words house and brown, and in the sentences Wow, 
 it’s a big house! and Wow, it’s a brown house! with the correct 
 pronunciation and intonation
b. Input: – The letter cluster ou, the word house and the sentence Wow, it’s 
 a big house!
 – The letter cluster ow, the word brown and the sentence Wow, it’s 
 a brown house!
c. Outcome: Pupils can correctly repeat the sounds of the letter clusters ou and 
 ow in isolation, in the words house and brown, and in the sentences 
 Wow, it’s a big house! and Wow, it’s a brown house! with the 
 correct pronunciation and intonation.
d. Step 1: Draw pupils’ attention to the letter cluster ou, Whole 
Procedure: the word house and the sentence Wow, it’s a big class
 house! Play the recording and encourage pupils to / 
 point at the letter cluster / word / sentence while Individual 
 listening. work
 Step 2: Play the recording again and encourage pupils 
 to listen and repeat. Do this several times until they feel confident. Correct their pronunciation where Whole 
 necessary. class
 Step 3: Repeat Step 1 and 2 for the second letter cluster / 
 ow. Individual 
 work
 Whole 
 class
PRACTICE
Activity 2. Listen and circle. 5 minutes
a. Goal: To identify the target words house and brown while listening
b. Input: Two pairs of sentences
 Audio script:
 1. I like a brown house.
 2. I don’t like a brown house.
c. Outcome: Pupils can identify the words house and brown while listening.
 Key: 1. b 2. b
d. Step 1: Draw pupils’ attention to the sentences and the Whole 
Procedure: answer options. Tell them about the activity. Play the class
 recording for pupils to listen. Play the recording again / 
 for them to do the task. Play the recording a third time Individual 
 for them to check the answers. work
 Step 2: Get pupils to swap books with a partner then 
 check the answers as a class. Write the correct answers 
 on the board for pupils to correct their answers.
 Pair work/
 Step 3: Play the recording again for pupils to double- Whole 
 check their answers. class
 Extension: Invite one or two pupils to stand up, listen 
 to 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 the recording of the chant c. Outcome Pupils can say the chant with the correct rhythm and 
 pronunciation.
d. Step 1: Draw pupils’ attention to the lyrics of the Whole 
Procedure chant. Check their comprehension. class
 Step 2: Play the recording all the way through. / 
 Encourage them to listen carefully to the rhythm and Individual 
 pronunciation. Draw pupils’ attention to the sounds work
 of the letter clusters ou and ow in the words house Whole 
 and brown. class
 / 
 Step 3: Play the recording line by line for pupils to 
 Individual 
 listen and repeat. Correct their pronunciation where 
 work
 necessary.
 Step 4: Play the recording all the way through for Whole 
 pupils to chant. Encourage them to clap along while class
 chanting.
 Extension: Divide the class into two or more groups Whole 
 to listen to and repeat the chant in turn while the rest class
 of the class claps along. / 
 Individual 
 work
 Group 
 work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the words in Whole 
 the picture and repeat after the recording. class
 Option 2: Video watching
 - Have children watch and repeat after a video 
 introducing the pronunciation of “ou”, “ow” in Group 
 seperation, in words and sentences. work
 - Video link: 
 Option 3: Preparation for the project:
 Tell pupils about the project on page 23. Prepare for 
 the presentation in class. Guide them with the 
 presentation language.
 Whole 
 class Tuesday, february 21st 2023 
 UNIT 13: MY HOUSE
 Lesson 3: (4 -6)
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - read a paragraph and complete sentences with the words from the 
 paragraph
 - read, understand and complete a gapped text using the information from 
 a picture cue
 - make a doll’s house and tell the class about it.
Core motivation, adaptability, problem-solving, integrity, communication
competencies
General Reading: read a passage and fill in the gaps
competencies Oral communication: speak about a doll’s house
 Communication and collaboration: work in pairs or groups
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 23
 - Teacher’s guide Pages 170, 171
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 13)
 - Computer, projector 
III. Warm-up and review – Read and complete – Let’s write – Project – Fun 
PROCEDUR corner and wrap up
E
 Pupils’ 
Procedure Teaching and learning activities Note
 activities
Warm-up and review: 5 minutes Greet the class.
