Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 34. Unit 20: At the zoo + Review 4 - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 34
 Monday, May 8th 2023
 Unit 20: AT THE ZOO
 Lesson 2: ( 4-6)
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “At the zoo”.
 - complete the four gapped exchanges with the help of the picture cues
 - sing the song At the zoo with the correct pronunciation, melody and 
 intonation.
Core Decision making, teamwork, reliability, motivation, adaptability, problem-
competencies solving, integrity, communication, planning and organization
General Self-control & independent learning: perform listening tasks
competencies Written Communication: complete the sentence
 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 67
 - Audio Tracks 99, 100
 - Teacher’s guide Pages 248
 - Website sachmem 
 - Flashcards/pictures and posters (Unit 20)
 - Computer, projector 
III. Warm-up and review – Listen and tick – Look, complete and read – Let’s 
PROCEDUR sing – Fun corner and wrap-up
E
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Spend a few minutes revising the previous Whole 
 lesson by letting a few pairs of pupils ask and answer class/ pair 
 questions about what a zoo animal is doing in the work
 picture in Activity 3. Option 2: Pass the animal.
 - Pupils pass the stuffed Animal (or a picture) around 
 the class while the music is playing. Whole 
 - When the music stops, the student with the class/ 
 animal/picture must answer the questions from the Individual 
 teacher. work
 Teacher: What can you see?
 Pupil: I can see a ...
 Teacher: What is the ... doing?
 Pupil: The ... is ...
 Teacher: Make a monkey dance!/ Let’s roar like a 
 tiger/...
 Option 3: Game: Guess me!
 - Divide the class into 4 groups. Individual 
 - Pupils try to identify different body parts of an animal work/ 
 (color/body/legs,...). Then guess which animal it is. Group 
 - Then the teacher shows the last picture, asks the work
 winning group: What is the ... doing?
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts in which 
 pupils ask and answer questions about what animals they can see at 
 the zoo and each of them is doing and tick the correct pictures
b. Input: Picture cues:
 1a. a monkey swinging on a branch 1b. a monkey climbing a 
 tree.
 2a. an elephant dancing 2b. an elephant walking.
 Audio script:
 1. Bill: What can you see?
 Mai: I can see a monkey.
 Bill: What’s the monkey doing?
 Mai: It’s climbing the tree.
 2. Bill: What can you see?
 Mai: I can see an elephant.
 Bill: What’s the elephant doing?
 Mai: It’s dancing.
c. Outcome: Pupils can listen to and understand two communicative contexts in 
 which pupils ask and answer questions about what an animal they can 
 see at the zoo and what it is doing.
 Key: 1. a 2. a d. Step 1: Have pupils look at the pair of picture cues 1. Whole 
Procedure: Ask them some questions such as What can you see? class
 What is it doing? Draw pupils’ attention to the 
 similarity (e.g. a monkey) and the difference between Whole 
 two pictures (e.g. the monkey is swinging in Picture a, class
 the monkey is climbing the tree in Picture b). Check Whole 
 comprehension. class/ 
 Step 2: Play the recording of the first text (once or twice Individual 
 if needed) for pupils to listen to and tick the correct work
 pictures.
 Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b. 
 Draw pupils' attention to the similarity and difference 
 Whole 
 between two pictures. Check comprehension.
 class/ 
 Step 4: Let pupils swap and check the answers before Individual 
 checking as a class. work
 Extension: If time allows, play the recording sentence Pair work
 by sentence for the class to listen to and repeat the 
 dialogues in chorus. Correct pronunciation if necessary.
 Individual
 work
Activity 2. Look, complete and read. 9 minutes
a. Goal: To complete the four gapped exchanges with the help of the picture 
 cues
b. Input: Four picture cues and four incomplete exchanges to complete
c. Outcome: Pupils can complete the four gapped exchanges with the help of the 
 picture cues.
 Key: 1. counting 2. the tiger; climbing (the tree)
 3. the monkey; swinging 4. the elephant; It's dancing
d. Step 1: Model by getting pupils to do the gapped Whole 
Procedure: exchange 1. Have them look at the picture. Ask them class/ 
 some questions such as What can you see? and What's Individual 
 it doing? Draw pupils’ attention to the gap in the answer work
 and say what they should write (e.g. counting). Check 
 comprehension.
 Individual 
 Step 2: Give pupils a time limit to read the gapped 
 work
 exchanges 2, 3 and 4, look at the pictures and fill in the 
 gaps independently.
