LESSON PLAN UNIT 9: WHAT COLOUR IS IT ?

Teacher: LESSON PLAN
Grade
Lesson UNIT 9: WHAT COLOUR IS IT ?

Time Dao Ngoc Dieu Anh
3
Lesson 2 ( 1,2,3) - Unit 9: What colour is it?

(NXB BỘ GIÁO DỤC VÀ ĐÀO TẠO)
30-35 minutes

Page

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I. Objective(s) of the lesson:

* By the end of the lesson, students will be able to :

1.Knowledge:

- Sentence patterns: Use the pattern correctly, students will be able to ask and answer questions about

colours.

What colour is it? What colour are they?

 It’s + (colour)  They’ + (colour)

- Vocabulary: To know, remember and speak correctly some words for colours and school supplies
+ Review about school supplies : Pen, book, notebook, desk, pencil, crayon, rubber, ruler...

+ Clothes items: green, yellow, black, grey, purple, white, orange, blue, red, pink, brown.

2. Skills:
- Develop speaking and listening skills
3: Competence:
- Communicative and collaborative competence: work in groups/pairs.

- Problem-solving competence: play the games.

- Self-studying and self-control competence: using language to greet and self- introduction, using
knowledge to do exercise.

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4: Quality /Attitude:

- Students be more friendly and confident in communicate with their friends and otherpeople.

II. Teaching aids:

- Teacher’s: Flashcards, Student’s and teacher’s book, pictures, powerpoint and song.

- Student’s : Books, notebooks, workbooks, pen.

III. Anticipated problems and solutions:

Problems Solutions

1 Classroom equipment: Laptop, - Teacher reads the sentence patterns/dialogue by

speakers, etc might not work. herself.

- Have print-outs and additional handouts to give the

learners.

2 It is not interesting to the learners. If you cannot change/skip the text/unit, add some sort of

authentic material (e.g. a short video, a song, ect to give

it an interesting twist.)

3 There are shy students. Ask these learners to work in groups/pairs so that they

( Student may be shy/afraid to answer) have a chance to participate with their peers rather than

with the teacher

4 The student will probably find it I’ll try my best to keep them focused and I have also

difficult to complete and reading related prepared some game to consolidate the word and

task and maybe the will take longer structure (What colour is it).

than expected

5 Students' levels are not equal when In speaking/writing tasks, pair weaker students with

working in groups (very strong students stronger ones so that they can help one another

for the level and very weak students for

the level in the same group)

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IV. Procedure/steps of the lesson:

Stage Aims Time Steps Interactio
n pattern
- Setting the lesson Content: Students listen to the song “What
context and engage color is it? T – WC
the student in the Expected result: Ss can remember the
activities content of the previous unit and answer the
question correctly.
Warm – up - The teacher will Aids: Video, PPT
& Review Performance:
Step 1: Getting started
review the context - Greeting students
- Teacher invite students to sing a
which was set in the 5 song:“What colors is it ?”
mins
previous lesson + T shows the song on the screen.
+ T asks ss to listen to the song.
asking some question + Ss listen to the song and sing.
Step 2: Review old lesson
to the student. - The teacher will ask some question to the

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students about what they see in the video: T – S
+ What school supplies do you see in the T – WC
video?
- To make sure that - Ss answer the question.
students can Step 3: Lead in
remember and speak - Teacher then introduces the topic of the
correctly the words new unit by showing some pictures of
for colours and school supplies and colors.

“Today, we’re going to learn about colors
and practice structure “What color is it”.
Writing on the board the title of lesson”.

- Say "Open your books at page 60 and
look at Unit 9, Lesson 2.

 Vocabulary:
Expected result: Ss identify and correctly
pronounce color words.
Aids: PPT; flashcard
Performance:

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Presentation school supplies( a 10 Step 1:
( New lesson) book , a pen, a mins - Teacher show flashcards colors;
pencil, a ruler, an supplies and read these new words.
eraser/ green, blue; - While introducing about words, the T – WC
red; pink...). teacher uses the structure: What colour is T – WC
it?

- To know how to - Teacher pronounces the words for
ask and answer new students and let whole class read out loud
sentence patterns all new words.
(singular and plural). Step 2:
- Ask all students to repeat word: Choral
What color is your... repetition ( 2 times) and Individual
It’s + colour repetition (1 times).
Step 3:
What color are your... - While practice reading, the teacher play
They’re +colour word game: What's in the box
- Students will choose a gift box and then
say the color of the item.
- Students raise their hands to play.

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- Game Introduction: There are 4 gift
boxes, each containing 1 picture of school
supplies. Students will choose a gift and
then say the object's name and color.
Words: Notebook,, pencil, ruler, luck box.

 Structure:
Lead in: In this lesson, you will learn
Look, listen and repeat, Point and say,
Let’s talk. Now will start with activity 1:
Look, listen and repeat
Activity 1: Look, Listen and Repeat.
Expected result: SS identify new sentence
patterns appearing in the conversation.

Aids: PPT; video; picture.

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Performance:

Step 1: Transfering the learning task

- Have pupils look at the picture (say

“Look at the picture”). Ask questions to T - S

help them identify the context.

+ Who is this?

+ What can you see in the picture?

+ What color is it?

Step 2: Performing the task.

- Have pupils listen and point to the S

sentences ( says “Point to the sentences.”).

- Play the recording and encourage pupils

to repeat (say “Listen and repeat.”)

Step 3: Discussion

- Have pupils repeat several times both

individually and in chorus. S - S

- Ask pupils to practice in pairs to practice

the dialogue.

Step 4: Conclusion

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- Check some pairs. Ask other pupils to T – Ss
give comments. T – WC
- T correct their pronunciation if necessary,
and praise them when their pronunciation S- S
is good.
Structure note:
What colour is/ are your......?
It's / They're .....
Work in pairs:
- Student using structrure question and ask
about the colour.
- Student choose 1 of the school thing
- Have 3 mins to work in pairs.

- To give students Activity 2 : Point and say
fluency practice. Expected result:. Practice asking and

answering about the colors of school
- To provide an supplies (singular and plural).

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opportunity for the 15 Aids: PPT; picture, visual aids.
student to improve Mins
Practice their spoker Performance:
performance.
Step 1: Transfering the learning task
- Practice asking and
answering about the - T tell pupils that they are going to
colors of school
supplies (singular practice asking and answering questions
and plural).
about color by using: T- WC
1. What color is it? T – WC
It’s + colour * Structure:

2. What color are they What color is/are your + (school thing)?
They’re +colour
It’s/ They're + (color)

Structure note: What colour is/ are

your......? – It's / They're .....

- Teacher asks if any student knows the

word to fill in the blank. (shown on slide)

- What colour ..... your...........

- It's ......................

→ Teacher reminds students to use the

grammar correctly.

– Teacher asks the students about what

question (What colour is your pen) and

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how to answer it (It's black ...) S -S
- Students using the words and the T – SS
stuctures and talk to the friend next to you T – Ss
for 2 mins.
{Students use their school supplies to ask
and answer questions instead of looking
at pictures in books}

A : ask - B : answer
B : ask – A : anwser
- Ask pupils to point to your things and say
the sentence partner.
- Example: The teacher points to her pen
and says
+ Student A: What color is/are your pen

+ Student B: It's/ They’re black
- Asking student:
+ Do you have any questions?
+ Do you understand the task?
Step 2: Performing the task

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- Students work in groups for 5 minutes. T – WC
- Ask about the color of your school
supplies (pen, book, school bag, crayon ..).
- Have pupils practise asking and
answering in pairs. Monitor the activity
and offer help, if necessary.
Step 3: Discussion
- Select some pairs to practice the structure
they have been learning in front of the
class. Praise them, saying “That’s right!”
or “Superb!” if they performed well..
Step 4: Conclusion
- Check some pairs. Ask other pupils to
give comments.
- T correct their pronunciation if necessary,
and praise them when their pronunciation
is good.
Activity 3: Let’s talk
Expected result:. Students ask and answer

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about colors with What color is/ are...? T – WC
Aids: Fashcard, game, PPT, picture.
Performance:
- Teachers will let the students practicing
making the sentence : What colour is it/ are
they?....... using the pictures on the slide.
- Students observe the pictures and work in
groups (Combine observing pictures and
real objects to ask and answer about color.

T –Ss

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T –WC

Step 1: Transfering the learning task Ss/ Ss
- Tell the class that they are going to T – WC
practise further by asking and answering
questions about school thing. Get pupils to
work in groups of four to ask about the
color of school thing. Remind them to use
the questions and answers in their books.
- Set a time limit for the class to practise.
Monitor the activity and offer help, if
necessary ( 3 mins).
Step 2: Performing the task.
- Invite a few group to repeat their
interviews to the class. Then give feedback.
Step 3: Fun time

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- T organizes the game "Memory game"
- T introduces the game: Game guessing
objects: On the screen will appear school
supplies. Students have 45 seconds to
observe and memorize. After 45 seconds
the pictures will be hidden. Students ask
the teacher questions: What color is it? The
teacher will provide information about
colors. Then, the two players will win the
right to answer by raising their hands.

-T divides the class into two groups. Group T –WC
A and group B.
- The teacher will give the answer after the

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students answer. For each correct sentence, T – WC
the group will receive 1 star.
- Example:

+ Class ask: What colour is it?
+ Teach answer: It’s red
+ Team A or B guess: Ruler/ pencil....
+ Teacher check answer: .................
Step 4: Conclusion
- T correct their pronunciation if necessary,

and praise.
Summary the lesson.
- Have pupils listen to the song, then say
the chant again.

Wrap –up Review and 5
consolidate some mins
learned language
skills and
knowledge.

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- T asks students to answer the following T – S
questions:

What have you learned from the lesson
today?

- T review the vocabulary (color and
supplies) and the structure

What color is/are.......
 It’s /They’re + (color)

- Praising some Ss who are hard working/
active/ good…. as well as encourage others
to try more.
Home link
- Ss learn by heart vocabulary and

structure.
- Ss prepare the new Lesson 2: 4, 5, 6
- Complete the form on live worksheet and

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records a video then upload it to the padlet.

Individual
work

Teaching aids : a ppt presentation, flash cards, visuals, song, liveworksheet etc:
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Video demo:

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