 Option 1: Sing the song in Unit 13, Lesson 1.
 - Ask pupils to sing the song. Whole 
 - Invite some of them to come to the board to role class
 play, the rest of the pupils will sing.
 Option 2: Chant the chant in Unit 13, Lesson 3.
 - Ask pupils to chant and do the actions. Group 
 - Give points for the groups and encourage them.
 work
 Option 3: Game: Lucky number 
 (PowerPoint slides)
 Group 
 work
PRACTICE
Activity 4. Read and complete. 8 minutes
a. Goal: To read a paragraph and complete sentences with the words from 
 the paragraph
b. Input: A paragraph and four gapped sentences
c. Outcome: Pupils can read a paragraph and complete four gapped sentences 
 with the correct words from the paragraph.
 Key: 1. the bedroom 2. the kitchen
 3. the kitchen 4. the table
 d.Step 1: Tel l Step 1: Pupils about this activity. Read the four Whole 
Procedure: gapped sentences as a class. Draw pupils’ attention class
 to the blank in Sentence 1. Get pupils to scan the 
 paragraph and find the missing words. When pupils 
 give the correct answer, write it on the board and 
 get the class to read the completed sentence 
 together.
 Step 2: Give pupils time to do the rest of the Individual 
 sentences individually. Go around the classroom to work
 offer support.
 Step 3: Get pupils to swap their answers with a 
 partner. Then check answers as a class. Write the Pair work/
 correct answers on the board for pupils to correct Whole 
 their answers. class
 Extension: Invite a few pupils to stand up and read Individual 
 the completed sentences. Praise them and get the work
 class to clap or cheer if they have good 
 pronunciation. PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal: To read, understand and complete a gapped text using the 
 information from a picture cue
b. Input: - A picture cue of a bedroom. There is a table in the bedroom. 
 On the table is an open school bag showing a book, a pencil 
 case, and a ruler.
 - The writing frame with three blanks to complete.
c. Outcome: Pupils can read, understand and complete the gapped text with the 
 information from a picture cue.
d. Step 1: Write the writing frame on the board. Tell Whole 
 class/ 
Procedure: pupils about this activity. Read the sentences as a 
 class. When you reach the first gap, elicit the Individual 
 missing word and give feedback. Tell pupils to work
 read and look at the picture cue to guess the 
 missing words and complete the sentences.
 Step 2: Give pupils time to do the task. Go around Individual 
 the classroom to offer support where necessary. work
 Step 3: Invite a few pupils to stand up and read Individual 
 their sentences aloud. work
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal To make a doll’s house and tell the class about it
b. Input - Two pictures showing doll’s houses
 - Materials: white or coloured cards, scissors, felt-tip pens, 
 coloured pencils, etc.
c. Outcome Pupils can make a doll’s house and tell the class about it.
d. Step 1: Tell pupils about the activity. Check their Whole 
Procedure doll’s houses. Stick a sample of a doll’s house on class/ 
 the board, and write the presentation language under Individual 
 it. Check comprehension and give feedback. Have work
 pupils repeat the sentences until they can say them 
 by themselves. Model the presentation a few times.
 Step 2: Invite a pupil to the front of the classroom to 
 model the presentation. Watch and offer your Individual 
 support with the language. work
 Step 3: Put pupils into groups to rehearse their 
 presentation. Go around the classroom to offer Group 
 support where necessary. work Step 4: Invite a few pupils from different groups to Whole 
 present their doll’s houses in front of the classroom. class/ 
 Individual 
 Extension: Create a class display of doll’s houses work
 and vote for the best decorated one.
 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: Lucky number
 Option 3: Sentence Puzzle Whole 
 - Divide the class into groups of four. class
 - Give each group a sentence that is broken/cut 
 into pieces. Group 
 - Ask them to arrange the words to make a work
 complete sentence, then read it aloud.
 - The group that makes it first will be the winner.
