Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 27. Unit 16: My pets - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 27
 Monday, March 20th 2023
 REVIEW 3 & FUN TIME
I. 
OBJECTIVES
Language By the end of the unit, pupils will be able to:
 - revise the spelling of five words: teacher, brother, driver, mother 
 and worker.
 - improve their speed and flexibility when checking vocabulary.
 - use the target vocabulary and sentence patterns to carry out a 
 survey.
 - identify healthy and unhealthy foods.
Core communication, planning and organization, stress tolerance, and 
competencies initiative
General Communication and collaboration: work in pairs or groups
competencies Sociability: talk to each other
 Critical thinking: recognize healthy food and drinks
Attributes: Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skill
II. RESOURCES AND MATERIAL:
 - Student’s book Page 38, 39
 - Teacher’s guide Pages 197,198
 - Website sachmem 
 - Flashcards/pictures and posters (Review 3 & Funtime)
 - Computer, projector 
III. Warm-up and review – Do the puzzle – Quiz time – Circle the healthy 
PROCEDURE foods – Fun corner and wrap-up
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Choose one song from Unit 11 to 15. 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.
 Group 
 Option 2: Play game Hot Seat! 
 work
 - Divide the class into 2 teams.
 - Choose one pupil to sit in front of their team.
 - Stand behind the pupil and write a word on the 
 board.
 - Have the pupil in the hot seat listen to their 
 teammates and try to guess the word. 
 Option 3: 
 - Play a game in the powerpoint Fun time - period 
 3. Group 
 - Divide pupils into 2 teams. work
 - Pupils find words in categories beginning with the 
 set letter.
 - When they finish, they can shout 'Stop the bus!'
 - The winner can choose and open a gift box.
Activity 1. Do the puzzle. 8 minutes
a. Goal: – To revise the spelling of five words: teacher, brother, driver, 
 mother and worker.
 – To improve pupils’ speed and flexibility when checking 
 vocabulary.
b. Input: Picture cues: 
 1. a teacher 2. a brother 3. a driver 4. a mother 5. a worker
c. Pupils can complete the crossword using the picture cues.
Outcome: Key:
 d. Step 1: Have pupils look at the puzzle. Ask: Who do Whole 
Procedure: you see in the pictures? Stick the flash cards of the class
 words, one by one, on the board. Point to each word 
 on the board, and have pupils say the word as a class. 
 Step 2: Point at Picture 1, elicit the word, write it in Whole 
 the crossword as an example. Tell pupils to repeat the class/ 
 same procedure with the other picture cues. Individual 
 Step 3: Check the answers as a class. work
 Whole 
 class
Activity 2. Quiz time. 9 minutes
a. Goal: To use the target vocabulary and sentence patterns to carry out a 
 survey
b. Input: A table for completion
c. Pupils can use the target vocabulary and sentence patterns to carry 
Outcome: out a survey.
d. Step 1: Tell pupils that each of them needs to Whole 
Procedure: interview three different classmates to find out their class/ 
 favourite food or drinks. Individual 
 Step 2: Gives pupils 10 minutes to circulate and work
 complete their survey tables Whole 
 Step 3: After pupils have interviewed their class/ 
 classmates and taken notes, give them another 5 to 10 Individual 
 minutes to prepare to share their findings. work
 Step 4: Invite different pupils to come to the front of 
 the class and share their findings.
 Individual 
 work
Activity 3. Circle the healthy foods. 8 minutes
a. Goal: To identify healthy and unhealthy foods
b. Input: Seven pictures showing both healthy and unhealthy foods
c. Pupils can identify healthy and unhealthy foods
Outcome:
d. Step 1: Draw pupils’ attention to the pictures and Whole 
Procedure: elicit the names of the foods: apple, chips, water, class/ 
 rice, fish, noodles, cake. Individual 
 Step 2: Put pupils into pairs and tell them to work work
 together to circle the healthy foods. Group 
 Step 3: Display a picture of an apple on the board. work
 Ask pupils if it is healthy or unhealthy. When they answer correctly, write healthy under the picture and Individual 
 model it for pupils to repeat. work
 Repeat the same procedure for the other foods. If a 
 food is unhealthy, write unhealthy under the picture. Individual 
 work/ 
 Whole 
 class
Fun corner and wrap-up: 5 minutes
 Option 1:
 Play game Pictionary! Whole 
 - Before the class starts, prepare a bunch of words class
 and put them in a bag.
