Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 32. Unit 19: Outdoor activities - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 32
 Monday, April 24th 2023
 UNIT 19: OUTDOOR ACTIVITIES
 Lesson 1: ( 4-6)
I. OBJECTIVES
Language: By the end of the lesson, pupils will be able to: 
 - use the words and phrase play badminton, run, paint, walk in relation to 
 the topic “Outdoor activities”;
 - use He’s / She’s _____. to talk about what someone is doing;
 - listen to and understand two communicative contexts about what 
 someone is doing;
 - read and complete four target sentence patterns with the help of the 
 picture cues;
 - sing the song Painting and singing with the correct pronunciation, rhythm 
 and melody.
Core decision making, teamwork, work standards, reliability, motivation, 
competencies: adaptability, problem-solving
General Listening: listen and recognize the contexts, focus on introducing 
competences: someone, then repeat.
 Critical thinking: talk about friends.
 Oral communication: speak about friends, ask and answer the questions.
 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.
 Honesty: tell the truth about feelings and emotions.
 Responsibility: appreciate kindness.
 Leadership: collaborate with teachers to enhance language skills.
II. RESOURCES AND MATERIAL: - Student’s book Page 59
 - Audio Tracks 86, 87
 - Teacher’s guide Pages 233, 234
 - Website sachmem.vn 
 - Flash cards/ pictures and posters (Unit 19)
 - Computer, projector, 
III. Warm-up and review – Listen and tick – Look, complete and read – Let’s 
PROCEDURE sing – 
 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 18, Lesson 2. 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 18, Lesson 3).
 - Ask pupils to chant and do the actions in Unit 18, Group 
 Lesson 3 in groups. work
 - Give points for the groups and encourage them.
 Option 3: Play game in the PowerPoint for Unit 19 – 
 Lesson 1 – Period 2. Individual 
 work/Grou
 p work
PRACTICE
Activity 4. Listen and tick. 8 minutes a. Goal: To listen to and understand two communicative contexts about what 
 someone is doing and tick the correct pictures.
b. Input: Picture cues:
 1a. Mary is playing badminton. 1b. Mary is painting.
 2a. Nam is running. 2b. Nam is playing football.
 Audio script:
 1. 2.
 A: Is that Mary? A: Who’s that?
 B: Yes, it is. B: It’s Nam.
 A: Look! She’s playing A: Look! He’s running.
 badminton. B: Yes, he is.
 B: Yes, she is.
c. Outcome: Pupils can listen to and understand two communicative contexts about 
 what someone is doing and tick the correct picture.
 Key: 1. a 2. a
d. Step 1: Draw pupil’s attention to Pictures 1a and 1b. Whole 
Procedure: Elicit the names of the characters. class/ 
 Individual 
 Step 2: Play the recording for Question 1. Play the work
 recording again for pupils to do the task. Play the Whole 
 recording a third time to give pupils another listening class/ 
 opportunity. Individual 
 Step 3: Repeat Steps 1 to 2 for Pictures 2a and 2b. work
 Whole 
 class/ 
 Step 4: Tell pupils to swap books with a partner, then Individual 
 check answers together as a class. Write the correct work
 answers on the board. Play the recording again for the Whole 
 pupils to double-check their answers. class/ Extension: If time allows, play the recording sentence by Individual 
 sentence, for the class to listen and repeat in chorus. work
 Correct their pronunciation where necessary.
 Whole 
 class/ 
 Individual 
 work
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal: To read and complete four target sentence patterns with the help of the 
 picture cues.
b. Input: Four picture cues and four incomplete sentence patterns to complete
c. Outcome: Pupils can complete and read four target sentence patterns with the help 
 of 
 the picture cues.
 Key: 1. playing football 2. painting 
 3. playing badminton 4. running
d. Step 1: Have pupils look at the pictures. Have them Whole 
Procedure: identify the characters (a boy or a girl) in the pictures. class/ 
 Individual 
 Step 2: Have pupils look at the incomplete sentences. work
 Draw their attention to the missing words in the Whole 
 sentences. class/ 
 Individual 
 Step 3: Model with Picture 1. Have pupils look at the first work
 sentence. Ask them what words are missing in the Whole 
 sentence (playing football). Then have them complete class/
 the sentence (He’s playing football.) Step 4: Follow the same procedure with Pictures 2, 3 and Individual 
 4. Draw the pupils' attention to the gaps in the sentences work 
 in Pictures 2, 3 and 4.