 Wednesday, february 22tnd 2023
 UNIT 14: MY BEDROOM
 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 quantities of things in a room;
 - correctly say the words and use There’s / There are _____ in the 
 room. to talk about quantities of things in a room;
 - enhance the correct use of There’s / There are _____ in the room. to 
 talk about quantities of things in a room in a freer context.
Core decision making, teamwork, reliability, motivation, adaptability, 
competencies problem-solving, integrity, communication, planning and organization
General Listening: listen and repeat
competencies 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
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Responsibility: appreciate kindness
II. RESOURCES AND MATERIAL:
 - Student’s book Page 24
 - Audio Tracks 32, 33
 - Teacher’s guide Pages 172, 173, 174
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 14)
 - 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 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: Chant and do activities (Unit 13, Lesson 3).
 - Ask pupils to chant and do the actions in Unit 13, Group 
 Lesson 3 in groups. work
 - Give points and encourage them.
 Option 3: Game: What room is this?
 - A picture is hidden behind some coloured squares.
 - Pupils choose a square to open, then try to guess Individual 
 what the room behind is. work/ 
 - Teacher shows the whole picture then asks pupils Teamwor
 k to say out loud the name of the room.
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 quantities of things 
 in a room
b. Input: – Context a: Mai: This is my bedroom. There’s a desk in the 
 room.
 – Context b: Mai: There are two chairs in the room.
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on quantities of things in a 
 room.
d. Step 1: Have pupils look at Pictures a and b and Whole 
Procedure: identify the characters 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 
 necessary. Repeat the same procedure with Picture b. Whole 
 Step 4: Invite a few pairs to the front of the classroom class
 to listen to and repeat the sentences in the recording. / 
 Step 5: Draw pupils’ attention to the sentences Individual 
 There’s a desk in the room and There are two chairs work
 in the room. Tell pupils that they are used to talking Pair work
 about quantities of things in a room.
 Individual 
 work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use There’s / There are _____ in 
 the room. to talk about quantities of things in a room
b. Input: – Picture cues: a. a desk b. a bed
 c. two doors d. two windows
 – Speech bubbles:
 There’s _____ in the room.
 There are _____ in the room. Audio script:
 a. a desk b. a bed c. two doors d. two windows
 There’s a desk in the room.
 There are two doors in the room.
c. Outcome: Pupils can correctly say the words and use There’s / There are 
 _____ in the room. to talk about quantities of things in a room.
d. Step 1: Have pupils look at Picture a and elicit the Whole 
Procedure: name of the thing in the room. Have the class listen to class
 the recording and repeat the word a few times. Then / Pair 
 let them work in pairs, pointing at the pictures and work
 saying the words until they feel confident.
 Step 2: Model by getting pupils to point at the 
 sentence There’s _____ in the room. in the first 
 bubble. Have them point at Picture a and elicit the Whole 
 missing words (e.g. a desk). Then get pupils to listen class
 to the recording and repeat the sentence There’s a desk / 
 in the room. a few times until they feel confident. Go Individual 
 around and offer help or correct pupils’ pronunciation. work
 Repeat the same procedure with Picture b.
 Step 3: Repeat Steps 1 and 2 with Picture c. Remind 
 pupils that the structure There are _____ in the room. 
 is used with more than one thing (e.g. Pictures c and 
 Whole 
 d). Let pupils listen to the recording and repeat the 
 class
 sentence There are two doors in the room. a few times 
 until they feel confident. Repeat the same procedure / 
 with Picture d. Individual 
 Step 4: Give pupils time to work in pairs or groups, work
 pointing at the pictures and saying the quantities of the 
 things in the room. Go around and offer help.
 Step 5: Invite a few pupils to point at the pictures and 
 say the quantities of the things in the room in front of 
 Pair work
 the class.
 Game: What’s missing? Individual 
 - T divides the class into 2 teams: BOYS and work
 GIRLS.
 - T shows 4 pictures on the board. Take out 1, then Group 
 2 pictures then ask pupils to find out what is/ are work
 missing. - Members of each team try to say out loud the 
 missing room as fast as possible.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of There’s / There are _____ in the 
 room. to talk about quantities of things in a room in a freer context
b. Input: – Picture cue: some things in a bedroom
 – Speech bubbles:
 There’s _____.
