Giáo án tieng anh học kỳ II lop 3

WEEK: 19
Period: 71

Date of planning:13/1/2018
Date of teaching:15/1/2018

Unit 11: THIS IS MY FAMILY
Lesson 1: 1 - 2 - 3
I. Aims and objects
After the lesson, pupils will be able to identify family members.
- use the words and phrases related to the topic My family.
- ask and answer questions about family members, using who's that? He’s/ she's +
(family member).
- ask and answer about the age of a family member, using How old is your + (family
member).
- pronounce the sound of the letters br and gr in the words brother and grandmother
respectively.
II. Language contents
+ Vocabulary: father, mother, brother, sister, grandpa.
+ Structure: Who's this?
It’s my father.
III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1

3A2
B. New lesson
-Teacher’s and students’ activities.
1. Warm up.
+ Pupils sing the song.
1. Look, listen and repeat.
Initiation
+ Introduce the vocabulary
- Whole class. Have pupils to turn on page 6 of the students' book. ask them to identify
the characters. Tell them that they are going to hear two girls talk about the man in the
picture.
- Explain new phrase: who's this? It's my father.
- Use the poster to present the situation and present the language in the dialogue
* Core activities

1


- Play the recording all the way through for pupils to listen as they follow the lines in the
speech bubbles. Mimes point the question and the answer. Have pupils repeat the
question and the answer and point to the appropriate speech bubble in their book.
* Follow up
Grammar
1. Model:
Who's this?
It’s my father.
- Vocabulary: Father. mother, brother, sister, Grandpa.
3. Practice.
- Tell pupils that they are going to ask and answer questions about family members and
their ages. Give few seconds for pupils to look at the first picture and elicit what

the characters say. Give the meaning of unfamiliar word and have pupils repeat
the language a few times. repeat the same procedure with the second picture.
- Do choral and individuate repetition, pointing to the characters speaking. Have pairs of
pupils perform the dialogue in front of the class.
- Play recording for pupils to listen and say along.
2. Point and say
* Presentation
- Tell pupils that they are going to practise asking and answering questions to identify a
family member, using Who's that? He'/she's + (family member). Point to each future and
check comprehension. Give feedback and have pupils repeat each word a few times.
* Practice
- Do choral and individuate repetition, using the pictures in the book.
- Get pupils to work in pairs. Go around offering and recorrecting the pronunciation, if
necessary. Check as a class.
* Production
Language note: Draw pupils’ attention to the pronunciation of th in the words
father, mother, brother, grandfather and grandmother, Show them how to articulate the
sound of a voiced th.
4. Free practice.
2. Let’s talk
* Pre - task
- Tell pupils that they are going to practise more with their friends, Give a few seconds
for pupils to look at the picture and check comprehension. Give feedback and elicit the
words to fill the gap. put tge question and answers and the board for pupils to the repeat
a few times. Call a pair to give a demonstration of the dialogue before starting the
activity.
* Pre - cycle
- Have pupils work in pairs, Go around to offer help and correct the pronunciation, if
necessary.
- Call a few pairs to act out the dialogue in front of the class.

* Language focus

2


- if necessary, tell pupils to ask and answer questions their own families.
4. Reinforcement.
C. follow - up
D. Home link.
- Teacher summaries the lesson and give student exercises
- Students write down; names of some family member.
Do exercises in work book.
__________________________________________
WEEK: 19
Period: 72

Date of planning:15/1/2018
Date of teaching:17/1/2018

Unit 11: THIS IS MY FAMILY
Lesson 1: 4 - 5 - 6
I. Aims and objects
After the lesson, pupils will be able to identify family members.
- use the words and phrases related to the topic My family.
- ask and answer questions about family members, using who's that? He’s/ she's +
(family member).
- ask and answer about the age of a family member, using How old is your + (family
member).
- pronounce the sound of the letters br and gr in the words brother and grandmother
respectively.

II. Language contents
+ Vocabulary: father. Mother, brother, sister, grandpa
+ Structure: Who's this?
It’s my father.
III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson
- Teacher’s and students’ activities.
1. Warm up.
+ Pupils sing the song.
2. Pre- Listening.
+ Whole class. Books open. Turn on the page 7 of the student’s book.
3


- Tell them to identify the characters in these pictures. Tell them that they are going to
practice and asking and answering about the family members. Ask them to guess the
questions and answers that need using and then fill the speech bubbles
- Fill the speech bubbles with the correct phrases prompted by the pupils.
Write ; Who’s this?
It’s my………