 Step 3: Ask pupils to swap and check the answers. Pair work
 Correct the answers if necessary.
 Step 4: Invite four pairs of pupils to read aloud the Whole 
 complete exchanges in front of the class. class
 Game: What can you see? - Ask 6 pupils to wear an animal hat in front of the class 
 (they don’t know what the animal is).
 - Then each pupil takes turns asking their friends: What 
 can you see?
 - The whole class can use both gestures or act out 
 (without saying a word) for him/her to guess the name 
 of the animal: It’s a....
 - Next, they can ask: What is the ...doing?.
 - The whole class will do an action (climb tree/ dance/ 
 swing/ count): The ... is ...-ing.
Activity 3. Let’s sing. 8 minutes
a. Goal: To sing the song At the zoo with the correct pronunciation, melody 
 and intonation
b. Input: The lyrics and the recording of the song At the zoo
c. Outcome: Pupils can sing the song with the correct pronunciation, melody and 
 intonation.
d. Step 1: Have pupils read the first verse of the lyrics. Whole 
Procedure: Explain that the first question and answer focuses on class/ 
 what the pupils can see at the zoo. The second deals Individual 
 with what the monkey is doing. Check comprehension. work
 Step 2: Have pupils listen to the first verse, drawing 
 their attention to the pronunciation, the rhythm and the Individual 
 melody of the song. Then let them listen to and practise work
 singing it, line by line first, and clap hands or do actions 
 until they sing confidently.
 Step 3: Repeat Steps 1 and 2 with the second verse. Go 
 Individual 
 around and check pronunciation, the rhythm and the 
 work
 melody if needed.
 Step 4: Ask pupils to sing the whole song, clapping 
 hands or doing actions. Whole 
 class
 Step 5: Invite two groups to the front of the class to sing 
 the song. The class may sing along and clap or do 
 actions to reinforce the activity. Group 
 work
 Extra activity: Teacher plays the song and sings the 
 questions parts. Pupils will sing the answers. Later, 
 divide the class into 2 teams and let them sing: one asks 
 and the other answers. Whole 
 class
Fun corner and wrap-up: 5 minutes
 Option 1: Using sachmem.vn, have pupils do the activities to Whole 
 consolidate the lesson. class
 Option 2: Animal in the basket 
 - Teacher prepares flashcards, four different colored 
 balls and four baskets beforehand.
 - Divide the class into 4 groups. Each pupil will look at Group 
 the flashcard, and listen to the question from the work
 teacher.
 Suggestion: 
 + What is the ...doing? It’s ...
 + What can you see at the zoo?
 + What is your favorite animal at the zoo?
 + How many animals can you see?
 + Can you say 2/3/4/... names of animals?
 - If he/she answers correctly then he/she can take a shot 
 at the basket. If the pupil gets the ball in the basket then 
 he/she wins 2 points. If the pupil hits the basket without 
 going inside then he/she wins 1 point. The person who 
 gets the most points for their group is the winner.
 Option 3: Find the differences between two pictures.
 - Ask pupils to work in groups of 4/6. Group 
 work
 - Ask them to look at the pictures, talk to their 
 classmates and find the differences between 2 pictures. 
 Set time to work (2-3 minutes)
 - Ask some pairs to share answers with the whole-class.
 Tuesday, May 9 th 2023
 Unit 20: AT THE ZOO.
 Lesson 3: ( 1-3)
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - correctly repeat the sounds of the letter a in isolation, in the words parrot 
 and dancing and in the sentences I can see a parrot. and The peacock is 
 dancing.
 - identify the target words parrot and dancing while listening. - say the chant with the correct rhythm and pronunciation.
Core Problem-solving, decision making, teamwork, reliability, motivation, and 
competencies adaptability
General Critical Thinking: listen and circle/ listen and repeat.
competencies Oral Communication: let’s chant.
Attributes: - Diligence: complete learning tasks
 - Self-confidence: ability to work as a team member and practice speaking 
 in front of the class
II. RESOURCES AND MATERIAL:
 - Student’s book Page 68
 - Audio Tracks 101, 102, 103
 - Teacher’s guide Pages 250
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 20)
 - Computer, projector 
III. Warm-up and review – Look 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: Invite one or two groups of pupils to the Whole 
 front of the class and sing the song At the zoo. The class/ 
 class may sing along and do actions or clap. Group 
 work
 Option 2: Ask pupils to find a few photos of animals 
 they can see at home or at the zoo so that they can 
 show to the class at Act 6, Lesson 3 and tell the class Individual 
 what animal they can see. work
 Option 3: 
 Game: Spell my name!
 - Divide the class into 8 small groups. They will 
 work and write their answers on the group's board. Group 
 - Teacher asks pupils to look at the picture, guess work
 the animal. Then take letters from the box to make 
 a meaningful word. Keys: 
 1. tiger
 2. parrot
 3. monkey
 4. peacock
 5. horse
 6. elephant
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sounds of the letter a in isolation, in the 
 words parrot and dancing; and in the sentences I can see a parrot 
 and The peacock is dancing
b. Input: The letter a, the word parrot, and the sentence I can see a parrot.
 The letter a, the word dancing, and the sentence The peacock is 
 dancing.
c. Outcome: Pupils can correctly pronounce the sounds of the letter a in 
 isolation, in the words parrot and dancing, and in the sentences I 
 can see a parrot. and The peacocks are dancing.
d. Step 1: Have pupils point at the letter a, the word Whole 
Procedure: parrot and the sentence I can see a parrot. Play the class
 recording for them to listen to and repeat in chorus 
 and individually. Invite a few pupils to listen to and 
 repeat the sound, the word and the sentence in front 
 of the class.
 Whole 
 Step 2: Repeat the same procedure with the second 
 class/ 
 line. Go around the class and correct the 
 Individual 
 pronunciation where necessary. Explain that the 
 work
 letter a is pronounced differently in isolation as well 
 as in the words parrot and dancing.
 Step 3: Let pupils work in pairs or groups, 
 pronouncing the sounds, saying the words and Pair work/ 
 reading the sentences until they feel confident. group work
 Step 4: Ask a few pupils to say two lines in front of 
 the class. Individual 
 work
 Game: Choose the correct egg!
 Divide the class into 4 groups. Play the recording for 
 the pupils to listen and read the words on the eggs. Whole 
 Ask pupils to write on the small boards then show it class/ 
 to the teacher. Those who write correctly will get group work
 points for the groups.
Activity 2. Listen and circle. 9 minutes a. Goal: To identify the target words parrot and dancing while listening
b. Input: Two gapped sentences with three answer options.
 Audio script:
 1. I can see a parrot. 2. The monkey is dancing.
c. Outcome: Pupils can listen to two sentences and circle the correct options
 Key: 1. c 2. a
d. Step 1: Tell the pupils the goal of the activity. Whole 
Procedure: Explain that they have to listen to the recording and class
 circle the correct options. Check comprehension.
 Step 2: Get pupils to read the sentences and guess 
 which option can be chosen to fill in the gaps. Then Whole 
 ask them to read the sentences and the words aloud. class
 Step 3: Play the recording, once or twice, for pupils 
 to listen and circle the correct options.
 Step 4: Let pupils swap and check the answers in 
 Whole 
 pairs or groups before checking as a class.
 class
 Step 5: Invite a few pupils to read aloud the 
 complete sentences in front of the class. Remind 
 them to stress the target language. Pair work
 Extra activity: Listen and choose Individual 
 work
 Let the pupils listen to the recording, then choose 
 the correct answer (A or B).
 1. A(tiger) Whole 
 class
 2. A (monkey)
 3. B (horse)
 4. A (The elephant is dancing)
 5. A (The mokey is climbing the tree)
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct rhythm and pronunciation
b. Input The lyrics and recording of the chant.
c. Outcome Pupils can sing the chant with the correct rhythm and 
 pronunciation.
d. Step 1: Have pupils read the first verse of the chant Whole 
Procedure and elicit its meaning. Draw pupils’ attention to the class/ 
 sound of the letter a in the word parrot in the first, Individual 
 second and third lines. Check comprehension. work Step 2: Play the recording for pupils to listen and Group 
 repeat the first verse, line by line. Show them how work
 to chant and clap.
 Step 3: Play the recording of the whole verse again, 
 more than once if necessary, for pupils to do choral Individual 
 and individual repetition. Then invite one or two work
 groups of pupils to listen to and repeat the verse in 
 front of the class.
 Individual 
 Step 4: Repeat the same procedure with the second 
 work/ 
 verse of the chant. Draw pupils’ attention to the 
 Whole 
 sound of the letter a in the word dancing in the 
 class
 second and fourth lines.
 Step 5: Put the class into two groups to practise 
 chanting and clapping. Each of the groups should Group 
 sing one verse of the chant. Invite a few groups to work
 the front of the class to chant and clap. The rest of 
 the class may clap along.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils do the activities to Whole 
 consolidate the lesson. class
 Option2: 
 Make popsicle stick animal puppets.
 - Teacher prepares popsicle sticks and papers for the Individual 
 whole class. work/ 
 - Pupils can draw and color the animals. Then cut Whole 
 them out. class 
 - Finally, glue the animal's face to the popsicle stick.
 Option 3: 
 Game: Let’s go home!
 - Divide the class into 6 groups, in each group, Group 
 choose one pupil to wear animal hats. Other pupils work
 will stand in a circle. This circle is called “Home”. 
 - On each animal, put a point tag (from 10-60 points) 
 on his/her back. 
 - While the music is playing, 6 pupils will run and 
 find the way to go back “home”. When the music 
 stops, pupils inside the circle can get points for their 
 groups. But anybody outside will do the activity like 
 his/her creature. - Lastly, groups that don't have their animal in circle 
 must read 2 sentences: 
 We can see a ...
 The ... is ..... 
 Wednesday, May 10 th 2023
 Unit 20: A T THE ZOO.
 Lesson 3: ( 4-6) 
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - use the target language in real context by reading and writing a gapped 
 text about what pupils can see at the zoo.
 - use the target language items they have learnt in a real context by showing 
 the class some photos of animals and saying what animals they can see at 
 home or at the zoo.
Core Teamwork, reliability, motivation, and adaptability.
competencies
General Listening: listen to the teacher and classmates in communicating
competencies Critical thinking: complete a task in reading a text
 Oral communication: presenting a project
 Communication and collaboration: work in pairs or groups
Attributes: Self-confidence: ability to work as a team member and practice speaking in 
 front of the class
 Diligence: complete learning tasks
II. RESOURCES AND MATERIAL:
 - Student’s book Page 69
 - Teacher’s guide Pages 251
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 20)
 - Computer, projector 
III. Warm-up and review – Read and tick True or False – Let’s write - Project – 
PROCEDUR Fun corner and wrap-up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Greet the class then invite one or two pupils to Whole 
 the front of the class and sing the chant in Activity 3. class
 The rest of the class may chant along and clap hands.
 Option 2: 
 Game: Line True or False. 
 - Teacher puts a line of tape on the floor and writes one 
 side "True" and the other "False". 
 - Hold up an object or flashcard and say out loud the Individual 
 word/sentence (name of animals, the actions of work
 animals,...). If pupils think that you have said the correct 
 word/ sentence they jump on to the True side, if not they 
 jump on to the False side. 
 Option 3: Game Odd-One-Out. 
 - Divide the class into 2 groups. Group 
 work
 - Write three words on the board. Pupils in each group 
 must circle the odd-one-out (e.g. tiger - horse – cake/ 
 dancing- do- counting/...). 
Activity 1. Read and tick. 8 minutes
a. Goal: To read and understand the text
b. Input: – A short text about animals at a zoo and what they are doing.
 – Four sentences with True and False boxes.
c. Outcome: Pupils can read and understand the text.
 Key: 1. True 2. False 3. True 4. True
d. Step 1: Tell the class the goal of this activity and how to Whole 
Procedure: complete the task. Tell pupils that the text is about a visit class
 to a zoo and what some animals are doing. Check 
 comprehension and give feedback.
 Step 2: Do Sentence 1 as an example. First, have pupils 
 read the sentence and identify where Linh and her 
 Whole 
 mother are. Then have them read the text and find the 
 class/ 
 appropriate information to tick in the True box or False 
 Individual 
 box. Check comprehension.
 work
 Step 3: Set a time limit for pupils to do the activity 
 Individual 
 independently. Go around the classroom and offer help 
 work
 where necessary.
 Step 4: Let pupils swap and check the answers. Correct 
 the answers if necessary.
 Pair work Extension: If time allows, select one or two pupils to 
 read the text in front of the class. You may ask pupils to Individual 
 correct the false sentences with the information from the work
 text.
 Extra activity: Read and choose the correct word. Whole 
 Ask pupils to read the text again. then choose the correct class
 words on the box. Write them in their notebook/on the 
 mini board. 
 Keys: 
 1. zoo
 2. swinging
 3. climbing
 4. elephant
 5. peacock
Activity 2. Let’s write . 9 minutes
a. Goal: To use the target language in real context by completing a gapped text 
 about themselves
b. Input: A short gapped text
c. Outcome: Pupils can complete the text with their own experiences.
 Key: Pupils’ own answers
d. Step 1: Tell the class the goal of this activity: Pupils read Whole 
Procedure: the gapped text and fill in the gaps with their own class
 experience. Explain that the first gap should be animals, 
 the second gap should be what the monkey is doing, the 
 next gap can be an animal and the last gap can be what 
 the pupils think about the animals at the zoo. Check 
 comprehension.
 Step 2: Give pupils time to complete the text Individual 
 independently. Go around the classroom and offer help work
 where necessary. Group 
 Step 3: In pairs or groups, ask pupils to swap their work
 complete text before checking as a class. Praise them 
 when they do the task well.
 Extension: If there is enough time, invite one or two Individual 
 pupils to read their complete text in front of the class. work
 Extra activity: My day at the zoo. Individual 
 - Ask pupils to work in groups of 4. work/
 - Pupils will listen and answer their friend ‘s questions Group 
 about their day at the zoo (based on their own writing). work
 For example: + How many friends are there at the zoo with you?
 + How many animals are there at the zoo?
 + What animal is dancing?
 + What is the monkey doing?
 + Do you like animals at the zoo?
Activity 3. Project. 8 minutes
a. Goal: To use the target language items they have learnt in a real context by 
 showing the class some photos of animals and saying what animals 
 they can see at home or at the zoo
b. Input: Photos of animals at home or at the zoo that pupils have found as 
 homework.
c. Outcome: Pupils can use the target language in real context by showing some 
 photos of animals at home or at the zoo and telling their partners what 
 animals they can see at home or at the zoo.
d. Step 1: Tell pupils about the goal of the activity. Explain Whole 
Procedure: that they are going to show some photos of animals (at class/ 
 home or at the zoo) which they have found as homework Individual 
 and tell the class about them. work
 Step 2: Have pupils work in groups. Each member 
 shows his / her photos and introduces them, e.g. I can Group 
 see a dog at home. I can see two monkeys at the zoo. Go work
 around and praise pupils when they perform well.
 Step 3: Invite one or two pupils to show their photos to 
 the class and say what animals they can see at home or / 
 and at the zoo.
 Individual 
 work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils do the activities to Whole 
 consolidate the lesson. class
 Option 2: Art Gallery. 
 - Draw enough squares on the board for 6-8 pupils to be 
 able to draw in. Have the pupils write their names above Individual 
 their squares. work
 - Teacher calls out a word and the pupils draw it (The 
 monkey is climbing the tree/ The tiger is dancing/...). 
 - The whole class will give a score for each pupil (from 
 5-10 marks). The pupil with the highest score at the end 
 is the winner. Option 3: 
 Game: Welcome to the zoo! Group 
 - Divide the classroom into 6 corners. There is a zoo work
 keeper and a picture of an animal at each corner.
 - Pupils go around the classroom. Look at the picture, 
 talk to their friends about that animal. 
 Example: 
 What can you see? I can see a ___
 What is the ___ doing? The ___ is ____
 Then put a tick to show that you have visited that corner.
 Later, let pupils practice speaking by asking and 
 answering in pairs.
 Friday, May 12th 2023
 REVIEW 4 & FUN TIME
 Period 1 
I. OBJECTIVES
Language: By the end of the lesson, pupils will be able to:
 – review the following sentence patterns: 
 ● Do you have any _____? − Yes, I do. / No, I don’t.
 ● How many _____ do you have? − I have _____. 
 ● He / She has _____.
 ● They have _____.
 ● I’m _____.
 ● What are you doing? − I’m _____.
 ● He’s / She’s _____.
 ● What’s he / she doing? − He’s / She’s _____.
 ● What can you see? − I can see _____. 
 ● What’s the _____ doing? − It’s _____.
 - - listen to and understand five communicative contexts and tick the 
 correct pictures; 
 - listen to and understand four communicative contexts and number the 
 correct pictures. Core Teamwork, work standards, communication
competencies:
General Listening: listen and recognize the toys, then repeat.
competences: 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 70
 - - Audio Tracks 104, 105
 - - Teacher’s guide Pages 253, 254, 255
 - - Website sachmem.vn
 - - Flash cards/ pictures and posters (Review 4 and Fun time)
 - - Computer, projector, 
III. Warm-up and review – Listen and tick – Listen and number – Fun corner 
PROCEDURE and wrap-up. 
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Sing the chant in Unit 20 Lesson 3. 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: Polygraph Group 
 Review the previous lesson by having the class play the work
 game, using the words in Unit 20.
 Step 1: Divide the class into 4 teams. Step 2: Invite each pupil from the groups to go to the 
 board and look at the screen, then choose true or false and 
 say aloud the name of the animal. The fastest pupil gets 
 one point for the team.
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points for pupils.
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand five communicative contexts and tick the 
 correct pictures.
b. Input: Picture cues: 
 1a. two girls with three planes 1b. two girls with three trains
 2a. a boy playing with a cat 2b. a boy playing with a dog
 3a. a girl listening to music 3b. a girl drawing a picture
 4a. a monkey 4b. a tiger
 5a. a boy reading a book 5b. a boy cycling
 Audio script: 
 1. They have three planes.
 2. A: Do you have any cats? 
 B: No, I don’t. I have a dog. 
 3. A: What are you doing? 
 B: I’m listening to music. 
 4. A: What can you see? 
 B: I can see a monkey. 
 5. A: What’s he doing?
 B: He’s cycling.
c. Outcome: The pupils can listen to and understand five communicative contexts 
 and tick the correct pictures. 
 Key: 1. a 2. b 3. a 4. a 5. b
d. Step 1: Draw pupils’ attention to Pictures 1a and 1b. Individual 
Procedure: Elicit the quantity of planes and trains that the girls have work/
 in two pictures. Check comprehension. Step 2: Play the recording for pupils to listen and circle Whole 
 the correct letter, a or b. Play the recording again for class
 pupils to do the task. Play the recording a third time to Individual 
 give pupils another listening opportunity. Repeat the work/ 
 same procedure with the rest of the pictures. Whole 
 Step 3: Tell pupils to swap books with a partner, then class
 check answers as a class. Write the correct answers on 
 the board. Play the recording with the pupils to check 
 their answers again. 
 Extension: If time allows, play the recording, sentence by Pair work/ 
 sentence, for the class to listen and repeat in chorus. Whole 
 Correct their pronunciation where necessary. class
 Game: Who’s faster?
 Step 1: Divide the class into 4 teams. Individual 
 Step 2: Invite 1 pupil from each team to go to the monitor work/ 
 and touch. The fastest pupil to have the correct answer Whole 
 will have 1 point for the team. class
 Step 3: Encourage pupils to join in the game to practise Individual 
 speaking English. work/ 
 Step 4: Give points for teams. Teamwor
 k
Activity 2. Listen and number. 9 minutes
a. Goal: To listen to and understand four communicative contexts and number 
 the correct pictures.
b. Input: Picture cues: 
 a. a boy and his two rabbits b. one parrot counting 
 c. a girl holding a teddy bear 
 d. a grandfather watching TV 
 Audio script: 
 1. She has a teddy bear. 
 2. A: Do you have any rabbits? 
 B: Yes, I do. I have two rabbits. 
 3. A: What’s he doing? 
 B: He’s watching TV. 
 4. A: What’s the parrot doing? 
 B: It’s counting.
c. Outcome: Pupils can listen to and understand four communicative contexts and 
 number the correct pictures. 
 Key: 1. c 2. a 3. d 4. b
d. Step 1: Draw pupils’ attention to the pictures. Elicit the Whole 
Procedure: context in each picture (as mentioned in Input). class
 Step 2: Play the recording for pupils to listen and number 
 the pictures. Play the recording again for pupils to do the Whole 
 activity. Play the recording a third time to give pupils class/ 
 another listening opportunity. Individual 
 Step 3: Check answers as a class. Play the recording again work
 for the pupils to double-check their answers and correct 
 their answers in pairs. Pair work 
 Extension: If time allows, play the recording, sentence by 
 sentence, for the class to listen and repeat in chorus. 
 Correct their pronunciation where necessary. Whole 
 Game: Chinese Whisper class
 Step 1: Divide the class into 4 teams. Step 2: Invite 4 pupils to line up. The first pupil gets a Individual 
 card. Pupils then whisper the sentence to each other. The work/ 
 last pupil says the sentence aloud. Teamwor
 Step 3: Encourage pupils to join in the game to practice k
 speaking English.
 Step 4: Give points for teams.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils do the Activities 1, 2 to Whole 
 consolidate the lesson. class
 Option 2: 
 Game: Lucky Machine Group 
 Step 1: Divide the class into 4 teams. work
 Step 2: Set rule: invite 1 pupil from each team to go to 
 the board and spin the machine, then say aloud the answer 
 (with unscramble words). If correct, one point goes for 
 the team. 
 Step 3: Encourage pupils to practise speaking English.
 Step 4: Give points for pupils.