SKKN

Yen Loc Primary School Grade: 3
Week 33
Period 129
UNIT 19: OUTDOOR ACTIVITIES
Lesson 3 (4,5,6)
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language focus: By the end of the lesson, pupils will be able to:
- correctly pronounce the sounds of the consonant clusters pl and fl in isolation,
in the words play and fly, and in the sentences She’s playing volleyball. and
He’s flying a kite; with the correct pronunciation and intonation.
- read a passage and answer the questions about what someone is doing
outdoors.
- complete a paragraph about what a pupil and his/her friend are doing outdoors.
- trace and colour the friends, then tell the class where they are and what they are
doing.
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: practice 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 63
- Teacher’s guide Pages 240, 241
- Website sachmem
Teacher: Tran Văn Giap School year: 2022-2023

- Flashcards/pictures and posters (Unit 19)

- Computer, projector…
III. PROCEDURE Warm-up and review – Read and answer – Let’s write – Project – 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 2. 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: Play game Sit down, please! (Unit 19, Group work
Lesson 1).
- Ask pupils to give instructions for his / her group
to act out.
- Give point for the groups and encourage them. Individual work/
Option 3: Play game in the powerpoint for Unit 19 – Group work
Lesson 3 – Period 6.
- Divide the class into 2 teams to play “ Tic Tac
Toe”.
- One team is X and the other is O.
- Have pupils look and say the sentences about the
food or drink they would like.
- Let pupils take turns putting their marks in the
squares.
- The first player to get 3 marks in a row (up, down,
across) is the winner.
- When all 9 squares are full, the game is over.
Activity 4. Read and answer. 8 minutes
a. Goal: To read a passage and answer the questions about what someone is doing
outdoors.
b. Input: A passage and four questions.
c. Outcome: Pupils can read a passage and answer the questions about what someone is
doing outdoors.
Key: 1. They’re in the park. 2. She’s cycling.

3. He’s flying a kite. 4. He’s playing football.
d. Procedure: Step 1: Draw pupils’ attention to four questions and his / Whole class
her outdoor activity in the passage.
Step 2: Have pupils work individually. Whole class
Step 3: Set a time limit for pupils to read and answer the Whole class/
questions. Go around the classroom to offer support Individual work
where necessary.
Step 4: Tell pupils to swap the answers with a partner, Pair work
then check answers as a class. Write the answers on the
board.
Activity 5. Let’s write. 9 minutes
a. Goal: To complete a paragraph about what a pupil and his / her friend are doing
outdoors.
b. Input: A gapped paragraph:
Lucy and Nam are my friends. They like ____________. Lucy is
_____________.
Nam is ____________. I like ___________. I’m ____________. What are
you doing?
c. Outcome: Pupils can complete the paragraph about what they and their friends are
doing outdoors.
Key: (pupils’ answers)
d. Procedure: Step 1: Draw pupils’ attention to the first gap and Whole class/
elicit the words (sports and games). Have pupils Individual work
write their answers.
Step 2: Repeat Step 1 with the next gap
Activity 6. Project. 8 minutes
a. Goal To trace and colour the friends, then tell the class where they are and what
they are doing.
b. Input A general picture
c. Outcome Pupils can trace and colour the friends, then tell the class where they are
and what they are doing.
d. Procedure Step 1: Have pupils work in groups. Whole class/
Step 2: Model by saying: Look at this boy. He is Individual work
Bill. I’ll trace and colour him. Then trace and colour
the character (Bill) in different colours. Finally, Group work
describe the character. For example: Look! This is

my friend Bill. He’s in the Central Park now. He’s

skating…
Step 3: Hand out copies of the picture to pupils (as Individual work
shown in Input) and coloured pencils.
Step 4: Give time for all groups to do their task. Go Individual work/
around the classroom and check their work. Whole class
Step 5: If time allows, invite representatives of one
or two groups to tell the class about the characters
they have traced and coloured, then describe where
and what they are doing.
Fun corner and wrap up: 5 minutes
Option 1:
Using sachmem.vn, have pupils look at the words in Whole class
the picture and repeat after the recording.
Option 2:
Game: Sentence Puzzle Group wor
Divide the class into groups of four. Give each group Whole class
a sentence that is broken/cut into pieces. Ask them to
arrange them to make a complete sentence, then read
it aloud.
Whole class
The group that makes it first will be the winner.
Option 3: Presention the project:
Tell pupils to present the project on page 55. Ask
them to show the picture of their friends and present
them to the class at the project time.
Period 130 Unit 20: At the zoo

Lesson 1(1,2,3)
I. OBJECTIVES By the end of the lesson, pupils will be able to
Language focus: - 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 peacock is dancing.
- Use the words tiger, monkey, elephant, horse, peacock, parrot in relation to the
topic “At the zoo”.
Core Teamwork, motivation, problem-solving, integrity, communication.
competencies:
General Listening: Look, listen and repeat.
Competences: Critical Thinking: Listen, point and say.
Oral Communication: Let’s talk.

Attributes: Kindness: help partners to complete learning tasks

Diligence: complete learning tasks.
Sociability: talk to each other, share their knowledge about animals at the zoo to
others.
- Audio Tracks 94,95
- Teacher’s guide Pages 242.
- Website sachmem
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s
talk – Fun corner and wrap up.
Pupils’ Note
activities
Greet the class.

Option 1: Spend a few minutes revising Unit 19 by Whole class
asking the class to do the project or
sing the chant in Lesson 3.
Option 2: Ask pupils to prepare the project on page Individual work
69 by looking for a photo of animals
(at home or at the zoo) as homework so that they can
tell the class about them.
Option 3: Ask pupils if they have ever been to the Individual work
zoo and what animals they saw. (Pupils can show
their pictures at the zoo if they wanted). Then
introduce the animal names and key expressions for
the lesso.
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two communicative
contexts (pictures) to ask and answer questions about what animals
someone can see at the zoo.
b. Input: – Context a: Bill calls and asks Mai: Where are you, Mai? Mai answers:
I’m at the zoo.
– Context b: Bill continues asking Mai: What can you see? Mai
answers: I can see a tiger.
c. Outcome: Pupils can understand and correctly repeat What can you see? – I can
see ______. to ask and answer questions about what animals someone

can see at the zoo.

d. Procedure: Step 1: Have pupils look at Context a. Ask them some Whole class
questions such as Who are they? Where are they? What
is Mai doing?. Explain the meaning of the question and
the answer. Check comprehension.
Step 2: Play the recording all the way through for pupils
to listen. Then let pupils listen and do choral and
individual repetition, sentence by sentence.
pairs to listen to the recording, to point at the characters
and say the language in front of the class.
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly use What can you see? – I can see ______. to ask and
answer questions about what animals someone can see at the zoo.
b. Input: – Picture cues:
a. a tiger b. a horse c. a monkey d. a peacock
– Speech bubbles: What can you see? – I can see ______.
– Audio script:
a. a tiger b. a horse c. a monkey d. a peacock
A: What can you see?
B: I can see a tiger.
c. Outcome: Pupils can correctly use What can you see? – I can see ______. to ask
and answer questions about what animals someone can see at the zoo.
d. Procedure: Step 1: Have pupils look at Pictures a, b, c and d and Whole class
elicit the names of the animals. Have the class listen
to the recording and repeat the words a few times in
chorus and individually.
Step 2: Model by getting pupils to point at the
question in the first bubble “What can you see?” to Individual work
listen to the recording and repeat a few times. Then
let them point at Picture a, elicit the pupils to say the
missing words (e.g. a tiger). After that, get them to
point at the answer in the second bubble, listen to the
recording and repeat I can see a tiger. Go around and
offer help or correct pupils’ pronunciation, where Individual work
necessary.
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What can you see? – I can see . to ask and
answer questions about what animals someone can see at the zoo.
b. Input – Picture cue: Some animals at the zoo: a tiger, a horse, a peacock, a
monkey

– Speech bubbles: What can you see at the zoo? – _______.

c. Outcome Pupils can enhance the correct use of What can you see? – ______. to
ask and answer questions about what animals someone can see at the
zoo.
d. Procedure Step 1: Have pupils look at the picture and elicit Whole class/
them to say the names of the animals. Check Individual work
comprehension. Encourage pupils to point at each
animal and say what they can see (e.g. I can see a
tiger.)
Individual work
Step 2: Model by getting pupils to listen to and
repeat the question in the first bubble What can you
see? Then ask them to point at one animal (e.g. a
peacock) and answer I can see a peacock. Correct the
pronunciation if necessary.
Option 1:
Using sachmem, have pupils do the activities to Whole class
consolidate the lesson.
Period 131
Unit 20: At the zoo
Lesson 1 (4,5,6)
Language focus: Use What can you see? – I can see ______. to ask and answer questions about
what animals someone can see at the zoo.
Core competencies: Decision making, teamwork, motivation, adaptability, problem-solving, integrity,
and initiative.
General Competences: Self-control & independent learning: perform listening and wrting tasks.
Listening: listen and respond by writing correct numbers Communication and
collaboration: work in pairs or groups.
Attributes: Kindness: help partners to complete learning tasks
Leadership: collaborate with teachers to enhance language skills
- Audio Tracks 96
- Teacher’s guide Pages 244
- Website sachmem

III. PROCEDURE Warm-up and review – Listen and number – Look, complete and read -
Let’s play – Fun corner and wrap up.
Pupils’ Note
activities
Greet the class.

Option 1: Spend a few minutes revising the previous Whole
lesson by inviting a few pairs of class
pupils to the front of the class to ask and answer
questions about what animals they can see at the zoo,
using the picture in Activity 3, Lesson 1.
Option 2: Animal dance Group
- Ask pupils to watch video and listen to the song. work
- Then act out/dance/move (freestyle) like an animal
to music.
Option 3:
Game: Choose the correct word.
- Ask pupils to look at the picture, then choose the
correct name of animal.
Indi
- Write the answer on their mini board.
Activity 1. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative contexts in which
pupils ask and answer questions about what animals they can see
at the zoo and number the correct pictures.
b. Input: – Picture cues:
a. a horse b. a tiger c. peacock d. a monkey
c. Outcome: Pupils can listen to and understand four communicative contexts
in which pupils ask and answer questions about what animals they
can see at the zoo.
Key: 1. d 2. a 3. b 4. c
d. Procedure: Step 1: Have pupils look at each picture in Activity 4 and Whole
ask them What can you see? and let them give the class
answers (e.g. Picture a: I can see a horse.). Check
comprehension. Whole
Step 2: Play the recording all the way through so that class
pupils can get familiar with the characters’ voices. Then Whole
play the recording (once or twice, if necessary) for them class/
to listen to and number the pictures. Individual
Step 3: Let them swap and check the answers before work
checking as a class. Correct the answers, if necessary.

Extension: If time allows, play the recording, sentence by

sentence, for the class to listen and repeat individually
and in chorus. Correct pronunciation where necessary.
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 and read aloud four exchanges correctly with
the help of the picture cues.
Key:
1. peacock
2. a horse
3. see; a monkey
4. can you see; a tiger
d. Procedure: Step 1: Tell the class the goal of this activity. Have Whole
pupils read each exchange and guess the missing class/
word(s) that can be used to fill in the gap(s). Then Individual
have them look at the picture and elicit the name of work
the animal in Pictures 1 and 2 and the verb or verb
phrase in the question and the name of the animal in Whole
the answer in Pictures 3 and 4. You may model the class/
gapped Exchange 1 as an example. Check Individual
comprehension. work
Step 2: Give pupils time to read the gapped
exchanges, look at the pictures, and fill in the gaps
independently. Go around and give further support to
those pupils who find it difficult to do the task.
Step 3: Ask pupils to swap and check their answers. Whole
Correct the answers where necessary. If there is class/
enough time, ask pupils to write the answers on the Individual
board before having them write the answers in their work
notebooks.
Step 4: Invite a few pairs of pupils to read aloud the Individual
complete exchanges in front of the class. The class work
listens and praises their work.
Game: What can you see?
Divide the class into 2-4 groups. Each group has a
small board, look at the picture then write what they
can see there. There’s some letters for them to
unscramble. The ones who can write fast and
correctly will get the points.
Activity 3. Let’s play. 8 minutes
a. Goal To revise the target vocabulary items through the Miming game.
b. Input Five cards, each with a target vocabulary item (e.g. horse, tiger,
monkey, elephant, peacock).
c. Outcome Pupils can play the game Miming game to revise the target
vocabulary items learnt in the lesson.
d. Procedure Step 1: Tell pupils that they are going to revise the Whole
target vocabulary items they have learnt in Lesson 1. class/
Explain how the game is played. Check Individual
comprehension. work
Step 2: Divide pupils into groups of five and give
each group a set of cards. Group
Step 3: Have each player in group 1 in turn look at work
the card and mime / act out the animal on the card
(e.g. peacock) without making any sounds or lip
movements. The other player in the group asks What
can you see? The players in group 2 answer (e.g. I
can see a peacock.). If the second group has the Individual
correct answer, they get a point. If the answer does work
not match the action, switch the groups and let each
player in group 2 mime the animal while the first
group gives the answer. The game ends when all the
cards are gone.
Option 1:
Using sachmem, have pupils do the activities to Whole
consolidate the lesson. class
Option 2: Animal dice
Teacher can print the cards and cut them apart. Slide
the cards in the die.
- Divide class into 8 groups.
- Each pupil in groups take turn to roll the die. Group
- Then he/she name the animal. Next he/she will read work
the sentence “I can see a...”. Lastly, he/she
moves/makes sound like the animal.
Option 3: Game Tic tac toe
- Divide class into 2 groups. (Group 1 is X, Group 2
is O.)

Teacher uses flashcards to ask:

+ What can you see? Group
+ Pupils act out the animal on the card. work
+ Make the sound of animal.
- Pupil in each group have to listen the question from
teacher, then answer/do correctly.
- The first player to get 3 of her marks in a row (up,
down, across, or diagonally) is the winner.
Period 132
Unit 20: At the zoo
Lesson 2 –(1,2,3)
Language focus: To use What is the ______ doing? – It's ______. to ask and answer questions about
what a zoo animal is doing.
To enhance the correct use of What’s the _____ doing? – It’s _____. to ask and
answer questions about what a zoo animal is doing.
Core competencies: Communication, planning and organization, stress tolerance, and initiative.
General Listening: Look, listen and repeat
Competences: Critical Thinking: listen, point and say
Oral Communication: let’s talk
Attributes: Communication and collaboration: work in pairs or groups.
Self-confidence: ability to work as a team member and practice speaking in front of
the class.
- Audio Tracks 97,98
- Teacher’s guide Pages 246
- Website sachmem
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s
talk – Fun corner and wrap up.
Pupils’ Note
activities
Greet the class.

Option 1: Spend a few minutes revising Unit 20, Whole class
Lesson 1 by asking the class to play the game

Miming game.
Option 2: You may invite a few pairs of pupils to Group work
point at the pictures in Activity 5 and act
out the exchanges, using What can you see at the
zoo? – I can see _____.
Option 3: Animal quiz game
- Divide class into 4 groups.
Individual
- Teacher asks pupils to read the sentence about work/ Group
animal’s fact carefully. Then choose the correct work
name.
- The fastest group has correct answer will get points.
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat What is the _____ doing? It's _____.
to ask and answer questions about what a zoo animal is doing.
b. Input: – Context a: Bill calls and asks Mai: What can you see? Mai answers: I
can see an elephant.
– Context b: Bill continues asking Mai: What is the elephant doing? Mai
answers: It's dancing.
c. Outcome: Pupils can understand and correctly repeat What is the _____ doing? It's
_____. to ask and answer questions about what a zoo animal is doing.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify Whole class
the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording
for them to listen.
Step 3: Play the recording again for pupils to listen and
repeat individually and in chorus. Correct their
pronunciation where necessary. Repeat the same Whole class/
procedure with Picture b. Individual work
Step 4: Invite a few pairs to the front of the classroom to
listen to and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the question What’s the Whole class
elephant doing? and the answer It’s dancing. Tell pupils
that they are the question and the answer about what a
zoo animal is doing.
Extension: For a more able class, let pupils read aloud
the conversation in the two contexts
after listening and repeating.
Extra activity: Listen and Slap (Flashcards) Pair work
- Divide class into 2 groups: Boys and Girls.
- The teacher then ask pupil from each group come up to
the board with fly swatters. Individual

- They then listen as the teacher calls out a word and race work/Whole
to slap the correct picture or word. class
- Whoever is the fastest with the correct slap gets a point
for their team and the next pupils then come up.
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly use What is the _____ doing? – It's _____. to ask and
b. Input: Picture cues:
a. an elephant dancing b. a parrot counting
c. a monkey swinging d. a tiger climbing
– Speech bubbles: What is the _____ doing? – It's _____.
Audio script:
a. dancing b. counting c. swing d. climbing
A: What's the elephant doing?
B: It's dancing
c. Outcome: Pupils can correctly use What is the ___ doing? – It's ___. to ask and
d. Procedure: Step 1: Have pupils point at the words under the Whole class/
pictures, listen to the recording and repeat a few Individual work
times until they feel confident. Explain the meaning
of the words. Check comprehension.
Step 2: Model by getting pupils to point at Picture a Individual work
and elicit the name of the animal (e.g. elephant).
Have them look at the question in the first bubble,
listen to the recording and repeat it a few times. Then
have them look at the gapped answer It's ___. and fill
the gap with the ing form of the verb under the
picture (e.g. dancing), listen to the recoding and say
the complete answer a few times.
Step 3: Give pupils a time limit to practise asking
and answering the questions, using the ing form of Individual
the verbs under the pictures as cues. Go around and work/Group
offer help where necessary. work
Activity 3. Let’s talk. 8 minutes

a. Goal To enhance the correct use of What is the ___ doing? – ___. to ask and
b. Input – Picture cues: - Some animals at the zoo: An elephant dancing; a
monkey swinging; a tiger climbing (a tree);
Two pupils are asking and answering questions about what a zoo animal
is doing.
– Speech bubbles: What is the ____ doing? – ____.
c. Outcome Pupils can correctly use What is the ___ doing? – It's ___. to ask and
answer questions about what a zoo animal is doing
d. Procedure Step 1: Tell the class the goal of this activity. Get Whole class
them to point at the monkey and ask What is the
monkey doing? Then have them complete the
exchange by saying: It's swinging. Ask one pair of
pupils to role-play the exchange in front of the class.
Check comprehension.
Step 2: Give the pupils time to practise asking and
answering the questions in pairs or groups. Go around
the classroom and offer help or correct the Group work
pronunciation where necessary.
/Individual
Step 3: Invite a few pairs of pupils to point at each work
animal, asking and answering the question in front of
the class.
Group work

Option 1:
Using sachmem, have pupils do the activities to Whole class
consolidate the lesson.
Option 2: My favorite animal.
- Ask pupils to draw and color a picture about animal
that they like best.
- Then ask some pupils (3-4 pupils) to show and talk Group work
about his/her drawing in front of the class.
Example: This is my drawing about Monkey at the
zoo / Monkey is my favorite animal/ I like monkey
best. The monkey is swinging. It’s brown and
beautiful. It likes eating banana.
KÝ DUYỆT
....................................................................................................................................................................................
....................................................................................................................................................................................

SKKN

Uploaded by

Copyright:

Available Formats

SKKN

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SKKN

Uploaded by

Copyright:

Available Formats

Yen Loc Primary School Grade: 3

Core communication, planning and organization, stress tolerance, and initiative.

Teacher: Tran Văn Giap School year: 2022-2023

- Flashcards/pictures and posters (Unit 19)

Greet the class.

b. Input: A passage and four questions.

Key: 1. They’re in the park. 2. She’s cycling.

Teacher: Tran Văn Giap School year: 2022-2023

my friend Bill. He’s in the Central Park now. He’s

Period 130 Unit 20: At the zoo

Teacher: Tran Văn Giap School year: 2022-2023

Attributes: Kindness: help partners to complete learning tasks

Greet the class.

Teacher: Tran Văn Giap School year: 2022-2023

can see at the zoo.

Teacher: Tran Văn Giap School year: 2022-2023

– Speech bubbles: What can you see at the zoo? – _______.

Teacher: Tran Văn Giap School year: 2022-2023

Greet the class.

Teacher: Tran Văn Giap School year: 2022-2023

Extension: If time allows, play the recording, sentence by

Teacher: Tran Văn Giap School year: 2022-2023

Teacher uses flashcards to ask:

Greet the class.

Lesson 1 by asking the class to play the game

the board with fly swatters. Individual

Activity 3. Let’s talk. 8 minutes

Fun corner and wrap up: 5 minutes

Teacher: Tran Văn Giap School year: 2022-2023

You might also like