3. While- Listening.
4) Listen and tick.
- Tell pupils that they are going to listen and tick the correct boxes. Give a few seconds
for pupils to look at the pictures. Check comprehension and give feedback.
- Play recording three times for pupils to listen, do the task and check their answers.
Give pupils to swap and check their answers before checking as a class.
Key: 1.b
2.a
3.c
Audio script
1
Linda: Who's that man?
2. Linda: And who's that woman?
Mai: He's my father.
Mai: She's my mother.
Linda: Really? He's young!
Linda: She's nice!
Mai: Thank you.
3.
Mai: And that's my grandmother.
Linda: He is nice too.
Mai: But he isn't young! He's old.
5) Read and complete.
Pre- Writing
- Tell pupils that they are going to read the sentences and fill the gaps. Give a few
seconds for pupils to look at the picture and read the sentences. Check comprehension
and give feedback.
While- Writing.
- Give pupils time to do the task Go around to offer help with the spelling.
- ask pupils to swap and check their answers before writing the correct answers on the

board for pupils to copy down into their notebooks
- Call a few pupils to read the sentences aloud.
Key:1. family.
2. father. 3. mother 5. brother.
Post- Writing.
6. Let's sing.
* Presentation
- Tell pupils that they are going to sing a song A family happy family. Teach the song.
Following the procedure in the teaching the unit components in the introduction. Read
each line of the song and check comprehension. Let pupils listen to the song all the way
though. Then sing each line and have pupils repeat a few times. When pupils are familiar
with the tune, show them how to sing and do actions.
* Practice
- Ask group of four to the front of the class to sing the first four lines, and the whole
class to sing the last four lines.
4


* Production
- Have the whole class sing the song and do the actions a few times to reinforce learning.
4. Reinforcement.
C. follows - up
D. Home link.
- Pupils practice to play some games.
__________________________________________
WEEK: 19
Period:73

Date of planning:16/1/2018
Date of teaching:18/1/2018

Unit 11: THIS IS MY FAMILY
Lesson 2: 1 - 2 - 3
I. Aims and objects
After the lesson, pupils will be able to identify family members.
- use the words and phrases related to the topic My family.
- ask and answer questions about family members, using who's that? He’s/ she's +
(family member).
- ask and answer about the age of a family member, using How old is your + (family
member).
- pronounce the sound of the letters br and gr in the words brother and grandmother
respectively.
II. Language contents
The structure: This is my grand father.
I call him grandpa
The vocabulary: Call, grandpa, grandma
III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson.
- Teacher’s and students’ activities.
1. Warm up.
- Pupils recite the chant on page 7, lesson 1 in the student book.
1.Look, Listen and repeat
* Initiation

- Whole class. Books open. Turn to page 8 Have them look at the words father and
mother and focus the attention on the letter colored differently in both words. Tell
them they are going to learn how to produce sound and produce the sound of the letter
Th in father and er in father. Produce these two sounds in a few times.
5


- Ask pupils to say what they imagine when they are hear these sounds. Have pupils
repeat the focused words a few times.
* Core activities
- Tell pupils that they are going to practise asking and answering questions about
the ages of family members. Draw attention to the first picture and elicit the names of
the characters and the language in the bubbles. Give feedback and have pupils repeat the
language a few times. Repeat the procedure with the second picture.
- Do choral and individuate repetition, pointing to the characters speaking.
- play recording for pupils to listen and say along.
* Follow up
- Divide the class in to two groups. Ask one group to repeat A’s part and the other B’s
part. Repeat the step, but this time asks the groups to swap their roles
• Check to make sure pupils can understand the dialogue.
2. Point and say.
* Presentation
- Tell pupils that they are going to do further practice on asking and answering
questions about the ages of family members. Give a few seconds for them to look at the
pictures and read the words. Teach the numbers sixty - eight, sixty - five, forty - two one, and thirteen. Point to each family members and elicit the words filling the gaps. Put
the question and the answer on the board. Have pupils repeat each of them a few times.
- Do choral and individuate repetition, using the pictures in the book.
* Practice
- Get pupils to work in pairs. Check as a class.
Language note: Draw pupils' attention to the word stress of grandfather and

grandmother when speaking. Have them practise saying these words a few tioms.
* Production
- Ask pupils to swap their role.
- Monitor the activities, check pupils’ pronunciation and offer help when necessary.
- Select some pairs of pupils to perform the task in front of class.
- Make a few questions to check pupils’ comprehension of the language.
- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation.
* Production
- Ask pupils to swap their role.
- Monitor the activities, check pupils’ pronunciation and offer help when necessary.
- Select some pairs of pupils to perform the task in front of class.
- Make a few questions to check pupils’ comprehension of the language.
- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation.
4. Further practice.
3. Let’s talk.
* Pre- talking

6


- Tell pupils that they are going to practise more with their friends. Give a few seconds
for pupils to look at the picture and check understanding. Teach the numbers sixty - nine,
sixty- sis and forty - five. Have pupils repeat each number and few times
* While - talking
- Do an example with pupils. Point to, for example with pupils, Point to, for example,
the father, and prompt pupils to say the word to fill the gaps. Put the question and
answer on the board and have pupils repeat each of them a few times. Call a pair to give
a demonstration of the dialogue before starting the activity.
* Post- talking
- Get pupils to work in pairs, using characters and number in the book, and then go on to

talk about their own family members. Go around to offer help and correct the
pronunciation, if necessary.
- Call a few pairs to act the dialogues in of the class.
4. Reinforcement.
C. follows - up
D. Home link.
- T asks sts to learn new words and structure by heart.
__________________________________________
WEEK: 19
Period: 74