 There are _____.
c. Outcome: Pupils can enhance the correct use of There’s / There are _____ in 
 the room. to talk about quantities of things in a room in a freer 
 context.
d. Step 1: Have pupils look at the things in the bedroom Whole 
Procedure: and elicit their names. Draw pupils’ attention to the class
 singular things (e.g. a bed, a desk) and multiple things / 
 (e.g. two chairs, two windows). Individual 
 Step 2: Model by getting pupils to point at the gapped work
 sentence There’s _____. in the first bubble. Then 
 Whole 
 point at one thing in the bedroom (e.g. a bed), and say 
 class
 There’s a bed in the room / bedroom.
 Step 3: Repeat the same procedure with the gapped / 
 sentence There are _____. in the second bubble and Individual 
 one plural thing (e.g. two chairs) and say There are work
 two chairs in the room / bedroom.
 Step 4: Give pupils time to practise in pairs or groups. Individual 
 One pupil points at and says the quantities of things in work/ 
 the room / bedroom and the others listen and make Whole 
 comments. class
 Step 5: Invite a few pupils to say the quantities of 
 things in front of the class. Pair work/ 
 Group 
 Extension: If time allows, encourage pupils to point at work
 and say about the things in the classroom. 
 Individual 
 E.g. There is a board in the classroom.
 work
 Game: Look and say - Divide the class into 2-4 teams. 
 - Show the pictures on the screen. Ask pupils to look 
 at the arrows pointing to things in the room. Pupils 
 have to say the corresponding sentences. 
 - One pupil from each team comes to the front and Group 
 says. work
 / 
 Individual 
 work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use sachmem.vn, have pupils look at the words in the 
 pictures of the lesson and repeat after the recordings. Whole 
 class
 Option 2:
 Game: What can you see in the room?
 - Teacher shows pictures of rooms. Individual 
 - Teacher asks pupils some questions about the work
 picture and has them answer, e.g:
 + What can you see in the picture?
 + How many ..?
 Option 3: Preparation for the project:
 Tell pupils about the project on page 29. Ask them to Whole 
 find a picture of any bedroom and tell the class about class
 it. They need to prepare the sentences that they are 
 presenting. In Lesson 2, period 4, remind pupils of 
 what they need to prepare for the project. friday, february 24th 2023
 UNIT 14: MY BEDROOM
 Lesson 1 : ( 1-3 )
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 
 describe things in the bedroom and tick the correct pictures.
 - complete the four gapped sentence patterns with the help of picture cues.
 - revise the target vocabulary items through the Memory game. 
Core decision making, teamwork, motivation, adaptability, problem-solving, 
competencie integrity, and initiative
s
General Listening: listen and respond by choosing correct answers (tick the correct 
competencie one)
s Oral communication: memory game – let’s play
 Written communication: complete the sentences
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
Attributes Kindness: pupils wait for their turns to answer the questions
 Diligence: complete learning tasks
 Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 25
 - Audio Track 34
 - Teacher’s guide Pages 174, 175, 176
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 14)
 - Computer, projector 
III. Warm-up and review – Listen and tick – Look, complete and read – Let’s 
PROCEDUR play – Fun corner and wrap-up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the Hello song. Whole 
 - Ask pupils to sing the song. class
 - Let pupils do actions (waving, clapping, shaking 
 hands ).
 Option 2: Game: Pick a door Group 
 - T divides the class into 2 teams: BOYS and GIRLS. work
 - Members of 2 teams take turns choosing 1 door and 
 useing the words (a bed, a desk, two windows, two 
 doors) and structures (There’s a ./ There are 
 two ) to make correct sentences.
 - Click the numbers on the door (1, 2, 3, 4) to choose.
 - Click the BACK button to go back to THE 
 DOORS.
 Option 3: Invite a few pupils to stand up, look at the Individual 
 pictures in the book and say There is / There are work
PRACTICE
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts in which 
 pupils describe things in the bedroom and tick the correct pictures
b. Input: Picture cues:
 1a. a bed in the bedroom 1b. a desk in the bedroom
 2a. two doors in the bedroom 2b. two windows in the bedroom
 Audio script:
 1. This is my bedroom. There is a bed in the room.
 2. This is my bedroom. There are two windows in the room.
c. Pupils can listen to and understand two communicative contexts in 
Outcome: which pupils describe things in the bedroom and tick the correct 
 pictures.
