Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 30. Unit 17: Our toys + Unit 18: Playing and doing - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 30 
 Monday, April 10th 2023
 Unit 17: OUR TOYS 
 Lesson 3: (4- 6)
I. OBJECTIVES:
Language: By the end of the lesson, pupils will be able to:
 - read and understand a passage about toys.
 - read, understand and complete a paragraph about toys that Lucy has.
 - revise the target language by making paper toys and talking about them 
 to the class.
Core teamwork, work standards, communication
competencies:
General Critical thinking: talk about toys.
competences: Sociability: talk to each other, say good words to others.
 Written communication: practise writing about toys. (Let’s write)
Attributes: Diligence: complete learning tasks.
 Leadership: collaborate with teachers to enhance language skills.
 Honesty: tell the truth about feelings and emotions.
II. RESOURCES AND MATERIAL:
 - Student’s book Page 51
 - Teacher’s guide Pages 219, 220
 - Website sachmem.vn
 - Flash cards/ pictures and posters (Unit 17)
 - Computer, projector, 
III. Warm-up and review – Read and circle a, b, or c – Let’s write – Project –
PROCEDURE Fun corner and wrap-up
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Sing the song: Their toys, page 47. Whole 
 class
 - Ask pupils to sing the song. - Invite some of them to come to the board to role play or 
 do actions, the rest of the pupils will sing.
 Option 2: Game: What’s in the box?
 Group 
 Review the previous lesson by having the class play the work
 game, using the words: kite, plane, doll, train, bus, car, 
 ship.
 Step 1: Divide the class into 4 teams.
 Step 2: Invite 1 pupil from each team to go to the board 
 and look at the toy, then scramble the words by writing on 
 the board and say aloud what the toy is. The fastest will 
 get more points than the rest.
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points for the teams.
PRACTICE
Activity 4. Read and circle a, b or c. 8 minutes
a. Goal: To read and understand a passage about toys.
b. Input: – A passage about toys 
 – Three pictures for pupils to circle: 
 Picture a: a plane, a truck, a train, three ships 
 Picture b: two planes, a truck, two trains, three ships 
 Picture c: two planes, a truck, a train, three ships
c. Outcome: Pupils can read and understand the passage about toys. 
 Key: c
d. Step 1: Draw pupils’ attention to the passage about Linh’s Whole 
Procedure: and Lucy’s toys and read it together as a class. class
 Step 2: Draw pupils’ attention to the pictures showing 
 their toys. Have pupils spot the differences between the Whole 
 class
 pictures (the quantity of toys in each picture). Check 
 comprehension.
 Whole 
 Step 3: Get pupils to read and circle the correct letter.
 class
 Pair work Step 4: Get pupils to swap books with a partner, then 
 check answers together as a class.
PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal: To read, understand and complete a paragraph about toys that Lucy 
 has.
b. Input: A passage with incomplete sentences
c. Outcome: Pupils can read, understand and complete the paragraph about toys that 
 Lucy has.
d. Step 1: Tell the class the goal of this activity: Pupils read Whole 
Procedure: the passage about Lucy’s toys and fill in the gaps. class
 Step 2: Have pupils fill in the first gap together as an 
 Whole 
 example. Write the first gapped sentence on the board. class
 Ask them to look at the gap and guess what is missing (the 
 word She). Let them write down the word in the gap. 
 Repeat the same procedure with the other incomplete 
 sentences.
 Step 3: If time allows, invite a few pupils to read aloud 
 the paragraph they have completed in front of the class. Individual 
 The class observes and praises their work. work/Whol
 Game: Who can choose fast? e class
 - Divide the class into four teams. Group 
 - Let one pupil from each team comes to the board, read work 
 the sentences and choose the best answer. 
 - Who can make it will get points for the teams.
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal: To revise the target language by making paper toys and talking about 
 them to the class. b. Input: – A picture showing a boy and a girl holding some paper toys in their 
 hands 
 – Materials: white or coloured paper, scissors, coloured pencils, glue
c. Outcome: Pupils can make paper toys and talk about them to the class, using the 
 language learnt.
d. Step 1: Elicit the language needed to do the task: He / She Whole 
Procedure: has _____. Write it on the board. Ask pupils to repeat it class
 several times.