Date of planning:17/1/2018
Date of teaching:19/1/2018

Unit 11 :THIS IS MY FAMILY
Lesson 2:4 - 5-6
I. Aims and objects
After the lesson, pupils will able to ask who some one is
- use the words and phrases related to the topic My family.
- ask and answer questions about family members, using who's that?He's/ she's +(family
member).
- ask and answer about the age of a family members, using How old is your + (family
member).
- pronounce the sound of the letters br and gr in the words brother and grandmother
respectively.
II. Language contents
The structure: How old is your ............. ?
He/she is .........years old.
The vocabulary: Call, grandpa, grandma
III. Teaching aids

Record, cassette, plan, teacher’s book, student’s book and workbook
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
7


3A1
3A2
B. New lesson.
-Teacher’s and students’ activities.
1. Warm up.
-Pupils recite the chant on page 7, lesson 1 in the student book.
2. Pre- Listen.
+ Whole class. Book open. Turn to page 9 ask them to identify the relation ship of the
people in the picture.
+ Tell them that they are going to look at the pictures in order to get information to write
the missing words in sentences 1,2,3 and 4
3. While – Listening.
4. Listen and number.
* Pre- task
- Tell pupils that they are going to listen and number the pictures. Give a few seconds for
pupils to look at the pictures. Check comprehension and give feedback.
* Task cycle
- Play recording three times for pupils to listen, do the task and check and answers.
* Language analysis
- Get pupils to swap and check their answers before you check as a class.
- Teacher gives out the answer: a. 3 / b. 4 / c. 2 / 4. 1
Audio script:

1. Tom :
That' s my sister.
Mai :
How old is she?
Tom :
She's six years old.

2. Tom : That 's my grandfather.
Linda : How old is he?
Tom : He's six- eight.

3. Mai :
Who's that?
4. Mai : And who's that?
Tom :
it's my grandfather.
Tom : it's my brather.
Mai :
How old is She?
Mai : How old is he?
Tom :
She's six - four.
Tom : He's thirteen
5.Read and complete.
* Pre- reading
- Tell pupils that they are going to read the text do the task .Give a few seconds for
pupils to read the text and read and the content of the table. Teach the numbers forty four and thirty- nine. Check comprehension and give feedback. Discuss the worked
example.
* While- reading
- Give pupils time to do the task Go around to offer for help, if necessary.

- Give pupils to swap and check their answers before checking as a class .
- Call a few pupils to read the sentences aloud.
Key: His father : 44 . His mother : 39 . His brother:14
* Post – Reading.
6. Write about your family.
8


- Tell pupils that they are going to answer some questions about their own family.
Give pupils a few seconds to read the questions. Call a pupils and ask him /her the first
to questions as examples.
- Give pupils time to do the task Go around to offer for help, if necessary.
- Give a few pupils to read their answers in front of the class. Then call a few pupils to
write their answers on the board and correct their spelling, if necessary.
Key: Pupils’ own answers.
4. Reinforcement.
C. follow - up
D. Home link.
- Let's sing a song at home
__________________________________________
WEEK: 20
Period:75

Date of planning:20/1/2018
Date of teaching: 22/1/2018

Unit 11 : THIS IS MY FAMILY
Lesson 3: 1 - 2 - 3
I. Aims and objects
After the lesson, pupils will be able to identify family members.

- use the words and phrases related to the topic My family.
- ask and answer questions about family members, using who's that? He’s/ she's +
(family member).
- ask and answer about the age of a family members, using How old is your + (family
member).
- pronounce the sound of the letters br and gr in the words brother and grandmother
respectively.
II. Language contents
1. Vocabulary: John Brown, Kathy.
2. Structure: How old is your ............. ?
He/she is .........years old.
III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson.
-Teacher’s and students’ activities.
9


1. Warm up.
- Spend a few minutes revising the language learnt by doing a quick dictation of the
reading text in the lesson 2, Exercise 5.Tell the class to close their books before the

dictation. Have pupils swap and check their answers.
1) Listen and repeat.
- Whole class, book open. Turn on page 10.
Ask them to identify the characters in the picture of this section and say what these
characters are doing. Tell them that they are going to hear and fill the gaps.
- Tell pupils that they are going to practise saying the letters, words and sentences in the
book. Put the phonics letters br and gr on the board and say them a few times. Ask pupils
to repeat after you. Prompt pupils to say the words and sentences, paying attention to the
target phonics letters. Do choral repetition of the words and sentences, until pupils feel
confident.
3. Practice.
2) Listen and write.
- Tell pupils that they are going to do dictation. Give pupils a few seconds to read the
text in silence before starting the dictation.
- Have pupils swap and check their answers before checking as a class.Write the correct
answers on the board for pupils to copy down into their notebooks.
- Get pupils to work in pairs and practise saying the sentences.
Key: 1. brother / 2. grand father.
Audio script.
1. My brother is fifteen.
2. My grandfather is fifty - three years old.
4. Further practice.
3. Let's chant.
- Tell pupils that they are going to say the How old is he? chant .Give a few seconds for
pupils to read the chant. Read each line and check comprehension. Give feedback and
get pupils to read each line a few times. Show them how to say the chant and do the
actions
- Ask group of pupils to read face to face and practise chanting and doing the actions. Go
around to offer help. If necessary.
- Call to groups to the front of the class to chant and do the actions. The rest of the class

claps along to the rhythm.
4. Reinforcement.
C. Home link.
- Pupils do the exercises in the work book.
__________________________________________

10


WEEK : 20
Period:76

Date of planning: 22/1/2018
Date of teaching:24/1/2018

Unit 11: THIS IS MY FAMILY
Lesson 3: 4 - 5 - 6
I. Aims and objects
After the lesson, pupils will be able to identify family members.
- use the words and phrases related to the topic My family.
- ask and answer questions about family members, using who's that? He’s/ she's +
(family member).
- ask and answer about the age of a family members, using How old is your + (family
member).
- pronounce the sound of the letters br and gr in the words brother and grandmother
respectively.
II. Language contents
1. Vocabulary: John Brown, Kathy.
2. Structure: How old is your ............. ?
He/she is .........years old.

III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson.
- Teacher’s and students’ activities.
1. Warm up.
- Spend a few minutes revising the language learnt by getting to groups to the front of
the class to say the How old is he? chant.
4. Read and match.
2. Pre- Reading.
- T asks sts to look at the pictures and turn their book to page 11 ask pupils identify the
characters in the picture and talk about their relationship
- Tell pupils that they are going to read and get the information to write the missing
words in sentences 1,2,3,4 and 5.
3. While- Reading.
- Tell pupils that they are going to read the sentences on the left and pair them with those
on the right by drawing a line between them. Give a few seconds for pupils to read the
text. Check comprehension and give feedback.
11


- Give pupils time to do the task. Go around to offer help, if necessary.

-Call a few pairs to act out the dialogue.
Key:1. d 2. a
3. b 4 . c
* Post- reading.
- Make a few questions to check pupils’ comprehension of the dialogue.
5. Look, read and write.
* Pre-writing
- Tell pupils that they are going to look at the picture, read and text and the gaps. Give
them a few times to look at the picture and read the text. Check comprehension and give
feedback. Fill the first gap as an example.
- Give pupils time to do the task. Go around to offer help, if necessary.
* While- writing.
- pupils to swap and check their answers before checking as a class. Write the correct
answers on the board for pupils to copy down into their notebooks.
- Do choral and individual repetition of the text.
Key; 1. family
2.father
3.mother
4. brother
5.sister.
4. Post- Writing
* Post – writing
- Call on some Ss to report their answer to the class.
- Announce the answers to the class. Provide explanation when necessary.
- Answer key: pupils’ answer.
6.Project.
- Tell pupils that they are going to draw a picture of their family and present it to the
class. Have pupils ask and answer the questions, using Who's this? How old is he?
- If there is not enough time, ask pupils to do the project as homework. Have the class
sing the song A happy family or say the How old is he? chant the end th class.

4. Reinforcement.
C. Home link.
- Teacher asks pupils do exercises in work book (Unit11).
- Do the exercises in work book.
__________________________________________
WEEK: 20
Period: 77

Date of planning: 23/1/2018
Date of teaching: 25/1/2018

Unit 12: THIS IS MY HOUSE
Lesson 1: 1-2 - 3
I. Aims and objects
After the lesson, pupils will be able to identify rooms in the house.
- use the words and phrases related to the topic “ my house”.
- identify rooms in the house, using “ There is a ……….- It’s very nice/ big/ small…”

12


- ask and answer questions about house facilities, using “ Is there a…? – Yes, there is./
No, there isn’t.”
- pronounce the sound of the letters ch and th in the words brother and grandmother
respectively.
II. Language contents
+ Vocabulary: living room, kitchen, bathroom, bedroom, dining room, garden,
over there.
+ Structure: There is a garden.
It’s very nice!

III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson
-Teacher’s and students’ activities.
1. Warm up.
- Have pupils watch the clip “ Find the bee in my house” to elicit the topic.
2. Presentation.
* Initiation
- Introduce the vocabulary
- Whole class. Have pupils to turn on page 12 of the students' book. ask them to identify
the characters. Tell them that they are going to hear two girls talk about the house in the
picture.
- Explain new phrase:
+ This is my house. – It’s very big.
+ There is a garden.- It’s very nice.
- Use the poster to present the situation and present the language in the dialogue
* Core activities
- Play the recording all the way through for pupils to listen as they follow the lines in the
speech bubbles. Mimes point the question and the answer. Have pupils repeat the
question and the answer and point to the appropriate speech bubble in their book.
Grammar Model:

+ There is a garden.
- It’s very nice.
Vocabulary: living room, kitchen, bathroom, bedroom, dining room, garden, over there
* Follow up
Look, listen and repeat.
13


- Tell pupils that they are going to ask and answer questions about rooms in a house.
Give few seconds for pupils to look at the first picture and elicit what the characters say.
Give the meaning of unfamiliar word and have pupils repeat the language a few times.
repeat the same procedure with the second picture.
- Do choral and individual re repetition, pointing to the characters speaking. Have pairs
of pupils perform the dialogue in front of the class.
- Play recording for pupils to listen and say along.
2. Point and say
* Presentation
- Tell pupils that they are going to practise asking and answering questions to identify
rooms in the house, using “ There is a ……….- It’s very nice/ big/ small…” Point to
each picture and check comprehension. Give feedback and have pupils repeat each word
a few times.
* Practice
- Do choral and individuate repetition, using the pictures in the book.
- Get pupils to work in pairs. Go around offering and resurrecting the pronunciation, if
necessary. Check as a class.
* Production
Language note: Draw pupils’ attention to the pronunciation of th in the words father,
mother, brother, grandfather and grandmother, Show them how to articulate the sound of
a voiced th.
4. Free practice.

3. Let's talk
* Pre- talking
- Tell pupils that they are going to practise more with their friends. Give a few seconds
for pupils to look at the picture and check comprehension. Give feedback and elicit the
words to fill the gap. put tge question and answers and the board for pupils to the repeat
a few times. Call a pair to give a demonstration of the dialogue before starting the
activity.
* While- talking
- Have pupils work in pairs. Go around offering help and correcting the pronunciation, if
necessary.
- Call a few pairs to act out the dialogue in front of the class.
- If necessary, tell pupils to ask and answer questions their own families.
* Post- talking
- Have pupils work in pairs and practice base on sentence pattern on the board.
4. Reinforcement.
C. follow - up
D. Home link.
- Teacher summaries the lesson and give student exercises
- Students write down rooms in a house.
- Do exercises in work book.
______________________________________
14


WEEK 20
Period: 78

Date of planning: 24/1/2018
Date of teaching: 26/1/2018

Unit 12: THIS IS MY HOUSE
Lesson 1: 4 - 5 - 6
I. Aims and objects
After the lesson, pupils will be able to identify rooms in the house.
- use the words and phrases related to the topic “ my house”.
- identify rooms in the house, using “ There is a ……….- It’s very nice/ big/ small…”
- ask and answer questions about house facilities, using “ Is there a…? – Yes, there is./
No, there isn’t.”
- pronounce the sound of the letters ch and th in the words brother and grandmother
respectively.
- know how to sing the song “ The way I clean my house.”
II. Language contents
+ Vocabulary: way, clean, early, in the morning, so
+ Structure: There is a garden.
It’s very nice!
III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson
- Teacher’s and students’ activities.
1. Warm up.
+ Pupils sing the song.

2. Listen and tick.
*. Pre- Listening
+ Whole class. Books open. Turn on the page 13 of the student’s book.
- Tell them to identify the places in these pictures. Tell them that they are going to
practice and asking and answering about the house rooms. Ask them to guess the
questions and answers that need using and then fill the speech bubbles.
- Fill the speech bubbles with the correct phrases prompted by the pupils.
Write:
There is a garden.
It’s very nice!
*. While- Listening

15


- Tell pupils that they are going to listen and tick the correct boxes. Give a few seconds
for pupils to look at the pictures. Check comprehension and give feedback.
- Play recording three times for pupils to listen, do the task and check their answers.
Give pupils to swap and check their answers before checking as a class.
Key: 1.a
2.b
3.a
Audio script
1. A: This is my house.
2. A: There is a garden. Come and see it.
B: Wow! It’s big.
B: It’s very beautiful.
3. A: That’s a kitchen over there. Come and
see it.
B: Wow! It’s very nice.

5. Look and write
- Tell pupils that they are going to look at these pictures, read the sentences and fill the
gaps. Give a few seconds for pupils to look at the pictures and read the sentences.
Check comprehension and give feedback.
- Give pupils time to do the task. Go around to offer help with the spelling.
- ask pupils to swap and check their answers before writing the correct answers on the
board for pupils to copy down into their notebooks
- Call a few pupils to read the sentences aloud.
Key: 1. my house
2. a living room 3. a dining room
4. a bedroom
5. a bathroom
6. a kitchen
* post- Listening
6. Let's sing.
* Presentation
- Ask students look at the picture on page 21. Give them the task of the activity.
- Put the large pieces of paper with the rhyme The way I clean my house from page 11,
written on it on the black board. Tell pupils what they are going to sing the rhyme.
- Teach new words: the way, clean and early.
- Play the recording for pupils to listen and follow the text and mime the rhythm
- Play the recording once again for pupils to repeat each line of the rhythm as they point
to each line in the books. Repeat the step a few times for pupils to remember the rhyme
* Practice
- Call on a group of six to the front of class. Have three of them repeated each line of the
chant; the other three mimes the line. Repeat the step; this time have the pupils swapped
their parts.
The way I clean my house.
This is the way I clean my house
Clean my house, clean my house

This is the way I lean my house
So early in the morning
* Practice

16


- Group work: pupils practice playing game in groups. Monitor the activity. Offer the
help if necessary. When the time is up, call on some volunteers to perform the game in
the class. The rest of the class observe and repeat each correct question or answer when
it is given.
4. Reinforcement.
C. follow - up
D. Home link.
- Pupils practice to play Bingo game with the words related to the topic My house.
- Show to pupils how to play Bingo: put the piece of paper with the grid on the board.
Re calls the words on the square and make sure that pupils understand them. Have pupils
repeat each word in the squares. Have them copy grid in the notebook and select nine
words in random to put in the squares. When everything is ready, call out the word from
the poster, one at a time. If it is the words that the pupil has chosen, he she put a cross on
the words continue calling until there is some pupil getting three words crossed straight
on a line and calling out Bingo. He/ she is a winner of the game.
Bingo
x
X
x x X
x
x
x
x

__________________________________________

WEEK 21
Period: 79

Date of planning: 27/1/2018
Date of teaching: 29/1/2018

Unit 12: THIS IS MY HOUSE
Lesson 2: 1 - 2 - 3
I. Aims and objects
After the lesson, pupils will be able to:
- use the words and phrases related to the topic “ my house”.
- identify rooms in the house, using “ There is a ……….- It’s very nice/ big/ small…”
- ask and answer questions about house facilities, using “ Is there a…? – Yes, there is./
No, there isn’t.”
- pronounce the sound of the letters ch and th in the words brother and grandmother
respectively.
- know how to sing the song “ The way I clean my house.”
II. Language contents
+ The structure: Is there a _________?
– Yes, there is./ No, there isn’t.”
+ The vocabulary: pond, gate, fence, yard
III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook.
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
17

V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson.
- Teacher’s and students’ activities.
1. Warm up.
- Pupils re sing the song on page 13 in Students’ book.
* Presentation.
- Introduce the vocabulary
- Whole class. Have pupils to turn on page 14 of the students' book. ask them to identify
the characters. Tell them that they are going to hear two girls talk about the house in the
picture.
- Explain new phrase:
+Is there a garden ?- Yes, there is. Come and see it.
+ Is there a fence ? – No, there isn’t.
- Use the poster to present the situation and present the language in the dialogue
- Play the recording all the way through for pupils to listen as they follow the lines in the
speech bubbles. Mimes point the question and the answer. Have pupils repeat the
question and the answer and point to the appropriate speech bubble in their book.
Grammar
Model:
+ Is there a fence? – No, there isn’t.
Vocabulary: fence, pond, yard, gate
2 .Look, Listen and repeat
* Initiation
- Tell pupils that they are going to practise asking and answering questions about the

house facilities .Draw attention to the first picture and elicit the names of the characters
and the language in the bubbles. Give feetback and have pupils repeat the language a
few times. Repeat the procedure with the second picture.
* Core activities
- Do choral and individuate repetition, pointing to the characters speaking.
- play recording for pupils to listen and say along.
* Follow up
- use the model and replace, fence, pond, yard, gate
2. Point and say.
* Presentation
- Tell pupils that they are going to do further practice on asking and answering
questions about the house facilities. Give a few seconds for them to look at the pictures
and read the words. Point to each picture and elicit the words filling the gaps. Put the
question and the answer on the board. Have pupils repeat each of them a few times.
* Practice
- Do choral and individuate repetition, using the pictures in the book.
18


- Get pupils to work in pairs. Check as a class.
* Production
Language note: Draw pupils' attention to the word stress of grandfather and
grandmother when speaking. Have them practise saying these words a few times.
4. Further practice.
3. Let's talk.
* Pre- talking
- Tell pupils that they are going to practise more with their friends. Give a few seconds
for pupils to look at the picture and check understanding.
* While- talking
- Do an example with pupils. Point to, for example with pupils, Point to, for example: a

pond ,and prompt pupils to say the word to fill the gaps. Put the question and answer on
the board and have pupils repeat each of them a few times. Call a pair to give a
demonstration of the dialogue before starting the activity.
- Get pupils to work in pairs, using characters and number in the book, and then go on to
talk about their own family members. Go around offering help and correcting the
pronunciation, if necessary.
* Post- talking
- Calla few pairs to act the dialogues in of the class.
4. Reinforcement.
C. follow - up
D. Home link.
- T asks pls to learn new words and structure by heart.
__________________________________________
WEEK: 21
Period: 80

Date of planning: 29/1/2018
Date of teaching :31/1/2018

Unit 12: THIS IS MY HOUSE
Lesson 2: 4 - 5- 6
I. Aims and objects
After the lesson, pupils will able to:
After the lesson, pupils will be able to:
- use the words and phrases related to the topic “ my house”.
- identify rooms in the house, using “ There is a ……….- It’s very nice/ big/ small…”
- ask and answer questions about house facilities, using “ Is there a…? – Yes, there is./
No, there isn’t.”
- pronounce the sound of the letters ch and th in the words brother and grandmother
respectively.

II. Language contents
+ The structure: Is there a _________?
– Yes, there is./ No, there isn’t.”
+ The vocabulary: tree, in front of, around, but.
III. Teaching aids
19


Record, cassette, plan, teacher’s book, student’s book and workbook.
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson.
-Teacher’s and students’ activities.
1. Warm up.
- Get pupils to play Lucky number game. Divide class into 2 groups. Prepare a table of
numbers. Of which numbers, there is a lucky number. When pupils luckily choose it,
they get one point without answering any questions. The rest numbers attach questions
that pupils from 2 groups must answer to get points. If, a group is wrong in a question,
another one can continue to answer the question. The winner is the team that gets more
points.
1
2
3

4
5
6
7
8
1. a/ garden?/ Is/ there
2. incethk
3. is/ living/ There/ room. / a
5. What is this? ( picture: pond)
6. There ____ a dining room.
7. It’s n_ _ _ .
8. What is that? ( picture: a yard)
The lucky number is 4.
4. Listen and number.
* Pre- reading
+ Whole class. Book open. Turn to page 15 ask them to identify the facilities in the
pictures.
New word: tree, in front of, around, but.
* While – reading
- Tell pupils that they are going to listen and number the pictures. Give a few seconds for
pupils to look at the pictures. Check comprehension and give feedback.
- Play recording three times for pupils to listen,do the task and check and answers.
- Get pupils to swap and check their answers before you check as a class.
- Teacher gives out the answer: 1. b
2. a
3. d
4.c
Audio script:
1. A: This is my house.
2. B: Is there a pond?

B: Oh! It’s nice.
A: Yes, there is. Come and see it.
A: And there is a big tree next to
it.
B: Wow! What a nice pond!
20


3. B: Is there a gate?
A: Yes, there is.
5. Read and complete.
Pond

4. B: That’s a nice fence around
the house.
A: Thank you.
tree

house

beautiful

Hi! My name is phong. This is my (1) _________. There is not my fence around my
house. There is not a yard, but there is a garden in front of the house. It is (2) ________.
There is a (3) ________ and a (4) _______ in the garden.
- Tell pupils that they are going to read the text do the task. Give a few seconds for
pupils to read the text and read and the content of the table. Check comprehension and
give feedback. Discuss the worked example.
- Give pupils time to do the task. Go around to offer for help, if necessary.
- Give pupils to swap and check their answers before checking as a class .

- Call a few pupils to read the sentences aloud.
Key: 1. house
2. beautiful
3. pond
4. tree
* Post – Reading.
6. Write about your house.
Yes, there is./ No, there isn’t.
1. Is there a garden?
2. Is there a fence?
3. Is there a yard?
4. Is there a pond?
5. Is there a tree?
- Tell pupils that they are going to answer some questions about their own house. Give
pupils a few seconds to read the questions. Call a pupils and ask him /her the first to
questions as examples.
- Give pupils time to do the task Go around to offer for help, if necessary.
- Give a few pupils to read their answers in front of the class. Then call a few pupils to
write their answers on the board and correct their spelling, if necessary.
Key: Pupils’ own answers.
4. Reinforcement.
C. follow - up
D. Home link.
- Do exercises in Work book.
Đã Kiểm tra ngày........tháng ……. năm 2018
P. Hiệu trưởng

Nguyễn Thị San
21

WEEK: 21
Period: 81

Date of planning: 29/1/2018
Date of teaching: 1/2/2018

Unit 12 : THIS IS MY HOUSE
Lesson 3: 1 - 2 – 3
I. Aims and objects
After the lesson, pupils will able to:
After the lesson, pupils will be able to:
- use the words and phrases related to the topic “ my house”.
- identify rooms in the house, using “ There is a ……….- It’s very nice/ big/ small…”
- ask and answer questions about house facilities, using “ Is there a…? – Yes, there is./
No, there isn’t.”
- pronounce the sound of the letters ch and th in the words brother and grandmother
respectively.
- read the chant “ Is there a garden?”.
II. Language contents
+ The structure: Is there a _________?
– Yes, there is./ No, there isn’t.”
+ The vocabulary: behind
III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook.
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization

- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson.
-Teacher’s and students’ activities.
1. Warm up.
- Pupils play Passing game
1. Listen and repeat
* Whole class
- Tell pupils that they are going to play a word game related to the topic. Show how to
play it.
- Divide class in to groups of 8. Each team give a piece of paper with one word written
on it. The first student of each team keeps a piece of paper and says the word to the
second; The second say to the third, and so on. The last one has to go to the board and
write the word on it. The team that finishes the task first will win.
* Group work
22


- Pupils play game in groups.
* Whole class
- Have pupils repeat all the words written on the board.
2. Presentation.
- Whole class, book open. Turn on page 17. Ask them to identify the characters in the
picture of this section and say what these pictures. Tell them that they are going to hear
and fill the gaps.
3. Practice.
Listen and repeat
- Have Ss open the book page 17, draw their attention to the letters colored differently

in the words kitchen and bathroom.
- Produce the sound of the letter ch and th
- Have Ss repeat the focused sounds a few times.
- Play the recording twice and ask Ss to repeat
- Monitor the activity and offer help when necessary/ correct typical pronunciation
errors.
- Call on someone to pronounce
- Have the whole class recite the chant to reinforce their pronunciation.
2. Listen and write
- Whole class. Books open. Turn to Page 17 of the Student Book.

1. The __________ is large.
2. Is there a _____________?
- Ask Ss what they have to do in this task
- Play the tape twice
- Ask them to listen and write the answers
- Call someone to write on the board, check Ss’ notebook
- Check and correct mistakes
- Ask Ss to read aloud 2 sentences
4. Further practice
3. Let’s chant
* Presentation.
- Show the chart of the chant “ Is there a garden”.
- Use pictures to elicit prepositions in front of and behind.
Is there a garden behind the house?
Yes, there is. Yes, there is.
Is there a yard behind the house?
Yes, there is. Yes, there is.
Is there a gate behind the house?
No, there isn’t. No, there isn’t.

Is there a pond behind the house?
No, there isn’t. No, there isn’t.

23


- Play the tape a few times
- Ask Ss to read aloud each line in the song and clap their hands
- Ask them to listen again and repeat
- Have Ss practice the chant in pairs
- Call each group, then pairs to perform
- Correct and comment
- Play the tape once to reinforce their pronunciation.
5. Home link
- Have Ps practice the chant at home.
- Be ready Unit 12 – Lesson 3(4.5.6)
WEEK :21
Period: 82

Date of planning:30/1/2018
Date of teaching: 2/2/2018

Unit 12: THIS IS MY HOUSE
Lesson 3: 4-5- 6
I. Aims and objects
After the lesson, pupils will able to:
After the lesson, pupils will be able to:
- use the words and phrases related to the topic “ my house”.
- identify rooms in the house, using “ There is a ……….- It’s very nice/ big/ small…”
- ask and answer questions about house facilities, using “ Is there a…? – Yes, there is./

No, there isn’t.”
- pronounce the sound of the letters ch and th in the words brother and grandmother
respectively.
- read the chant “ Is there a garden?”.
II. Language contents
+ The structure: Is there a _________?
– Yes, there is./ No, there isn’t.”
+ The vocabulary: quite, can, see
III. Teaching aids
Record, cassette, plan, teacher’s book, student’s book and workbook
IV. Teaching methods:
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization
- Greeting
- Checking student’s attendance
3A1
3A2
B. New lesson.
-Teacher’s and students’ activities.
1. Warm up.
24


- Pupils play Shark game with the word : garden, kitchen.
Boy
Girl

4. Read and complete

* Pre-writing
- Whole class. Books open. Turn to Page 17 of the Student Book.
- Ask pupils to look at the picture and describe it.
- Tell pupils that they are going to read the passage about Mai’s house. Pre- teach new
words: can, see, quite.
* While- writing
- Ask Ss about the tast. Pupils must fill in the blanks to complete the passage following
the picture next to the text.
- Ask them to complete the sentences
- Get Ss to write their answer on the chart
- Check and correct mistakes
- Ask Ss to read aloud all sentences
Hi. My name is Mai. This is my (1) _________. It’s large. The gate of the house is blue.
There is a (2) ________ in front of the house. There is a (3) ______ in the garden. You
can see the (4) _______ room in the house. It is quite big.
Key: 1. house
2. garden
3. pond
4. living room
5. Read again and write the answers.
- Ask pupils to read the passage again and answer the questions below.
- Get Ss to write their answer on the chart
- Check and correct mistakes
- Ask Ss to read aloud all sentences
Key:
1. Is Mai’s house small? - No, it isn’t.
2. What colour is the gate? – It’s blue.
3. Is there a garden?
- Yes, there is.
4. Is there a pond in the garden? – Yes, there is.

5. Is there a yard? – No, it isn’t.
* Post- writing

25