Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 5. Unit 3: Our friends - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 5 
 Monday, October 3rd 2022
 UNIT 3: OUR FRIENDS
 Lesson 1: ( 1-3) 
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
focus - use the words this, that, it, yes, no, friend, teacher, Mr (Mr 
 Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
 - use This is / That’s .. to introduce someone.
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic “Our friends”
 - understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on introducing 
 someone.
Core decision making, teamwork, work standards, reliability, motivation
competencies
General Listening: listen and recognize the contexts focusing on introduce 
Competences someone, then repeat.
 Oral Communication: talk 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
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
 - Student’s book Page 22
 - Audio Tracks 25,26
 - Teacher’s guide Pages 39 - 41
 - Website sachmem.vn
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point 
PROCEDURE and say – 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 Hello in Unit 2, Lesson Whole 
 1. class
 - Ask pupils to sing the song.
 - 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 2, Lesson Group 
 3). work
 - Ask pupils to chant and do the actions in Unit 
 2, Lesson 3 in groups. 
 - Give points to the groups and encourage them.
 Option 3: Game: How old are you?
 - Divide the class into 2 teams. Group 
 - Have each team choose a number on the work
 PowerPoint slide to go to the question and have 
 them answer.
 - For each team’s correct answer, T lets that team 
 choose the birthday hat to reveal the points they 
 will get.
 - The team with more points is the winner.
 (Please use the provided corresponding 
 PowerPoint slides for reference.)
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 introducing 
 someone.
b. Input – Context a: Mai: This is Mary. Mr Long: Hi, Mary.
 – Context b: Mai: That’s Mr Long. Bill: Hello, Mr Long.
c. Outcome Pupils can understand and correctly repeat the sentences in 
 two communicative contexts (pictures) focusing on 
 introducing someone. d. Procedure Step 1: Have pupils look at Pictures a and b and Whole 
 identify the characters in the pictures. class / 
 Step 2: Ask pupils to look at Picture a. Play the Individual 
 recording for them to listen. Play the recording work
 again, sentence by sentence, for pupils to listen 
 and repeat. Follow the same procedure with 
 Picture b. Correct their pronunciation where 
 necessary.
 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. Individual 
 Step 5: Draw their attention to the sentences: work
 This is Mary. and That’s Mr Long. Tell pupils 
 that these sentences are used to introduce Mary 
 and Mr Long.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal To correctly say the character names and use This is / That’s 
 _____. to introduce someone.
b. Input: - Picture cues:
 a. Ben, a British male pupil 
 b. Mai, a Vietnamese female pupil
 c. Mr Long, a Vietnamese male teacher 
 d. Ms Hoa, a Vietnamese female teacher
 - Speech bubbles: This is / That’s _____.
 Audio script:
 a. Ben b. Mai
 c. Mr Long d. Ms Hoa
 This is Ben.
 That’s Mr Long.
c. Outcome: Pupils can correctly say the character names and use This is / 
 That’s _____. to introduce someone.
d. Step 1: Have pupils look at the pictures and elicit Whole 
Procedure: the names of the characters. class/ 
 Step 2: Have pupils point at Picture a, listen to Individual 
 the recording and repeat the word (Ben). Follow work
 the same procedure with the other three pictures. Have the class repeat the words a few 
 times.
 Step 3: Point at Picture a and have pupils listen 
 and repeat after the recording (This is Ben). 
 Point
 at Picture c and have pupils listen and repeat Pair work
 after the recording (That’s Mr Long).
 Step 4: Have pairs practise saying This is 
 ______. That’s _____. with Pictures b and d.
 Step 5: Invite a few pairs to point at the pictures 
 and introduce the characters in front of the class. Group 
 work
 Game: Slap the board
 Divide the class into four teams. Stick the 
 pictures of activities on the board. Teacher says 
 a sentence, a pupil from each team has to point/ 
 slap the right picture and says the sentence again. 
 The one who says faster will get points. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of This is / That’s _____. to 
 introduce someone.
b. Input – Picture cue: Minh and Mai meet Bill and Mary in the 
 school playground. Minh introduces Bill
 to Mai, then Minh introduces Mary to Mai. They greet and 
 introduce themselves to each other.
