Giáo án Tiếng Anh Lớp 3 (Global success) - Unit 12: Jobs

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 UNIT 12: JOBS
 Lesson 1 – Period 1 
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - understand and correctly repeat the sentences in two communicative contexts 
 (pictures) to ask and answer questions about the job of a family member.
 - correctly say the words and use What’s his / her job? – He’s / She’s _____. to ask 
 and answer questions about someone’s job.
 - enhance the correct use of What’s his / her job? – He’s / She’s _____. to ask and 
 answer questions about someone’s job in a freer context.
Core teamwork, integrity, communication, planning and organization
competencies
General Listening: listen and recognize the jobs, then repeat
competencies Critical thinking: talk about jobs
 Oral communication: speak about jobs, ask and answer the questions
Attributes Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
 - Pupil’s book Page 12
 - Audio Tracks 12, 13
 - Teacher’s guide Pages 150, 151, 152
 - Flashcards/pictures and posters (Unit 12)
 - Computer, projector
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – 
 Fun corner and wrap-up
 Teacher’s activities Pupils’ Note
 Procedure
 activities 
 He's a teacher. Tell pupils that they are questions and Individual 
 answers to ask about someone's job. work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes 
a. Goal: To correctly say the words and use What's his / her job? – He’s / She’s 
 ______. to ask and answer questions about someone’s job
b. Input: - Picture cues: a. a doctor b. a driver c. a teacher d. a worker
 - Speech bubbles: What’s his / her job? – He’s / She’s ______. 
 - Flash cards: doctor, driver, teacher, worker
 Audio script:
 a. a doctor b. a driver c. a teacher d. a worker
 A: What’s her job? 
 B: She’s a doctor. 
 A: What’s his job?
 B: He’s a driver.
c. Outcome: Pupils can correctly say the words and use What’s his / her job? – He’s / She’s 
 ______. to ask and answer questions about someone’s job.
d. Procedure: Step 1: Have pupils look at the pictures and elicit the jobs. Whole class/ 
 Step 2: Have pupils point at Picture a (a doctor), listen to the Individual 
 recording and repeat the word. Repeat the same procedure work
 with the other three pictures. Have the class repeat the 
 words a few times. Hold up the flash cards for doctor, driver, 
 teacher and worker and have pupils say the words.
 Step 3: Point at the bubble and have pupils listen and repeat Whole class
 after the recording (What’s her job?) Point at Picture a and 
 have pupils listen and repeat after the recording (She's a 
 doctor.). Repeat the same procedure with the other three 
 pictures. 
 Step 4: Give pupils time to practise asking and answering the Pair work 
 question What's her / his job? Remind them that they can 
 use any of the four pictures to point, ask and answer the 
 question. Go around the classroom to offer support.
 Step 5: Invite a few pairs to point at the pictures, ask and 
 answer the question in front of the class. Pair work
 Game: Listen and choose
 Group work
 Let the pupils listen to the recording, then choose the 
 correct picture. This game can be played in groups to make 
 it more interesting. 
presenting. In Lesson 2, Period 4, T reminds pupils of what 
they need to prepare for the project.
 BOARD PRESENTATION
 ......., .................. 2022
 Unit 12: Jobs
 Lesson 1 – Period 1
 1. Words:
 a doctor a driver
 a teacher a worker
 2. Model sentence: 
 What’s his/her job?
 He’s/ She’s ___________. 
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Game: Throw the ball. Whole class
 Step 1: Divide the class into 2 teams. 
 Step 2: Stick the pictures of the activities on the board. 
 Teacher says a word, a pupil from each team has to 
 point/throw the ball to the right picture and says the word 
 three times.
 Step 3: Encourage pupils to take part in the game.
 Step 4: Give points to pupils. 
 Option 2: Game: Spelling bee
 Group work
 Review the previous lesson by having the class play the game 
 Spelling bee, using the words: doctor, teacher, driver, worker.
 Step 1: Divide the class into 4 teams.
 Step 2: Pupils from each team take turns to go to the front, 
 then choose one letter to form the correct words. 
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points to pupils. 
PRACTICE
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts to ask and answer 
 questions about the jobs of family members and tick the correct pictures
b. Input: – Picture cues: 1a. a teacher 1b. a worker 2a. a doctor 2b. a driver
 Audio script: 
 1. A: This is my father.
 B: What's his job?
 A: He's a teacher.
 2. A: This is my mother.
 B: What's her job?
 A: She's a driver.
c. Outcome: Pupils can listen to and understand two communicative contexts to ask and 
 answer questions about the jobs of family members and tick the correct 
 pictures. 
 Key: 1. a 2. b 
 Step 3: Encourage pupils to practise speaking.
 Step 4: Give points to pupils.
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal: To sing the song My mother and my father with the correct melody and 
 pronunciation
b. Input: The lyrics and the recording of the song My mother and my father
c. Outcome: Pupils can sing the song My mother and my father with the correct melody 
 and pronunciation.
d. Procedure: Step 1: Have pupils look at the pictures illustrating the song Whole class/ 
 lyrics and say what they can see in the pictures. Elicit the Individual 
 words worker and driver. work
 Step 2: Play the recording and ask pupils to clap their hands 
 when they hear the words mother and father. Play the Whole class
 recording again for the class to listen and clap their hands. Play 
 the recording again and ask pupils to do the TPR actions for 
 worker and driver when they hear the words worker and 
 driver. Play the recording again for the class to listen and clap 
 their hands.
 Step 3: Play the recording line by line for pupils to listen and Individual 
 repeat. Correct their pronunciation where necessary. work
 Step 4: Play the recording a few times for them to practise Whole class/
 singing, clapping and doing the actions while singing. Individual 
 work
 Extension: Put pupils into groups and have them create their 
 own actions for the song. Invite groups to the front of the class Group work
 to perform while the rest of the class sing and/ or clap along. 
 Encourage the class to praise or cheer for the performers.
 Game: Sing and dance
 Step 1: Divide the class into 4 teams.
 Team work
 Step 2: Play the music for pupils to sing and do the actions. 
 When the music stops, pupils stop their actions. Anyone who 
 can not stop in time will be eliminated. 
 Step 3: Encourage pupils to sing and dance.
 Step 4: Give points to pupils.
Fun corner and wrap-up: 5 minutes 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 Unit 12: JOBS
 Lesson 2 – Period 3 
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - Understand and correctly repeat the sentences in two communicative contexts 
 (pictures) to ask and answer questions about someone’s job.
 - Correctly say the words and use Is he / she ____? and Yes, he / she is. / No, he / she 
 isn’t. to ask and answer questions about someone’s job.
 - Enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer 
 questions about someone’s job in a freer context.
Core motivation, teamwork, work standards, reliability
competencies
General Listening: listen and recognize the jobs, then repeat
competencies Critical thinking: ask and answer about jobs
 Self-control & independent learning: perform listening tasks
Attributes Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Pupil’s book Page 14
 - Audio Tracks 16, 17
 - Teacher’s guide Pages 154, 155
 - Flashcards/pictures and posters (Unit 12)
 - Computer, projector
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – 
 Fun corner and wrap-up
 Pupils’ Note
 Procedure Teacher’s activities
 activities