 Group 
 Step 2: Ask pupils to work in groups of six. Ask them to work
 show the paper toys that they have made at home, then tell 
 the group about them. Check comprehension.
 Step 3: Give pupils time to do the task. Encourage them Group 
 to decorate their toys. Go around the classroom to offer work 
 help where necessary.
 Step 4: Invite some pupils to show and tell the class about 
 Individual 
 the toys they have made using the language learnt. Have 
 work/ 
 pupils display their toys on the classroom walls. 
 Whole 
 Step 5: If there is not enough time, ask pupils to do the 
 class
 project as homework and check by giving pupils time to 
 share their work in the next lesson. Whole 
 class
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils do the Activities 4, 5 to Whole 
 class
 consolidate the lesson.
 Option 2: 
 Group 
 Game: Look and say.
 work
 Step 1: Divide the class into 4 teams. Step 2: Invite 1 pupil from each team look at the picture 
 and say aloud 3 times. The fastest one with the correct 
 answer will have points for his/ her team.
 Step 3: Encourage pupils to practise speaking English.
 Step 4: Give points for pupils. 
 Tuesday, April 11th 2023
 UNIT 18: PLAYING AND DOING 
 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 to talk about an action in progress;
 - correctly say the words and use I’m _____. to identify an action in 
 progress;
 - - enhance the correct use of I’m _____. to identify an action in progress in 
 a freer context.
Core Decision making, teamwork, reliability, motivation, adaptability, 
competencies: problem-solving, integrity, communication, planning and organization.
General Listening: listen and repeat.
competences: 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, say good words to others.
Attributes: Kindness: help partners to complete learning tasks.
 Diligence: complete learning tasks.
 Responsibility: appreciate kindness.
 Secure and organized: join activities to have fun and relax after busy 
 working or studying. II. RESOURCES AND MATERIAL:
 - - Student’s book Page 52
 - - Audio Tracks 74, 75
 - - Teacher’s guide Pages 221, 222, 223
 - - Website sachmem.vn
 - - Flash cards/ pictures and posters (Unit 18)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE Let’s talk – Fun corner and wrap-up.
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 17 - 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 17, Lesson 3).
 - - Ask pupils to chant and do the actions in Unit 17, Lesson Individual 
 3 in groups. work/
 - Give points for the groups and encourage them. Group 
 Option 3: Domino Game work 
 - Divide the class into 2 teams: Boys and Girls.
 - Members of each team try to give answers after seeing the Group 
 animal’s pictures on the screen to get the points. work
 - If they answer incorrectly, they lose their turns.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal: To understand and correctly repeat the sentences in two communicative 
 contexts to talk about an action in progress. 
b. Input: – Context a: Mum: Where are you, Linh? Linh: I’m in my room.
 – Context b: Linh: Mum, I’m dancing. Mum: Have fun!
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts to talk about an action in progress.
d. Step 1: Draw pupils’ attention to the pictures. Point at each Whole 
Procedure: picture, elicit the names of the speakers in the pictures. class
 Step 2: Have pupils look at Picture a. Play the recording 
 again for them to listen. Whole 
 Step 3: Play the recording again for pupils to listen and class
 repeat individually and in chorus. Correct their 
 pronunciation where necessary. Repeat the same Whole 
 procedure with Picture b. class/ 
 Step 4: Invite a few pairs to the front of the classroom to Individual 
 listen to and repeat the sentences in the recording. work
 Step 5: Draw pupils’ attention to the sentence I’m dancing. Pair work
 Tell pupils that it is used to talk about an action in progress.
 Individual 
 work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use I’m _____. to identify an action in 
 progress.
b. Input: – Picture cues: a. a girl is writing b. a girl is dancing
 c. a boy is singing d. a boy is reading
 – Speech bubble: I’m _____.
 – Flash cards for writing, dancing, singing and reading
 Audio script:
 a. writing b. dancing c. singing d. reading
 I’m writing. c. Outcome: Pupils can correctly say the words and use I’m ________. to identify an 
 action in progress.
d. Step 1: Have pupils look at the picture cues, and elicit the Whole 
Procedure: actions in progress. class/ 
 Individual 
 Step 2: Have pupils point at Picture a (writing), listen to work
 the recording and repeat the word. Repeat the same Whole 
 procedure with the other three pictures. Have the class class/ 
 repeat the words a few times. Hold up the flash cards for Individual 
 writing, dancing, singing and reading and have pupils say work
 the words.
 Step 3: Point at the speech bubble and have pupils listen 
 and repeat after the recording (I’m writing). Repeat the Whole 
 same procedure with the other three pictures. class/ 
 Step 4: Point at one of the pictures randomly to elicit the Individual 
 sentence or use the flash cards for writing, dancing, work
 singing and reading to elicit the action and I’m _____. Whole 
 Have pupils do the TPR action while saying each class/ 
 sentence. Individual 
 Step 5: Give pupils time to work in pairs. Remind them work
 that they can select any of the four pictures to point and 
 say the sentence. Go around the classroom to offer Pair work
 support.
 Step 6: Invite a few pupils to point at the pictures and say 
 the sentences in front of the class. Individual 
 Game: Moving matchmaker work
 - - T divides the class into 2 teams: Boys and Girls. Teamwork
 - T calls each member to choose one number. 
 - The pictures will move around the words. 
 - Pupils will say STOP to match the correct pictures and 
 words. - T clicks the button again to stop. 
 - Pupils then say I’m ______. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of I’m _____. to identify an action in 
 progress in a freer context.
b. Input: – Picture cue: Four pupils are reading, dancing, singing and writing.
 – Speech bubble: I’m _____.
c. Outcome: Pupils can enhance the correct use of I’m _____. to identify an action 
 in progress in a freer context.
d. Step 1: Have pupils look at the picture cue and read the Whole 
Procedure: gapped speech bubble. Tell them about the activity. class/ 
 Individual 
 Step 2: Give pupils time to practise in pairs, do the action work
 and say: I’m _____. in context. Remind pupils to do the Pair work
 action while saying. Circulate round the class during the 
 activity and offer help or correct the pronunciation where 
 necessary.
 Step 3: Invite some pupils to the front of the class to act Individual 
 and say. Praise them, and get the class to cheer or clap work
 hands if they do a good job.
 Extension: Pupils can choose a pupil in the picture cue, do Group 
 the action, say I’m _____. to describe an action in work/ 
 progress, and have other friends guess who they are Whole 
 pretending to do. class
 Game: Guess what?
 - T asks some pupils come to the board and do some actions Group 
 to describe words (dancing, singing, writing, reading) and work
 the others will give their guesses. If pupils can say the 
 answer correctly, they will get points for their teams.
Fun corner and wrap-up: 5 minutes Option 1: Whole 
 Using sachmem.vn, have pupils look at the words in the class
 picture of Activities 1, 2 and repeat after the recordings to 
 consolidate the lesson.
 Option 2:
 Game: WHERE’S MICKEY? Group 
 A game for up to 4 players. How to play: work
1. Decide on the winning overall score for this game (e.g. 
 20).
2. Each player then clicks on the small cube on their cloud 
 to indicate which cube they think Mickey is going to be 
 found under. 
3. Click on the Mickey sitting on top of the big cubes. He 
 will fly off and hide in one of the cubes. 
4. Click on each cube to see if Mickey is there. 
5. Any players who have chosen the correct cube can click 
 the numbers on their scoreboards to add the points they 
 get.
6. Then click the ‘NEXT’ sign for the next game.
7. Continue to play until one team achieves the winning 
 overall score.
8. The remaining team can continue.
 PRACTICE: When choosing the correct cube, pupils have 
 to say the sentences with I’m ____. Whole 
 Option 3: Preparation for the project: class
 Tell pupils about the project on page 57. Ask them to 
 prepare the photos of themselves to share with their 
 friends and introduce what they are doing in the photos. 
 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, April 12th 2023
 UNIT 18: PLAYING AND DOING 
 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 about identifying 
 actions in progress and tick the correct pictures;
 - complete the four target sentence patterns with the help of picture cues;
 - practise the target vocabulary and sentence patterns by playing the 
 Miming game.
Core Decision making, teamwork, motivation, adaptability, problem-solving, 
competencies: integrity, and initiative.
General Listening: listen and respond by choosing correct answers (tick the correct 
competences: one).
 Oral communication: sing the song – let’s sing.
 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 53
 - - Audio Tracks 76
 - - Teacher’s guide Pages 223, 224
 - - Website sachmem.vn 
 - - Flash cards/ pictures and posters (Unit 18)
 - Computer, projector, III. Warm-up and review – Listen and tick – Look, complete and read – Let’s 
PROCEDURE play – 
 Fun corner and wrap-up. 
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the Hello song. Whole 
 - Ask pupils to sing the song. class
 - Let pupils do actions (waving, clapping, shaking 
 hands ).
 Option 2: Individual 
 GAME: Hidden Picture Guessing work
 - Teacher asks pupils to choose the numbers to reveal and 
 guess the pictures behind (words of activities in Lesson 1 
 - Period 1). Individual 
 Option 3: Invite a few pupils to stand up, come to the work
 board, do an action and say I’m _____. for the others to 
 guess. 
PRACTICE
Activity 4. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts about 
 identifying actions in progress and tick the correct pictures.
b. Input: Picture cues: 1a. a girl is writing 1b. a girl is reading
 2a. a boy is singing 2b. a boy is dancing
 Audio script:
 1. A: Where are you, Mary?
 B: I’m here in my room. I’m reading.
 2. A: Where are you, Nam? B: I’m here. I’m dancing.
c. Outcome: Pupils can listen to and understand two communicative contexts about 
 identifying actions in progress and tick the correct pictures.
 Key: 1. b 2. b
d. Step 1: Have pupils look at Pictures 1a and 1b. Elicit the Whole 
Procedure: word for the action in each picture. Play the recording of class/ 
 the first exchange. Play the recording again for pupils to Individual 
 do the task. Play the recording a third time for pupils to work
 check their answers. Repeat the same procedure with the 
 second exchange.
 Step 2: Have pupils swap books with a partner, then Whole 
 check answers as a class. Write the correct answers on the class/ 
 board. Pair work
 Step 3: Play the recording again for pupils to double- Individual 
 check their answers. work
 Extension: If time allows, play the recording, sentence by Whole 
 sentence, for the class to listen and repeat individually class
 and in chorus. Correct their pronunciation where 
 necessary.
 Game: Slap the board Individual 
 Let pupils listen and read the sentence with I’m _____., work/ 
 then come to the front and slap on the correct picture. The Group 
 one who can do it fast and correctly will be the winner. work
 The winner has 2 points, the others have 1 point. This 
 game can be more interesting when playing in groups or 
 teams.
PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal: To complete the four target sentence patterns with the help of picture 
 cues.
b. Input: Four picture cues and four incomplete sentence patterns to complete
c. Outcome: Pupils can complete the four target sentence patterns with the help of 
 picture cues.
 Key: 1. dancing 2. reading 3. singing 4. writing
d. Step 1: Have pupils look at the pictures and identify the Whole 
Procedure: actions in the pictures. class/ 
 Individual 
 Step 2: Have pupils look at the four incomplete sentences. work
 Draw their attention to the missing words in the Whole 
 sentences. class/ 
 Individual 
 Step 3: Model Picture 1. Have pupils look at the sentence. work
 Ask them what is missing in the sentence (dancing). Then Whole 
 have them look at the picture and identify the action. class/ 
 Have them complete the gap (I’m dancing.). Repeat the Individual 
 same procedure with Pictures 2, 3 and 4. work
 Step 4: Have pupils complete the sentences individually. 
 Get pupils to swap and correct their answers in pairs. 
 Check the answers as a class. Individual 
 Ask a few pupils to read the sentences aloud. work/ 
 Game: Matching Pairs Group 
 - Divide the class into two teams. work
 - Each pupil from each team comes to the board, choose a 
 card from the left, then choose one from the right. Group 
 - If they match, he/ she gets points for the team. work
PRACTICE
Activity 6. Let’s play. 8 minutes a. Goal: To practise the target vocabulary and sentence patterns by playing the 
 Miming game.
b. Input: – A picture showing pupils how to play the game
 – Flash cards for dancing, reading, singing and writing
c. Outcome: Pupils can practise the target vocabulary and sentence patterns by 
 playing the Miming game.
d. Step 1: Tell pupils the goal of the game and how to play Whole 
Procedure: it: Point at the game illustration, point at the girl, do an class/ 
 action, pretend to be the girl to elicit the word dancing. Individual 
 Then say: Yes. I’m dancing. work
 Step 2: Nominate a pupil to come to the front of the class. Individual 
 Show him or her a flash card and tell him / her to do the work
 action for the class to guess. Check the answer as a class.
 Step 3: Divide the class into two groups. Have pupils in Individual 
 each group choose a picture and do the action. The group work/ 
 that guesses correctly wins a star. After three or four Whole 
 rounds, the group with more stars is the winner. class
 Note: You may use other words in Unit 10 to play this 
 game.
Fun corner and wrap-up: 5 minutes
 Option 1: Whole 
 Using sachmem.vn, have pupils look at the words in the class
 picture of Activities 4, 5 and repeat after the recording to 
 consolidate the lesson.
 Option 2:
 Game: Tic Tac Toe Teamwork
 - T divides class into 2 teams (BOYS and GIRLS).
 - The teams will choose the circle or cross before playing.
 - T asks 2 members of each team to listen and write the 
 words (activities) on the board. Who can write fast and correctly will have a chance to mark on “tic tac toe 
 board”. Whole 
 Option 3: Goodbye and Bye activity class
 Use goodbye and bye greetings to dismiss the class. Say 
 goodbye to individual pupils and have them respond as 
 they leave.
 Friday, April 14th 2023
 UNIT 18: PLAYING AND DOING 
 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 to ask and answer questions about an action in progress.
 - correctly say the words and use What are you doing? – I’m _____. to ask 
 and answer questions about an action in progress.
 - enhance the correct use of What are you doing? – I’m _____. to ask and 
 answer questions about an action in progress in a freer context.
Core Problem-solving, decision making, teamwork, reliability, motivation, 
competencies: adaptability, and initiative. 
General Listening: look, listen and repeat.
competences: Critical thinking: listen, point and say.
 Oral communication: let’s talk.
 Sociability: talk to each other, say good words to others.
Attributes: Diligence: complete learning tasks.
 Responsibility: appreciate kindness.
 Secure and Organized: joining activities to exercise and have fun.
II. RESOURCES AND MATERIAL:
 - - Student’s book Page 54
 - - Audio Tracks 77, 78 - - Teacher’s guide Pages 224, 225, 226
 - - Website sachmem.vn 
 - - Flash cards/ pictures and posters (Unit 18)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE Let’s talk – Fun corner and wrap-up. 
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class and encourage pupils to respond to your 
 greeting.
 Option 1: Sing the song of Unit 17. Whole 
 - Ask pupils to sing the song. class
 - Invite some of them come to the board to role play and 
 do action, the rest of the pupils will sing.
 Game: Sing, sing, sing!
 Ask pupils to sing this song with some words are covered. 
 When they finish singing, check the lyrics.
 Option 2:
 Game: Remember that! Teamwork
 - T divides the class into 4 teams.
 - T put pupils in teams look at pictures in 30 seconds and 
 try to remember as many pictures as they can.
 - T asks pupils to write the words they remember on the 
 board to get points.
 Option 3: 
 Play Pass the ball game. Stand up and pass the ball with Whole 
 music. When music stops, those who keep the ball must class
 look at a picture on the board and say a sentence. I’m 
 ______. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts to ask and answer questions about an action 
 in progress.
b. Input: – Context a: Lucy: Hello. 