 - Divide the class into two teams and draw a line 
 down the middle of the board.
 - Give one pupil from each team a pen and ask them 
 to choose a word from the bag.
 - Ask pupils to draw on the board and encourage 
 their team to guess the word.
 Option 2:
 Game: Sentence Puzzle
 - Divide the class into groups of four. Group 
 - Give each group a sentence that is broken/cut into work
 pieces. 
 - Ask them to arrange the words to make a complete 
 sentence, then read it aloud.
 - The group that makes it first will be the winner.
 Option 3: 
 - Play a game in the powerpoint Fun time 3.
 - Divide the class into 2 teams to play “ Build a Whole 
 spaceship”. class
 - Have pupils guess the word letter by letter. 
 - Whenever pupils guess a letter that is in the secret 
 word, click the letter to fill it into the blank where 
 it occurs.
 - The one who has the correct answers can build a 
 spaceship and fly to space. Tuesday, March 21st 2023
 UNIT 16: MY PETS
 Lesson 1: ( 1-3)
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
focus: - use the words birds, cats, parrots, rabbits in relation to the topic 
 "Pets".
 - use some and many to identify the quantity of pets;
 - use Do you have any _____? – Yes, I do. / No, I don’t. to ask 
 and answer questions about pets;
 - to and demonstrate understanding of simple communicative 
 contexts in relation to the topic "Pets".
Core teamwork, reliability, motivation, communication and initiative
competencies:
General Listening: listen and recognize the names of the pets, then 
Competences: repeat.
 Critical Thinking: talk about pets (names of the pets).
 Oral Communication: speak about names, 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:
 - Student’s book Page 40
 - Audio Tracks 54, 55
 - - Teacher’s guide Pages 199 - 201
 - - Website sachmem.vn - - Flash cards/ pictures and posters (Unit 16)
 - - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point 
PROCEDURE and say – Let’s talk – Fun corner and wrap-up. 
 Pupil’s Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song Would you like Whole class
 some ....? in Unit 15.
 - Ask pupils to sing the song.
 - Invite some of them come to the board to 
 role play, the rest of the pupils will sing.
 Option 2: Sing the song I have a pet from Group work
 Youtube (link is in the ppt).
 Option 3: Game: Who is faster? Individual 
 Review the previous lesson by having the work/ Group 
 class play the game Who is faster?, using work
 the words in Unit 15.
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 pets.
b. Input: - Context a: Minh: I have a dog. Do you have any dogs? 
 Lucy: Yes, I do.
 - Context b: Bill: I have two cats. Do you have any cats? 
 Mai: No, I don’t. I have one dog.
c. Pupils can understand and correctly repeat the sentences in 
Outcome: two communicative contexts focusing on pets. d. Step 1: Have pupils look at Pictures a and Whole class
Procedure b and identify the characters in the 
: pictures. Draw their attention to the 
 questions Do you have any cats / dogs? and 
 the answers Yes, I do. / No, 
 I don’t. Check comprehension. Whole class
 Step 2: Ask pupils to look at Picture a. Play 
 the recording for them to listen. Play the 
 recording again sentence by sentence for 
 pupils to listen and repeat. Follow the 
 same procedure with Picture b. Correct 
 their pronunciation where necessary. Whole class/ 
 Step 3: Play the recording again for pupils Individual 
 to listen and repeat in chorus sentence by work
 sentence.
 Whole class/ 
 Step 4: Invite a few pairs to the front of the Pair work
 classroom to listen and repeat the 
 sentences in the recording.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words birds, parrots, rabbits, cats and 
 use 
 Do you have any ____? – Yes, I do./ No, I don’t. to ask and 
 answer questions about having pets.
b. Input: – Picture cues: 
 a. three birds b. two parrots c. three rabbits d. four cats 
 – Speech bubbles: Do you have any _____? 
 Yes, I do. / No, I don’t. Audio script: 
 a. birds / yes 
 b. parrots / no 
 c. rabbits / yes 
 d. cats / no 
 A: Do you have any birds? 