 Key: 1. a 2. b
d. Step 1: Have pupils look at Pictures 1a and 1b. Ask Whole 
Procedure: them some questions such as What’s this? and Where class
 is it? Then have them point at the bed in Picture 1a and 
 say the word bed or the sentence There’s a bed in the 
 room. Ask them to point at the desk in Picture 1b and 
 say the word desk or the sentence There’s a desk in the 
 room. Check comprehension.
 Whole 
 class/ Step 2: Play the recording of the first text for pupils to Individual 
 listen and tick the box next to the picture. Repeat the work
 same procedure with Pictures 2a and 2b. Whole 
 Step 3: Get pupils to swap the answers with a partner, class/ Pair 
 then check answers as a class. Write the correct work
 answers on the board. Individual 
 Extension: If time allows, play the recording, sentence work/ 
 by sentence, for the class to listen and repeat Whole 
 individually and in chorus. Correct pronunciation if class
 necessary.
PRACTICE
Activity 2. Look, complete and read. 9 minutes
a. Goal: To complete the four gapped sentence patterns with the help of 
 picture cues
b. Input: – Four picture cues
 – Four gapped sentences to complete
c. Pupils can complete the four gapped sentence patterns with the help 
Outcome: of picture cues.
 Key: 1. bed 2. a desk 3. lamps 4. two windows
d. Step 1: Have pupils look at the first picture. Ask them Whole 
Procedure: some questions such as What’s this? and Where is it? class/ 
 Draw pupils’ attention to the gap in the sentence and Individual 
 say what they should write. Check comprehension. work
 Step 2: Give pupils time to read the other gapped 
 sentences and look at the pictures and fill in the gaps 
 Whole 
 independently.
 class
 Step 3: Ask pupils to swap and check the answers. 
 Correct the answers if necessary. / 
 Individual 
 Step 4: Invite a few pupils to read the completed 
 work
 sentences aloud in front of the class.
 Individual 
 work
 Game: Slap the board
 - T divides the class into 2 teams: BOYS and GIRLS.
 Group 
 - T shows a picture, 1 boy and 1 girl from each team work
 comes to the board, looks at the sentence under the 
 picture and chooses the best words to make correct 
 sentences (Pupils slap the words on the board).
PRACTICE
Activity 3. Let’s play. 8 minutes
a. Goal: To revise the target vocabulary items through the game Memory 
 game b. Input: Six cards, each with a target vocabulary item (bed, desk, door, 
 window, picture) or with a picture representing one of the target 
 words.
c. Pupils can play Memory game to revise the target vocabulary items 
Outcome: learnt in the lesson.
d. Step 1: Tell pupils that they are going to look at the Whole 
Procedure: cards for 60 seconds, memorise the words, then class
 remember as many of the words as possible. Explain / 
 how the game is played. Check comprehension. Individual 
 Step 2: Put the cards on a desk or stick them on the work
 board. Then cover them with a piece of cloth. Do not 
 let pupils see what is beneath the piece of cloth.
 Step 3: Divide the class into groups. Remove the cloth 
 and show the cards for 60 seconds. Then cover them 
 again. In their groups, pupils try to say as many of the Group 
 words as they can remember. work
 Step 4: Have the groups say the names of the things 
 aloud. For each correct word, give them a star or a 
 point. The group with the most stars / points wins.
 Group 
 work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the words in Whole 
 the picture and repeat after the recording. class
 Option 2: Movement activity: Sing and Move
 - Teacher asks the whole class to listen to the music, Whole 
 sing and move. class
 - Pupils will sing and dance/move to the song. When 
 the music stops, the pupils have to stop and point at 
 the pictures. (T stop the music at times when a room 
 or objects is mentioned)
 Whole 
 Option 3: class
 Say goodbye to pupils and have them respond as they 
 leave.