 – Speech bubbles: This is / That's _____.
c. Outcome Pupils can enhance the correct use of This is / That’s . to 
 introduce someone.
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask Whole 
 questions to help them identify the context (see class/ 
 Input). Individual 
 work
 Group 
 Step 2: Put pupils into groups of four and work
 encourage them to greet and introduce someone.
 Go around the class to offer support. 
 Step 3: Invite some groups to the front of the 
 class to perform their conversations. Individual 
 work
 Game: Matching game Using pictures and flash cards, have 3 pupils hold Individual 
 the pictures and 3 more hold the sentences. Ask work/ 
 them to find and match. Praise the ones who Whole 
 finish the matching. Then ask the class to look class
 and say aloud.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem, have pupils look at the words in Whole 
 the pictures of Lesson 1 and repeat after the class
 recordings.
 Option 2:
 Game: Sentence Puzzle
 Divide the class into groups of four. Give each 
 group a sentence that is broken/cut into pieces. Group 
 Ask them to arrange them to make a complete work
 sentence, then read it aloud.
 The group that makes it first will be the winner.
 Option 3: Game: Tug of war
 Divide the class into 2 teams. Pupils will choose 
 This or That to fill in the blanks. For each correct 
 Group 
 answer, pupils will get 5 stars for their teams.
 work
 Preparation for the project
 Tell pupils about the project on page 27. Ask 
 them to prepare for it at home by drawing three 
 pictures of their friends on a piece of paper or in 
 their notebooks. Remind them to bring their 
 pictures to class to present them at Project time.
 BOARD PRESENTATION
 Unit 3: OUR FRIENDS
 Lesson 1 – Period 1
 1. Words
 Hello Hi
 Ben Mai
 Mr Long Ms Hoa
 2. Model sentences 
 This is Mary.
 That’s Mr Long. Tuesday, October 4th 2022
 UNIT 3: OUR FRIENDS
 Lesson 1: (1-3) 
I. OBJECTIVES
Language focus By the end of the lesson, pupils will be able to:
 - use the words this, that, it, yes, no, friend, teacher, Mr (Mr 
 Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
 - use This is / That’s . to introduce someone
 - isten to and understand two communicative contexts in 
 which pupils introduce someone and respond to the 
 introduction.
 - read and complete the sentences correctly.
 - sing the song “This is Linh” with the correct 
 pronunciation and melody.
Core decision making, teamwork, reliability, motivation, adaptability, 
competencies problem-solving
General Listening: listen and recognize the contexts, focus on 
Competences introducing 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
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
 - Student’s book Page 23
 - Audio Tracks 27,28
 - Teacher’s guide Pages 41
 - Website sachmem.vn
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector 
III. Warm-up and review – Listen and tick – Look, complete and 
PROCEDURE read – Let’s sing – Fun corner and wrap up Pupils’ Not
Procedure Teacher’s activities
 activities e
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 2, Lesson 1. Whole class
 - Ask pupils to sing the song
 - 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 2, Lesson 3). Group work
 - Ask pupils to chant and do the actions in Unit 2, 
 Lesson 3 in groups. 
 - Give points for the groups and encourage them.
 Option 3: 
 - Divide the class into 2 teams standing in lines. Individual 
 - Have a pupil in the front row choose a number. The work/ Group 
 pupil MUST give the answer before the time’s up. If work
 they answer correctly, they will get stars. If their answer 
 is wrong or given after the time meter goes off, they will 
 have to go to the back of the line.
 - How to use time-meter: After clicking a number, 
 simply click on the time meter to start it.
 - Click the STAR at the corner to turn back to the Select 
 Menu.
 - Give points to the pupils (corresponding to the stars 
 on the pictures).
 (Please use the provided corresponding ppt slides for 
 reference.)
PRACTICE
Activity 4. Listen and tick. 8 minutes
a. Goal To listen to and understand two communicative contexts in which 
 pupils introduce someone and respond to the introduction.
b. Input Picture cues:
 1 a. Mai introduces Minh to Bill. 
 1 b. Mai introduces Nam to Bill.
 2 a. Linh introduces Ms Hoa to Ben.
 2 b. Linh introduces Mr Long to Ben.
 Audio script:
 1. Mai: Bill, this is Nam. Bill: Hi, Nam.
 2. Linh: Ben, that’s Ms Hoa.
 Ben: Hello, Ms Hoa.
c. Outcome Pupils can listen to and understand two communicative contexts in 
 which pupils introduce someone and respond to the introduction.
 Key: 1. b 2. a
d. Step 1: Draw pupils’ attention to Pictures 1a and 1b. Whole class/ 
Procedure: Elicit the names of the characters in each picture. Play Individual 
 the recording for Question 1. work
 Step 2: Play the recording again for pupils to do the 
 task. Play the recording a third time to give pupils 
 another listening opportunity.
 Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b.
 Step 4: Get pupils to swap books with a partner, then Pair work/ 
 check answers together as a class. Write the correct Individual 
 answers on the board. Play the recording for pupils to work
 check their answers again.
 Extension: If time allows, play the recording sentence 
 Whole class
 by sentence for the class to listen and repeat in chorus. 
 Correct their pronunciation where necessary. 
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal To look, complete and read four target sentence patterns in two 
 dialogues with the help of picture cues
b. Input Two picture cues and two exchanges with the target sentences to 
 complete
c. Outcome Pupils can complete and read four target sentence patterns with the 
 help of picture cues.
 Key: 1. this is – Hello / Hi 2. that’s – Hello
d. Step 1: Have pupils look at the pictures. Have them Whole class/ 
Procedure identify the characters in the pictures. Individual 
 Step 2: Have pupils look at the two incomplete work
 dialogues. Draw their attention to the missing words in 
 the sentences
 Step 3: Model with Picture 1. Have pupils look at the 
 dialogue. Ask them what words are missing in the first 
 sentence (this is) and in the second sentence (Hello/ Hi). 
 Then have them complete the gaps (Ben, this is Nam. – 
 Hello / Hi, Nam). Step 4: Follow the same procedure with Picture 2. 
 Draw the pupils’ attention to the two gaps in the Individual 
 dialogue. work/ Pair 
 Step 5: Have pupils complete the dialogues work
 individually and ask a few pairs to read them aloud.
 Group work
 Game: Slap the board.
 Divide the class into four teams. Stick the cards of 
 sentences on the board. Teacher says a sentence, a pupil 
 from each team has to point/slap the right card and says 
 the sentence again. The one who says faster will get 
 points. 
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song This is Linh with the correct pronunciation and 
 melody.
b. Input The lyrics and the recording of the song This is Linh.
c. Outcome Pupils can sing the song This is Linh with the correct pronunciation 
 and melody.
d. Step 1: Draw pupils’ attention to the title and lyrics of Whole class/ 
Procedure the song. Model reading the title and lyrics line by line Individual 
 for pupils to repeat. Encourage them to point at the work
 characters in the picture to reinforce their 
 understanding.
 Step 2: Play the recording all the way through. 
 Encourage pupils to listen carefully to the 
 pronunciation and the melody.
 Step 3: Play the recording line by line for pupils to 
 listen and repeat. Correct their pronunciation where 
 necessary.
 Step 4: Play the recording all the way through for pupils 
 to sing along. Individual 
 Step 5: Introduce actions for pupils to do while singing work/ Whole 
 along with the recording. class
 Game: Matching game
 Use pictures and flash cards, have three pupils hold the 
 pictures and thê more hold the cards of sentences. Ask 
 them to find and match. Praise the ones who finish the 
 matching. Then ask the class to look and say aloud.
Fun corner and wrap-up: 5 minutes Option 1: Game: Roll the dice
 Divide the class into 2 teams. Each team choose a Group work
 character on the slide (Nam or Mary) for their team. The 
 2 teams take turns to choose letters to go to the 
 questions. For each correct answer, pupils can roll the 
 dice and click the coloured stones to move their 
 characters. The team who finishes first will be the 
 winner. Group work
 Option 2: Game: Sentence Puzzle
 Divide the class into groups of four. Give each group a 
 sentence that is broken/cut in to pieces. Ask them to 
 arrange them to make a complete sentence, then read it 
 aloud.
 Group work
 The group that makes it first will be the winner.
 Option 3: Sentence line-up
 Put pupils into two teams, A and B, and have them sit 
 on chairs facing the rest of the class. Give each team a 
 set of word cards that together form a sentence (each 
 team’s set should be different to the other’s). Read a 
 sentence, e.g. “This is Lan.” If team A has the word 
 cards containing this, is, Lan and the
 full stop, they should stand up and move quickly into a 
 line to show the sentence in the correct order.
 Team B should remain seated. If they stand up when T 
 says team A’s sentence, they will lose the game, and 
 vice versa.
 BOARD PRESENTATION
 Unit 3: OUR FRIENDS
 Lesson 1 – Period 2
1. Listen and tick:
 HH 1.b 2.a 
2. Complete: 
 1. - Ben, this is Nam.
 - Hi/ Hello, Nam.
 2. - Lucy, that’s Mr Long.
 - Hello, Mr Long.
 Wednesday, October 5th 2022
 UNIT 3: OUR FRIENDS
 Lesson 2: (4-6) 
I. 
OBJECTIVES
Language By the end of the lesson, pupils will be able to:
focus - use the words this, that, it, yes, no, friend, teacher, Mr (Mr 
 Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
 - use Is this / that ? – Yes, it is. / No, it isn’t. It’s . to ask and 
 answer questions about someone;
 - ask and answer questions about someone in contexts.
 - use Is this / that ______? and Yes, it is. / No, it isn’t. It’s______. 
 to ask and answer questions about someone correctly.
 - ask and answer questions about someone confidently.
Core communication, planning and organization, stress tolerance, 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 24
 - Audio Tracks 29,30
 - Teacher’s guide Pages 43, 44 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 3)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point and 
PROCEDURE say – 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 3, 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 2, Lesson 3). Group 
 - Ask pupils to chant and do the actions in Unit 2, work
 Lesson 3 in groups. 
 - Give points to the groups and encourage them.
 Option 3: Game: This is/ That’s Individu
 Divide the class into three teams. Have students al work/ 
 choose the food they like. Teacher clicks the food Group 
 that is chosen. Let student make a sentence with the work
 hidden picture. Give them points if they are right.
 (Please use the provided corresponding PowerPoint 
 slides for reference.) 
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 asking and 
 answering questions about someone.
b. Input - Context a: Mai: Is this Bill? Nam: Yes, it is.
 - Context b: Mary: Is that Nam? Mai: No, it isn’t. It’s Minh.
c. Outcome Pupils can understand and correctly repeat the questions and 
 the answers in two communicative contexts about Bill and 
 Minh. d. Step 1: Have pupils look at Pictures a and b and Whole 
Procedure: identify the characters in the pictures. class/ 
 Step 2: Ask pupils to look at Picture a. Play the Individu
 recording for them to listen. Play the recording again, al work
 sentence by sentence, for pupils to listen and repeat. 
 Follow the same procedure with Picture b. Correct 
 their pronunciation where necessary.
 Step 3: Play the recording again for pupils to listen Pair 
 and repeat in chorus sentence by sentence. work
 Step 4: Invite a few pairs to the front of the 
 classroom to listen and repeat the sentences in the 
 recording.
 Step 5: Draw their attention to the question Is this 
 Bill? and the answer Yes, it is. and Is that Nam? and 
 Whole 
 the answer No, it isn’t. It’s Minh. Tell pupils that they 
 class/ 
 are the questions and the answers about Bill and 
 Individu
 Minh.
 al work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal To correctly say the words and use Is this / that ______? and 
 Yes, it is. / No, it isn’t. It’s______. to ask and answer questions 
 about the characters.
b. Input - Picture cues:
 a. Linh b. Lucy
 c. Ben d. Nam
 - Speech bubbles: Is this / that _____?
 Yes, it is. / No, it isn’t. It’s _____.
 Audio script:
 a. Linh / yes b. Lucy / yes
 c. Bill / no / Ben d. Minh / no /Nam
 Is this Linh? - Yes, it is.
 Is that Bill? - No, it isn’t. It’s Ben.
c. Outcome Pupils can correctly say the words and use Is this / that _____? 
 and Yes, it is. / No, it isn’t. It’s____. to ask and answer 
 questions about the characters.
d. Step 1: Have pupils look at the pictures and elicit the Whole 
Procedure names of the characters. class/ 
 Step 2: Have pupils point at Picture a, listen to the Individu
 recording and repeat the words (Linh / yes). Follow al work the same procedure with the other three pictures. 
 Have the class repeat the words a few times.
 Step 3: Point at Picture a and have pupils listen and 
 repeat after the recording (Is this Linh? – Yes, it is.). 
 Point at Picture c and have pupils listen and repeat 
 after the recording (Is that Bill? – No, it isn’t. It’s 
 Ben.).
 Step 4: Have pairs practise asking and answering Is Pair 
 this that ______? Yes, it is./ No, it isn’t. It’s ____. work
 with Pictures b and d.
 Step 5: Invite a few pairs to point at the pictures and 
 say the questions and answers in front of the class.
 Game: Slap the board
 Divide the class into four teams. Stick the pictures of Group 
 charaters on the board. Teacher says a work
 sentence/dialogue, a pupil from each team has to 
 point/slap the right picture and says the sentence 
 again. The one who says faster will get points. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Is this/ that______? and Yes, it is. 
 / No, it isn’t. It’s_____. to ask and answer questions about 
 someone.
b. Input - A picture of Bill and Mai in the park. Bill asks Mai about 
 Linh and Nam.
 - Speech bubbles: – Is this/ that ?
 – Yes,/ No, _____.
c. Outcome Pupils can enhance the correct use of Is this / that _____? and 
 Yes, it is. / No, it isn’t. It’s _____. to ask and answer questions 
 about someone.
d. Step 1: Draw pupils’ attention to the picture. Ask Whole 
Procedure questions to help them identify the context. class/ 
 Individu
 Step 2: Put pupils into pairs and encourage them to al work
 ask and answer questions about the characters Linh Pair 
 and Nam. Go around the class to offer support. work
 Step 3: Invite some pairs to the front of the class to 
 perform their conversations.
 Game: Matching game Use pictures and flash cards, get three pupils to hold 
 the pictures and three more to hold the sentences. Ask Whole 
 them to find and match. Praise the ones who finish class/ 
 the matching. Then ask the class to look and say Individu
 aloud. al work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use sachmem, have pupils look at the words in the Whole 
 pictures of the lesson and repeat after the recordings. class
 Option 2: Game: Sentence Puzzle
 Divide the class into groups of four. Give each group 
 a sentence that is broken/ cut into pieces. Ask them Group 
 to arrange them to make a complete sentence, then work
 read it aloud.
 The group who makes it first will be the winner.
 Option 3: Game
 Divide the class into 2 teams. Have the teams take 
 turns to choose numbers. Teachers clicks the chosen 
 numbers to go to the questions. For each correct 
 answer, pupils choose a number to get their points. 
 The team with more points will be the winner. 
 BOARD PRESENTATION
 Unit 3: OUR FRIENDS
 Lesson 2 – Period 3
 1. Words
 Linh Lucy
 Bill Minh
 2. Model sentences 
 Is this/ that .?
 Yes, it is. / No, it isn’t. It’s . Thursday, October 6th 2022
 UNIT 3: OUR FRIENDS
 Lesson 2:(4-6) 
I. 
OBJECTIVES
Language By the end of the lesson, pupils will be able to:
focus - use the words this, that, it, yes, no, friend, teacher, Mr (Mr 
 Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
 - use Is this / that ? – Yes, it is. / No, it isn’t. It’s . to ask and 
 answer questions about someone;
 - listen to and understand communicative in contexts.
 - look, complete and read the dialogues with the help of picture 
 cues.
Core communication, planning and organization, stress tolerance, and 
competencies initiative. 
General Listening: listen and recognise 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 25
 - Audio Track 31
 - Teacher’s guide Pages 45, 46
 - Website sachmem.vn
 - Flash cards/pictures and posters (Unit 3) - Computer, projector 
III. Warm-up and review – Listen and number – Look, complete and 
PROCEDURE read – 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 3, Lesson 1. Whole 
 - Ask pupils to sing the song class/ 
 - Invite some of them to come to the board to role play, Individual 
 the rest of the pupils will sing. work
 Option 2: Chant and do activities (Unit 2, Lesson 3). Group 
 work
 - Ask pupils to chant and do the actions in Unit 2, 
 Lesson 3 in groups. 
 - Give points for the groups and encourage them.
 Option 3: 
 Play the game in the PowerPoint slides for Unit 3 – 
 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 someone.
b. Input - Picture cues:
 a. Bill b. Mary c. Ben d. Lucy
 Audio script:
 1. Nam: Is this Mary?
 Mai: Yes, it is.
 2. Minh: Is that Ben?
 Mai: No, it isn’t. It’s Bill.
 3. Linh: Is this Lucy?
 Minh: Yes, it is.
 4. Linh: Is that Bill?
 Nam: No, it isn’t. It’s Ben.
c. Outcome Pupils can listen to and understand four communicative contexts in 
 which pupils ask and answer questions about someone. Key: 1. b 2. a 3. d 4. c
d. Step 1: Draw pupils’ attention to the pictures. Elicit the Whole 
Procedure names of the characters in each picture. class/ 
 Step 2: Play the recording. Individual 
 Step 3: Play the recording again for pupils to do the work
 task. Play the recording a third time to give pupils 
 another listening opportunity.
 Step 4: Check answers together as a class. Play the 
 recording again for pupils to double-check their 
 answers and correct their answers in pairs.
 Extension: If time allows, play the recording sentence 
 by sentence for the class to listen and repeat in chorus. 
 Correct their pronunciation, where necessary.
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal To look, complete and read four target sentence patterns in four 
 dialogues with the help of picture cues.
b. Input Four picture cues and four exchanges with the target sentences to 
 complete
c. Outcome Pupils can look, complete and read four target sentence patterns 
 with the help of picture cues
 Key: 1. Is this 2. Is this 3. Is that 4. Is that
d. Step 1: Have pupils look at the pictures. Have them Whole 
Procedure identify the characters in the pictures. class/ 
 Step 2: Have pupils look at the four incomplete Individual 
 dialogues. Draw their attention to the missing words in work
 the questions.
 Step 3: Model with Picture 1. Have pupils look at the 
 dialogue. Ask them what words are missing in the 
 question (Is this). Then have them complete the gap (Is 
 this Ben? Yes, it is.).
 Step 4: Follow the same procedure with Pictures 2, 3 
 and 4. Draw pupils’ attention to the gaps in the 
 Dialogues 2, 3 and 4.
 Step 5: Have pupils complete the dialogues 
 individually and ask a few pairs to read them aloud. Group 
 work
 Game: Slap the board.
 Divide the class into four teams. Stick the pictures of 
 sentences/ dialogues on the board. Teacher says a sentence/ dialogue, a pupil from each team has to point/ 
 slap the right picture and says the sentence/ dialogue 
 again. The one who says faster will get points. 
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal To recognise target words while looking at pictures of the 
 characters and circle six names in a letter table and use them to ask 
 and answer questions.
b. Input The letter table includes six names of six characters. They are 
 Mary, Mai, Linh, Bill, Nam and Lucy. Pupils look at the pictures of 
 six characters and find and circle their names in the rows or in the 
 columns of the letter table. The name Mary has been circled as an 
 example.
c. Outcome Pupils can recognise the characters in pictures and circle six names 
 in a letter table, then ask and answer questions about them.
d. Step 1: Tell pupils to work in pairs. Whole 
Procedure Step 2: Model the activity by identifying the picture of class/ 
 Mary first, draw pupils' attention to the word Mary in Individual 
 the table. Point to the picture of Mary and ask: “Is this work
 Mary?” Ask a pupil to answer the question: “Yes, it is.”
 Step 3: Have pupils play the game. Explain that after Group 
 identifying six characters in the pictures and circling work
 their names, pupils should ask and answer questions 
 about six characters (as mentioned in Step 2).
 Step 4: Set a time limit for pupils to play and check the Individual 
 answers. work
 Extension: If time allows, invite a few pairs to perform Pair work
 the game in front of the class.
 Game:
 Individual 
 Matching game work/ 
 Use pictures and cards, have 3 pupils hold the pictures Whole 
 and 3 more hold the sentences. Ask them to find and class
 match. Praise the ones who finish the matching. Then 
 ask the class to look and say aloud.
Fun corner and wrap-up: 5 minutes
 Option 2: Game: Sentence Puzzle
 Divide the class into groups of four. Give each group a Whole 
 sentence that is broken/cut into pieces. Ask them to class
 arrange them to make a complete sentence, then read it 
 aloud.
 The group that makes it first will be the winner.