 B: Yes, I do.
 A: Do you have any parrots? 
 B: No, I don’t.
c. Pupils can correctly say the words and use Do you have 
Outcome: any ______? – Yes, I do. / No, I don’t. to ask and answer 
 questions about having pets.
d. Step 1: Have pupils look at the pictures and Whole 
Procedure elicit the names of the pets. class/ 
: Individual 
 Step 2: Have pupils point at Picture a work
 (birds), listen to the recording and repeat Whole 
 the word. Follow the same procedure with class/ 
 the other three pictures. Have pupils repeat Individual 
 the word under each picture a few times. work
 Step 3: Point at the Picture a and ask the 
 question (Do you have any birds?). Elicit 
 the answer Whole 
 (Yes, I do). Point at Picture b and ask the class/ 
 question Individual 
 (Do you have any parrots?). Elicit the work
 answer 
 (No, I don’t.). Follow the same procedure 
 with the last two pictures.
 Pair work Step 4: Have pairs practise asking and 
 answering the question Do you have any 
 _______? - Yes, I do. / No, I don’t. Pair work
 Step 5: Invite a few pairs to point at the 
 pictures and say the questions and answers 
 in front of the class.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of Do you have any _____? 
 – Yes, I do. / No, I don’t. to ask and answer questions 
 about having pets in a freer context.
b. Input: - Picture cue: one parrot, one rabbit, two cats and three 
 birds are in the garden.
 - Speech bubbles: Do you have any _____? − Yes, / No, 
 .
c. Pupils can enhance the correct use of Do you have any 
Outcome: ____?
 − Yes, / No, _____. to ask and answer questions about 
 pets in a freer context.
d. Step 1: Draw pupils’ attention to the Whole 
Procedure picture. Tell them about the activity. Ask class/ 
: questions to help them understand the Individual 
 context (see Input). work
 Step 2: Put pupils into groups of four. Tell Group work
 them to ask and answer questions using Do 
 you have any ? – Yes, / No, 
 ______. Go around the classroom to offer 
 support. Individual 
 work Step 3: Invite some pupils to the front of the 
 class to ask and answer questions about 
 their pets.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the Whole class
 words in the picture of Activities 1, 2 and 
 repeat after the recordings.
 Option 2: Group work
 Game: Spin the wheels
 Option 3: Preparation for the project: Group work
 Tell pupils about the project in page 45. 
 Ask them to prepare the photos of their pets 
 to share with the class and introduce about 
 their pets. They need to prepare the 
 captions for the photos. 
 In Lesson 2, Period 4, remind pupils again 
 of what they need to prepare for the 
 project.
 Wednesday, March 22th 2023
 UNIT 16: MY PETS
 Lesson 1: (4-6)
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
focus: - use the words birds, cats, parrots, rabbits in relation to the topic 
 "Pets".
 - use some and many to identify the quantity of pets;
 - use Do you have any ? – Yes, I do. / No, I don’t. to ask and 
 answer questions about pets; - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic "Pets".
Core decision making, teamwork, work standards, reliability, 
competencies: motivation, communication, planning and organization
General Listening: listen and recognize the names of the pets, then 
Competences: repeat.
 Critical Thinking: talk about names of the pets.
 Oral Communication: speak about names, ask and answer the 
 questions.
 Self-control & independent learning: perform listening tasks.
 Written Communication: practice writing about pets.
 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 41
 - Audio Tracks 56, 57
 - Teacher’s guide Pages 201, 202
 - Website sachmem.vn 
 - Flash cards/ pictures and posters (Unit 16)
 - Computer, projector, 
III. Warm-up and review – Listen and tick – Look, complete and 
PROCEDURE read – 
 Let’s sing – Fun corner and wrap-up. 
 Pupil’s Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes Greet the class.
 Option 1: Sing the song in Unit 15, Lesson 1. Whole class
 - Ask pupils to sing the song.
 - Invite some of them come to the board to 
 role play, the rest of the pupils will sing.
 Option 2: Game: Look and guess Group work
 Pupils take turn choose a number to open Individual 
 until they can say what the hidden picture is. work/
 The one who has the correct answer gets 10 
 points for their team.
 Option 3: Game: Pass the ball Group work
 - Divide the class into 3 teams.
 - Each team has 1 sticky ball.
 - Play the music, pupils in each team take 
 turn to pass the ball. After the music ends, 3 
 pupils who have the ball – stand up and say 
 the name of pets, using the sentence model.
PRACTICE
Activity 4. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts in 
 which pupils ask and answer questions about pets and tick the 
 correct pictures.
b. Input: Picture cues: 
 1a. three dogs 1b. two cats 
 2a. three rabbits 2b. four parrots 
 Audio script: 
 1. A: Do you have any cats? 
 B: Yes, I do. 
 2. A: Do you have any rabbits? 
 B: Yes, I do. c. Pupils can listen to and understand two communicative 
Outcome: contexts in which pupils ask and answer questions about 
 having pets and tick the correct pictures.
d. Step 1: Draw pupils’ attention to Pictures 1a Whole class
Procedure and 1b. Tell them about the activity. Elicit 
: the word for each pet while pointing at the 
 corresponding picture, 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. Whole class
 Step 2: Repeat Step 1 for the second Whole class/ 
 exchange. Individual 
 Step 3: Tell pupils to swap books with a work
 partner, then check answers as a class. Write 
 the correct answers on the board for pupils 
 to correct their answers. Whole class
 Step 4: Play the recording again for pupils to 
 double-check their answers.
 Whole class/ 
 Extension: If time allows, play the recording, Individual 
 sentence by sentence, for the class to work
 listen and repeat in chorus. Correct their 
 pronunciation where necessary.
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal: To read and complete four target gapped dialogues with the 
 help of the picture cues.
b. Input: Four picture cues and four target gapped dialogues. c. Pupils can complete four target gapped dialogues with the 
Outcome: help of picture cues. 
 Key: 1. cats 2. dogs 3. have; parrots 4. don’t; rabbits
d. Step 1: Have pupils look at the pictures. Whole class/ 
Procedure Have them identify the things in the pictures Individual 
: and the pets. work
 Step 2: Have pupils look at the four Whole class/ 
 incomplete dialogues. Draw their attention to Individual 
 the missing words in the sentences. work
 Step 3: Model with Picture 1. Have pupils 
 look at the dialogue. Ask them what is Whole class/ 
 missing in the Individual 
 question (cats). Then have them complete the work
 gap. 
 Step 4: Follow the same procedure with Individual 
 Pictures 2, 3 and 4. Draw the pupils’ attention work
 to two gaps in the dialogues 3 and 4. 
 Step 5: Have pupils complete the dialogues 
 individually and ask a few pairs to read Pair work
 them aloud.
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal: To sing the song My pets with the correct pronunciation and 
 melody.
b. Input: The lyrics and the recording of the song My pets with picture 
 cues.
c. Pupils can sing the song My pets with the correct 
Outcome: pronunciation and melody. d. Step 1: Draw pupils’ attention to the title and Whole class/ 
Procedure lyrics of the song. Encourage pupils to Group work
: answer questions such as Do you have any 
 dogs? and Do you have any cats? Play the 
 recording all the way through. Encourage 
 pupils to listen carefully to the pronunciation 
 and melody. Individual 
 Step 2: Play the recording line by line for work
 pupils to listen and repeat. Correct their 
 pronunciation where necessary. Individual 
 Step 3: Play the recording all the way work/ 
 through for pupils to sing along. Whole class
 Whole class
 Step 4: Introduce actions for pupils to do 
 while singing along with the recording. Group work
 Step 5: Put pupils into groups to practise the 
 song and make up their own actions while Whole class/
 singing. Group work 
 Step 6: Invite groups to the front of the class Group work
 to perform the song while the rest of the class 
 sings and / or claps along.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the Whole 
words in the picture of Activities 4, 5 and class
repeat after the recordings.