 Mai: Hi, Lucy. What are you doing?
 Lucy: I’m singing.
 – Context b: Bill: Hi, Ben. What are you doing? 
 Ben: I’m watching TV.
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts to ask and answer questions about an action 
 in progress.
d. Step 1: Have pupils look at Picture a and Picture b. Point Whole 
Procedure: at each picture, elicit the names of the speakers in the class
 pictures.
 Step 2: Have pupils look at Picture a. Play the recording Whole 
 for them to listen. class/ 
 Individual 
 Step 3: Play the recording again for pupils to listen and work
 repeat individually and in chorus. Correct their Individual 
 pronunciation where necessary. Repeat the same work
 procedure with Picture b.
 Step 4: Invite a few pairs to the front of the classroom to Pair work
 listen to and repeat the sentences in the recording.
 Step 5: Draw pupils’ attention to the question What are Individual 
 you doing? and the answers I’m singing. and I’m work
 watching TV. Tell pupils that they are a question and 
 answers to ask an action in progress.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal: To correctly say the words and use What are you doing? – I’m _____. 
 to ask and answer questions about an action in progress.
b. Input: – Picture cues: 
 a. a girl is playing basketball b. a girl is drawing a picture
 c. a girl is watching TV d. a boy is listening to music
 – Speech bubbles: What are you doing? – I’m _____.
 – Flash cards for playing basketball, drawing a picture, watching TV 
 and listening to music
 Audio script:
 a. playing basketball b. drawing a picture
 c. watching TV d. listening to music
 A: What are you doing?
 B: I’m playing basketball.
c. Outcome: Pupils can correctly say the words and use What are you doing? – I’m 
 _____. to ask and answer questions about an action in progress.
d. Step 1: Have pupils look at the pictures and elicit the Whole 
Procedure: actions in progress. class/ 
 Individual 
 Step 2: Have pupils point at Picture a (playing work
 basketball), listen to the recording and repeat the phrase. Whole 
 Repeat the same procedure with the other three pictures. class/ 
 Have the class repeat the phrases a few times. Hold up Individual 
 the flash cards for drawing a picture, listening to music, work
 playing basketball and watching TV and have pupils say 
 the phrases.
 Step 3: Point at Picture a, do the TPR action for playing 
 basketball and have pupils do the action for playing Whole 
 basketball. Ask: What are you doing? and point at the class
 target speech bubble to elicit the missing word. Then 
 have the class repeat the completed sentence a few times: 
 I’m playing basketball. Have the class repeat the question: What are you doing? and the answer: I’m 
 playing basketball. Have pupils listen and repeat after the 
 recording. Repeat the same procedure with other three 
 pictures.
 Step 4: Give pupils time to practise asking and answering 
 the question What are you doing? Remind them that they Individual 
 can use any of the four pictures to point, ask and answer work/
 the question. 
 Go around the classroom to offer support.
 Step 5: Invite a few pairs to point at the pictures, ask and Pair work
 answer the question in front of the class.
 Game: Spin and Say Individual 
 - T calls some pupils to say the sentences with the pictures work/
 after they spin the wheel. Pair work
 - T asks: What are you doing? Whole 
 - Pupils answer: I’m _______. class
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of What are you doing? – I’m _____. to ask 
 and answer questions about an action in progress in a freer context.
b. Input: – Picture cue: Two friends are talking on the phone. One pupil asks: 
 What are you doing? and the other is drawing and answers.
 – Speech bubbles: What are you doing? – I’m _____.
c. Outcome: Pupils can enhance the correct use of What are you doing? – I’m _____. 
 to ask and answer questions about an action in progress in a freer 
 context.
d. Step 1: Have pupils look at the picture. Point at the Whole 
Procedure: picture and elicit the answer I’m drawing a picture. Have class/ 
 pupils do the action for drawing a picture. Pretend to start Individual 
 a phone call and ask pupils: work
 What are you doing? and elicit the full answer: