LESSON PLAN
Week: ……
Period: ……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
UNIT 7: I’M WEARING A BLUE SKIRT.
Lesson One - Words / Part 2 (page 54)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Identify different types of clothing.
- Understand a short story.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about clothes.
- Problem-solving and creativity: find out what their friends are wearing.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Vocabulary: skirt, scarf, jeans, boots, shirt
- Extra vocabulary: Here they are!
2. Pronunciation tips: Concentrate on the end sounds, in particular /f/ /t/ /s/ /z/.
3. Skills: Listening, Speaking and Reading.
C. RESOURCES AND MATERIALS
- Student book - page 54
- Audio tracks 83-85
- Flashcards 74-78
- Teacher’s Guide
- Website [Link]
- Computer, projector, ….
*Culture note: Appearance
- Learn how to keep their clothes clean and neat.
- Get together with their family!
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to remember different type of clothing.
*Game: “Mime the word”
skirt scarf jeans boots shirt
- Introduce the game. - Listen to the teacher’s instructions.
- Ask students to stand at their desk. - Stand at their desk.
- Model the activity first. Say an item - Follow the teacher. Mime putting on
of clothes, e.g., jeans. Have students a pair of jeans.
mime putting on a pair of jeans.
- Continue with other words related to - Continue playing the game.
clothes.
- In pairs, have students mime putting - Work in pairs. Mime putting on an
on an item of clothing and their item of clothing and their partner
partner shouts out the word they are shouts out the word they are miming.
miming. - Perform for the class.
- Call on some pairs to perform for the
class.
- Praise students. Give comments.
Expected outcomes and assessment
- Task completed with excellence:
Students can identify clothes words
correctly and fluently.
- Task completed: Students can
identify clothes words.
- Task uncompleted: Students are
unable to identify clothes words.
PRESENTATION (10 minutes)
Aim: To help students remember clothes words and pronounce the words correctly.
*Listen and point. Repeat. (Track 83)
- Stick the flashcards of clothes words - Look at the flashcards of clothes
on the board. words on the board.
- Point to the pictures. Say the words - Repeat the words.
and let the students repeat.
- Play the recording. Have students - Listen to the recording. Point to the
point to the correct words. correct words.
- Ask students to repeat each word - Repeat each word after they hear it.
after they hear it.
- Call volunteers to read the words - Read the words aloud.
aloud.
- Praise students if they have done
well.
Expected outcomes and assessment
- Task completed with excellence:
Students can point and say the words
correctly and fluently.
- Task completed: Students can point
and say the words.
- Task uncompleted: Students are
unable to point and say the words.
PRACTICE (8 minutes)
Aim: To help students understand the story and improve students’ reading skills.
*Listen and read. (Track 85)
- Talk about each frame one at the - Give predictions.
time with the class. Encourage
predictions from different members
of the class. Accept all predictions.
- Ask students to look at the story in - Look at the story in their Student
their Student books. Play the books. Listen to the recording and
recording for them to listen and point point to each speech bubble while
to each speech bubble while hearing hearing the words.
the words. - Answer the questions.
- Write the following questions on the
board. Why are Rosy, Tim, and
Gramma at the train station? Can
they find Tim’s aunt and cousin?
What does Gramma do? - Follow the teacher.
- Establish that Rosy and Tim are
waiting for new characters that the
class has seen before. - Listen to the recording again. Say the
- Play the recording again. Then, ask answers to the questions on the
the class to say the answers to the board.
questions on the board.
- Ask students to look the story again. - Look the story again. Tell them to
Tell them to find and point to words find and point to words from
from exercise 1. exercise 1.
*Role-play:
- Ask students to practice the
conversation in pairs. - Practice the conversation in pairs.
- Observe students’ pronunciation and
help if necessary. Then, correct the
mistakes.
- Call some pairs perform the
conversation in front of the class. - Perform the conversation in front of
- Ask students to give their feedback the class.
on their friends’ presentation, then - Give their feedback on their friends’
teacher gives feedback. presentation.
Expected outcomes and assessment
- Task completed with excellence:
Students can read the story correctly
and fluently.
- Task completed: Students can read
the story.
- Task uncompleted: Students are
unable to read the story.
PRODUCTION (10 minutes)
Aim: To help students use clothes words to describe what their friends are wearing.
*Game: “Describe your friend”
- Set up the activity.
- Have students sit with a partner and - Sit with a partner and take turns
take turns describing what their describing what their partner is
partner is wearing. When they have wearing. When they have finished,
finished, change and find another change and find another partner.
partner.
- Monitor and help students with the - Describe what the people in the
additional language they might need. pictures are wearing.
- If students are wearing school
uniforms (and therefore will have the
same answers) give out pictures cut
from magazines and ask them to
describe what the people in the
pictures are wearing.
- Check students’ pronunciation.
Praise them.
Expected outcomes and assessment
- Task completed with excellence:
Students can describe their friends
fluently.
- Task completed: Students can
describe their friends.
- Task uncompleted: Students are
unable to describe their friends.
HOMEWORK (2 minutes)
- Revise the words by heart.
- Do the exercises in Workbook page 50.
- Prepare for the next lesson (Unit 7 - Lesson 2).
REFLECTION
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