Option 2:
Game: Whole 
Divide the pupils into equal teams of five or class/ 
six. Group 
Have each team stand in a line. Hold up a work
flashcard 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 do an 
action before they sit down, e.g. clap and 
then sit, jump and then sit, etc. Repeat the 
game with a different action or actions each 
time. As the game progresses, instead of 
every member of the team speaking at the 
same time, have each pupil repeat the 
sentence three times, do an action and then 
sit down. The idea is to make the tasks more 
challenging as the game progresses. The 
team with the most points at the end of the 
game wins. Whole 
Option 3: class/ 
Game: Lucky numbers (ppt) Group 
 work Friday, March 25th 2023
 UNIT 16: MY PETS
 Lesson 2 :( 1-3)
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
focus: - use the words birds, cats, dogs, parrots, rabbits and goldfish in 
 relation to the topic "Pets".
 - use some and many to identify the quantity of pets;
 - use Do you have any ? – Yes, I do. / No, I don’t. to ask and 
 answer questions about pets;
 - use How many do you have? – I have _____. to ask and 
 answer questions about the quantity of pets;
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic "Pets";
Core teamwork, work standards, motivation, adaptability, 
competencies: communication, and initiative. 
General Critical Thinking: talk about one’s pet(s)
Competences: Oral Communication: speak about one’s pet(s), ask and answer 
 the questions.
 Self-control & independent learning: perform listening tasks.
 Communication and collaboration: work in pairs or groups.
 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: - - Student’s book Page 42
 - - Audio Tracks 58, 59
 - - Teacher’s guide Pages 203, 204
 - Website sachmem.vn 
 - - Flash cards/ pictures and posters (Unit 16)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point 
PROCEDURE and say – Let’s talk – Fun corner and wrap-up. 
 Pupil’s Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 16, Lesson Whole class
 1.
 - Ask pupils to sing the song.
 - Invite some of them come to the board to 
 role play, the rest of the pupils will sing. Group work
 Option 2: Spend a few minutes revising the 
 previous lesson by asking the class to play 
 the game Slap the board. Individual 
 Option 3: Game: Guess the pictures work/ 
 - Write any word on the board. Group work
 - The first pupil has to take the last four or 
 three letters of that word and form a new 
 word.
 - The second pupil does the same, and the 
 chain continues until a pupil is unable to 
 form a word.
 - 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 How many ________do 
 you have? − I have _______. to ask and answer questions 
 about the quantity of pets.
b. Input: - Context a: Ben: I have two rabbits. How many rabbits do you 
 have?
 Lucy: I have many. 
 - Context b: 
 Linh: These are my goldfish. How many goldfish do 
 you have?
 Bill: I have some. 
c. Pupils can understand and correctly repeat How many ____ 
Outcome: do you have? − I have _______. to ask and answer questions 
 about the quantity of pets.
d. Step 1: Have pupils look at Pictures a and b. Whole class
Procedure: Draw their attention to the question and 
 answer in the Picture b. Explain that the 
 question and answer in this context are used 
 to ask and answer about the number of pets 
 in plural. Whole class
 Step 2: Ask pupils to look at Picture a. Play 
 the recording for them to listen. Then play 
 the recording again sentence by sentence 
 for them to listen and repeat. Follow the 
 procedure with Picture b. Correct their Whole class/ 
 pronunciation if necessary. Individual 
 Step 3: Play the recording again for pupils to work
 listen and repeat in chorus sentence by Pair work sentence. 
 Step 4: Invite a few pairs to the front of the 
 class to listen and repeat the sentences in the 
 recording.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use How many ________ do 
 you have? − I have _______. to ask and answer questions 
 about the quantity of pets.
b. Input: – Picture cues: 
 a. three parrots (some) b. six parrots (many) 
 c. three dogs (some) d. seven dogs (many)
 – Speech bubbles: How many _____ do you have? − I have 
 ____.
 Audio script:
 a. parrots / some b. parrots / many
 c. dogs / some d. dogs / many
 A: How many parrots do you have?
 B: I have some.
 A: How many dogs do you have?
 B: I have many.
c. Pupils can correctly say the words and use the sentence 
Outcome: patterns How many ____ do you have? − I have _____. to 
 ask and answer questions about the quantity of pets.
d. Step 1: Have pupils look at the pictures and Whole class/ 
Procedure: elicit the names of the pets. Individual 
 work
 Step 2: Have pupils point at the words under Whole class/ 
 the pictures, listen to the recording and repeat Individual