 Step 5: Have pupils complete the gaps in the sentences Whole 
 individually and ask a few pupils to read them aloud. class/
 Game: Slap the board Individual 
 - Divide the class into four teams. work 
 - Stick the pictures of activities on the board. Individual 
 - Teacher says a sentence, a pupil from each team has to work
 point/ slap the right picture and says the sentence again. Group work
 - The one who says faster will get points. 
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal: To sing the song Painting and singing with the correct pronunciation.
b. Input: The lyrics and the recording of the song Painting and singing
c. Outcome: Pupils can sing the song Painting and singing with the correct 
 pronunciation.
d. Step 1: Draw pupils’ attention to the title and lyrics of the Whole 
Procedure: song. Model the title and lyrics line by line for pupils to class/ 
 repeat. Encourage them to point at the characters’ Individual 
 pictures to reinforce their understanding. work
 Step 2: Play the recording all the way through for pupils 
 to listen to the whole song. Encourage them to listen Group 
 carefully to the pronunciation and the melody. work
 Step 3: Play the recording line by line for pupils to 
 listen to and repeat. Correct their pronunciation where 
 necessary. Step 4: Play the recording all the way through for pupils Individual 
 to sing along. work
 Individual 
 Step 5: Introduce actions for pupils to do while singing work/ 
 along with the recording. Whole 
 Extension: Put pupils into groups to make up their class
 actions for the song. Invite some groups to the front of Whole 
 the class to perform while the rest of the class sings and class
 / or claps along. Encourage the class to praise or cheer 
 the performers. Individual 
 Game: Matching game work/ 
 - Using pictures and flash cards, get 3 pupils to hold the Whole 
 pictures and 3 more to hold the sentences. class
 - Ask them to find and match. 
 - Praise the ones who finish the matching. Individual 
 - Then ask the class to look and say aloud. work/ 
 Whole 
 class
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 and repeat after the recording to 
 consolidate the lesson.
 Option 2:
 Game: Sentence Puzzle Group 
 - Divide the class into groups of four. work
 - Give each group a sentence that is broken/ cut into 
 pieces. 
 - Ask them to arrange them to make a complete sentence, 
 then read it aloud. - The group that makes it first will be the winner.
 Option 3: Play game in the PowerPoint for Unit 19 – 
 Lesson 1 – Period 2. Whole 
 - Divide the class into 3 teams. class
 - Each team takes turns picking a square. 
 - Answer the question correctly, pupils will get points.
 Tuesday, April 25th 2023
 UNIT 19: OUTDOOR ACTIVITIES
 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) focus on what someone is doing outdoors;
 - use What’s he / she doing? − He’s / She’ s ______. to ask and answer 
 questions about what someone is doing outdoors;
 - enhance the correct use of What’s he / she doing? − He’s / She’ s 
 ______. to ask and answer questions about what someone is doing 
 outdoors in a freer context.
Core communication, planning and organization, stress tolerance, and initiative
competencies:
General Listening: listen and recognize someone, then repeat.
competences: Critical thinking: talk about someone.
 Oral communication: speak about someone, ask and answer the questions.
 Written communication: practise writing about school things.
 Self-control & independent learning: perform listening tasks.
 Communication and collaboration: work in pairs or groups.
 Problem-solving and creativity: answer comprehension questions after 
 reading the story.
 Sociability: talk to each other, say good words to others.
Attributes: Kindness: help partners to complete learning tasks.
 Diligence: complete learning tasks.
 Honesty: tell the truth about feelings and emotions. Responsibility: appreciate kindness.
 Leadership: collaborate with teachers to enhance language skills.
 Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL:
 - Student’s book Page 60
 - Audio Tracks 88, 89
 - Teacher’s guide Pages 235, 236
 - Website sachmem.vn 
 - Flash cards/ pictures and posters (Unit 19)
 - 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 19, 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: Play game Sit down, please! (Unit 19, Lesson 
 Group work
 1).
 - Ask pupils to give instructions for his / her group to act 
 out. 
 - Give points for the groups and encourage them. Individual 
 Option 3: Play games in the PowerPoint for Unit 19 – work/ 
 Lesson 2 – Period 3. Group work
 - Click on the letter to go to the questions. 
 - Click on the global to turn back the menu.
 - Click on the animals on the net to release them. 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 what someone is 
 doing outdoors.
b. Input: – Context a: Nam: Where’s Bill? - Mary: He’s in the park.
 – Context b: Nam: What’s he doing? - Mary: He’s skating.
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focus on what someone is doing 
 outdoors.
d. Step 1: Have pupils look at Pictures a and b and identify Whole 
Procedure: the characters in the pictures. class
 Step 2: Ask pupils to look at Picture a. Play the recording 
 for them to listen. Play the recording again, sentence by Whole 
 sentence, for pupils to listen and repeat. Follow the same class/ 
 procedure with Picture b. Correct their pronunciation Individual 
 where necessary work
 Step 3: Play the recording again for pupils to listen and 
 repeat in chorus sentence by sentence. Pair work
 Step 4: Invite a few pairs to the front of the classroom to 
 listen and repeat the sentences in the recording. Pair work
 Step 5: Draw their attention to the question What’s he 
 doing? and the answer He’s skating. Tell pupils that they Individual 
 are the question and the answer about what Nam’s doing work
 in the park.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly use What’s he / she doing? − He’s / She’s . to ask 
 and answer questions about what someone is doing outdoors. b. Input: – Picture cues:
 a. a boy is skating b. a girl is cycling
 c. a boy is flying a kite d. a girl is skipping
 – Speech bubbles: What’s he / she doing? − He’s / She’s ______.
 Audio script:
 a. skating b. cycling
 c. flying a kite d. skipping
 A: What’s he doing?
 B: He’s skating.
c. Outcome: Pupils can correctly use What’s he / she doing? − He’s / She’ s ____. 
 to ask 
 and answer questions about what someone is doing outdoors.
d. Step 1: Have pupils look at the pictures and identify the Whole 
Procedure: characters (a boy or a girl) and their actions. Have the class/ 
 class repeat the words/ phrases a few times. Individual 
 work
 Step 2: Have pupils point at Picture a, listen to the 
 recording and repeat the word (skating). Follow the same Whole 
 procedure with the other three pictures. class/ 
 Individual 
 Step 3: Point at Picture a and have pupils listen and repeat work
 after the recording (What’s he doing? - He’s skating.)
 Whole 
 Step 4: Have pairs practise asking and answering class/ 
 questions What’s he / she doing? – He’s / She’s ____. Individual 
 with Pictures b, c and d. work
 Step 5: Invite a few pairs to point at the pictures and say Pair work
 the questions and answers in front of the class.
 Game: Slap the board
 - Divide the class into four teams. Pair work - Stick the pictures of activities on the board. 
 - Teacher says a sentence, a pupil from each team has to Group work
 point/ slap the right picture and says the sentence again. 
 - The one says faster will get points. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of What’s he / she doing? − ________. to 
 ask and 
 answer questions about what someone is doing outdoors.
b. Input: – Picture cues: In the park, Lucy is cycling, Ben is skating, Minh is 
 flying a kite and Linh is skipping.
 – Speech bubbles: What’s he / she doing? − _______.
c. Outcome: Pupils can enhance the correct use of What’s he / she doing? − He’s 
 / She’ s ______. to ask and answer questions about what someone is 
 doing outdoors in a freer context.
d. Step 1: Draw pupils’ attention to the pictures. Ask Whole 
Procedure: questions to help them identify the contexts (see Input). class/ 
 Individual 
 work
 Step 2: Put pupils into pairs and encourage them to ask 
 and answer questions about what someone is doing Pair work
 outdoors. Go around the classroom to offer support.
 Step 3: Invite some pairs of pupils to come to the front of 
 the class to perform their conversations. Pair work
 Game: Matching game
 Individual 
 Using pictures and flash cards, get 3 pupils hold the 
 work/
 pictures and 3 more hold the sentences. Ask them to find Whole 
 and match. Praise the ones who finish the matching. Then class
 ask the class to look and say aloud.
Fun corner and wrap-up: 5 minutes Option 1:
 Using sachmem.vn, have pupils look at the words in the Whole class
 picture of Activities 1, 2 and repeat after the recording.
 Option 2:
 Game: Sentence Puzzle
 Group 
 - Divide the class into groups of four. 
 work
 - Give each group a sentence that is broken/ cut into 
 pieces. 
 - Ask them to arrange them to make a complete sentence, 
 then read it aloud.
 - The group that makes it first will be the winner.
 Group 
 Option 3: Play games in the PowerPoint for Unit 19 – 
 work
 Lesson 2 – Period 3.
 - Divide the class into 2 teams.
 - Each team chooses one rubbish thing to answer.
 - Have pupils look, read and choose the right word to 
 complete the sentence.
 - Back to the menu for another question.
 - The one who helps the environment cleanest is the 
 winner.
 Wednesday, April 26th 2023
 UNIT 19: OUTDOOR ACTIVITIES
 Lesson 2: (4-6)
I. OBJECTIVES
Language: By the end of the lesson, pupils will be able to:
 - use the words skate, cycle, kite and skip in relation to the topic “Outdoor 
 activities”;
 - use He’s / She’s ____. to talk about where someone is; - understand and correctly repeat the sentences in two communicative 
 contexts (pictures) focusing on what someone is doing outdoors;
 - correctly use What’s he / she doing? − He’s / She’s ____. to ask and 
 answer questions about what someone is doing outdoors.
Core communication, planning and organization, stress tolerance, and 
competencies: initiative
General Listening: listen and recognize someone, then repeat.
competences: Critical thinking: talk about someone.
 Oral communication: speak about someone, ask and answer the 
 questions.
 Written communication: practise writing about school things.
 Self-control & independent learning: perform listening tasks.
 Communication and collaboration: work in pairs or groups.
 Problem-solving and creativity: answer comprehension questions after 
 reading the story.
 Sociability: talk to each other, say good words to others.
Attributes: - Kindness: help partners to complete learning tasks.
 - Diligence: complete learning tasks.
 - Honesty: tell the truth about feelings and emotions.
 - Responsibility: appreciate kindness.
 - Leadership: collaborate with teachers to enhance language skills.
 - Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL:
 - Student’s book Page 61
 - Audio Tracks 90
 - Teacher’s guide Pages 236, 237, 238
 - Website sachmem.vn 
 - Flash cards/ pictures and posters (Unit 19)
 - Computer, projector, 
III. Warm-up and review – Listen and number – Look, complete and read – 
PROCEDURE Let’s 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 song in Unit 19, Lesson 1. Whole 
 - Ask pupils to sing the song class
 - Invite some of them come to the board to role play, the 
 rest of the pupils will sing.
 Option 2: Play Miming game! (Unit 18, Lesson 1).
 - Divide the class into two groups. Group 
 - Have pupils in each group choose a picture and do the work
 action. 
 - The other group that guesses correctly wins a star. 
 - After three or four rounds, the group with more stars is 
 the winner.
 - Give point for the groups and encourage them.
 Option 3: Play game in the PowerPoint for Unit 19 – 
 Lesson 2 – Period 4. Individual 
 work/ 
 Group 
 work
PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative contexts in which 
 pupils ask and answer questions about what someone is doing 
 outdoors.
b. Input: – Picture cues:
 a. a boy is flying a kite b. a girl is cycling c. a girl is skipping d. a boy is skating
 – Audio script:
 1. A: What’s he doing?
 B: He’s skating.
 2. A: What’s he doing?
 B: He’s flying a kite.
 3. A: What’s she doing?
 B: She’s cycling.
 4. A: What’s she doing?
 B: She’s skipping.
c. Outcome: Pupils can listen to and understand four communicative contexts in 
 which pupils ask and answer questions about what someone is doing 
 outdoors.
 Key: 1. d 2. a 3. b 4. c
d. Step 1: Draw pupils’ attention to the pictures. Elicit the Whole 
Procedure: characters and their outdoor activities. class
 Step 2: Play the recording for pupils to listen. Play the 
 recording again so that pupils can do the task. Play the Whole 
 recording a third time to give pupils another listening class
 opportunity.
 Step 3: Check answers together as a class. Play the 
 recording again for the pupils to double-check their Whole 
 answers and correct their answers in pairs. class/ Pair 
 Extension: If time allows, play the recording, sentence by work
 sentence, for the class to listen and repeat in chorus. 
 Correct their pronunciation, where necessary. Whole 
 class/ 
 Individual 
 work
PRACTICE Activity 5. Look, complete and read. 9 minutes
a. Goal: To read and complete four target sentence patterns in four sentences 
 and dialogues with the help of picture cues.
b. Input: Four picture cues and four incomplete sentence patterns to complete.
c. Outcome: Pupils can complete and read target sentence patterns with the help of 
 the picture cues.
 Key: 1. cycling 2. flying 3. skating 4. she; skipping
d. Step 1: Have pupils look at the pictures. Have them Whole 
Procedure: identify the characters and their actions in the pictures. class/ 
 Individual 
 Step 2: Have pupils look at the two incomplete sentences work
 and two incomplete dialogues. Draw their attention to the Whole 
 missing words in the sentences. class/ 
 Step 3: Model with Picture 1. Have pupils look at the first Individual 
 sentence. Ask them what word is missing in the gap work
 (cycling). Then have them complete the sentence (She’s Whole 
 cycling.). class/ 
 Step 4: Follow the same procedure with Pictures 2, 3 and Individual 
 4. Draw the pupils' attention to the gaps in the sentences work
 in Pictures 2, 3 and 4. Whole 
 Step 5: Have pupils complete the sentences individually class/ 
 and ask a few pairs to read them aloud. Individual 
 Game: Slap the board work
 Divide the class into four teams. Stick the pictures of Whole 
 activities on the board. Teacher says a sentence, a pupil class/ Pair 
 from each team has to point/ slap the right picture and work
 says the sentence again. The one says faster will get Group 
 points. work
PRODUCTION Activity 6. Let’s play. 8 minutes
a. Goal: To listen to and repeat target words about outdoor activities.
b. Input: A picture showing pupils how to play Whispering game
c. Outcome: Pupils can listen to and repeat target words about outdoor activities.
d. Step 1: Tell pupils that they are going to play Whispering Whole 
Procedure: game. Write Whispering game on the board. class/ 
 Individual 
 Step 2: Divide the class into two teams and have both work
 teams line up in front of the board. Group 
 Step 3: Whisper a word or sentence about outdoor work
 activities (e.g. skating) to the first member of each team. 
 Then each member whispers the words to the next Individual 
 member in the team until the words reach the last member work
 of each team. The last member must say the word aloud. 
 The team which correctly repeats the words first receives 
 a point.
 Step 4: Have the first pupils go to the end of their teams’ 
 lines and replay the game until every pupil has had a Individual 
 chance to go first. work/
 Step 5: At the end of the game, the team with the most Whole 
 points wins. class
 Extension: Put pupils into groups to create actions for the Group 
 song. Invite some groups to the front of the class to work 
 perform, while the rest of the class sings and / or claps 
 along the song. Group 
 Game: Matching game work 
 Using pictures and flash cards, get 3 pupils hold the 
 pictures and 3 more hold the sentences. Ask them to find 
 and match. Praise the ones who finish the matching. Individual 
 Then ask the class to look and say aloud. work/ Whole 
 class
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.
 Option 2:
 Game: Sentence Puzzle Group 
 Divide the class into groups of four. Give each group a work
 sentence that is broken/cut into pieces. Ask them to 
 arrange them to make a complete sentence, then read it 
 aloud.
 The group that makes it first will be the winner.
 Option 3: Play game in the PowerPoint for Unit 19 – 
 Lesson 2 – Period 4.
 - Click on the numbers to go to the questions. 
 - Click on the global to turn back the menu.
 - Click on the trees to grow trees for the Earth.
 Friday, April 28th 2023
 UNIT 19: OUTDOOR ACTIVITIES
 Lesson 3: (1-3)
I. OBJECTIVES
Language: By the end of the lesson, pupils will be able to:
 - use the words skate, cycle, kite and skip in relation to the topic 
 “Outdoor activities”;
 - use What’s he / she doing? − He’s / She’s ____. to ask and answer 
 questions about what someone is doing outdoors; - listen to and understand four communicative contexts in which pupils 
 ask and answer questions about what someone is doing outdoors;
 - read and complete four target sentence patterns in four sentences and 
 dialogues with the help of picture cues;
 - listen to and repeat target words about outdoor activities.
Core communication, planning and organization, stress tolerance, and 
competencies: initiative
General Listening: listen and recognize someone, then repeat.
competences: Critical thinking: talk about someone.
 Oral communication: speak about someone, ask and answer the 
 questions.
 Written communication: practise writing about school things.
 Self-control & independent learning: perform listening tasks.
 Communication and collaboration: work in pairs or groups.
 Problem-solving and creativity: answer comprehension questions after 
 reading the story.
 Sociability: talk to each other, say good words to others.
Attributes: Kindness: help partners to complete learning tasks.
 Diligence: complete learning tasks.
 Honesty: tell the truth about feelings and emotions.
 Responsibility: appreciate kindness.
 Leadership: collaborate with teachers to enhance language skills.
 Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL:
 - Student’s book Page 62
 - Audio Tracks 91, 92, 93
 - Teacher’s guide Pages 238
 - Website sachmem.vn 
 - Flash cards/ pictures and posters (Unit 19)
 - Computer, projector, 
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s 
PROCEDURE chant – 
 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 19, 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: Play Whispering game! (Unit 19, Lesson 2).
 - Divide the class into two teams and have both teams line Group 
 up in front of the board. work
 - Whisper a word or sentence about outdoor activities 
 (e.g.skating) to the first member of each team. Then each 
 member whispers the words to the next member in the 
 team until the words reach the last member of each team. 
 The last member must say the word aloud. The team 
 which correctly repeats the words first receives a point.
 - Have the first pupils go to the end of their teams’ lines 
 and replay the game until every pupil has had a chance to 
 go first.
 - At the end of the game, the team with the most points 
 wins.
 Option 3: Play game in the PowerPoint for Unit 19 – 
 Lesson 3 – Period 5. Individual 
 work/ 
 Group 
 work
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes