Giáo án Tiếng Anh Lớp 3 (Global success) - Unit 16: My pets

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 UNIT 16: MY PETS
 Lesson 1 – Period 1
I. OBJECTIVES
Language focus: By the end of the lesson, pupils will be able to:
 - use the words birds, cats, parrots, rabbits in relation to the topic "Pets".
 - use some and many to identify the quantity of pets;
 - use Do you have any _____? – Yes, I do. / No, I don’t. to ask and answer 
 questions about pets;
 - to and demonstrate understanding of simple communicative contexts 
 in relation to the topic "Pets".
Core teamwork, reliability, motivation, communication and initiative
competencies:
General Listening: listen and recognize the names of the pets, then repeat.
Competences: Critical Thinking: talk about pets (names of the pets).
 Oral Communication: speak about names, ask and answer the questions.
 Self-control & independent learning: perform listening tasks.
 Communication and collaboration: work in pairs or groups.
Attributes: Diligence: complete learning tasks.
 Leadership: collaborate with teachers to enhance language skills. 
b. Input: - Context a: Minh: I have a dog. Do you have any dogs? 
 Lucy: Yes, I do.
 - Context b: Bill: I have two cats. Do you have any cats? 
 Mai: No, I don’t. I have one dog.
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on pets.
d. Step 1: Have pupils look at Pictures a and b and Whole class
Procedure: identify the characters in the pictures. Draw 
 their attention to the questions Do you have any 
 cats / dogs? and the answers Yes, I do. / No, 
 I don’t. Check comprehension.
 Step 2: Ask pupils to look at Picture a. Play the Whole class
 recording for them to listen. Play the recording 
 again sentence by sentence for pupils to listen 
 and repeat. Follow the same procedure with 
 Picture b. Correct their pronunciation where 
 necessary.
 Step 3: Play the recording again for pupils to Whole class/ 
 listen and repeat in chorus sentence by sentence. Individual work
 Step 4: Invite a few pairs to the front of the Whole class/ 
 classroom to listen and repeat the sentences in Pair work
 the recording.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words birds, parrots, rabbits, cats and use 
 Do you have any ____? – Yes, I do./ No, I don’t. to ask and answer 
 questions about having pets. 
 (No, I don’t.). Follow the same procedure with the 
 last two pictures.
 Step 4: Have pairs practise asking and answering Pair work
 the question Do you have any _______? - Yes, I 
 do. / No, I don’t.
 Step 5: Invite a few pairs to point at the pictures Pair work
 and say the questions and answers in front of the 
 class.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of Do you have any _____? – Yes, I do. 
 / No, I don’t. to ask and answer questions about having pets in a 
 freer context.
b. Input: - Picture cue: one parrot, one rabbit, two cats and three birds are 
 in the garden.
 - Speech bubbles: Do you have any _____? − Yes, / No, .
c. Outcome: Pupils can enhance the correct use of Do you have any ____?
 − Yes, / No, _____. to ask and answer questions about pets in a 
 freer context.
d. Step 1: Draw pupils’ attention to the picture. Tell Whole class/ 
Procedure: them about the activity. Ask questions to help Individual 
 them understand the context (see Input). work
 Step 2: Put pupils into groups of four. Tell them Group work
 to ask and answer questions using Do you have 
 any ? – Yes, / No, ______. Go around the 
 classroom to offer support.
 Step 3: Invite some pupils to the front of the class Individual 
 to ask and answer questions about their pets. work 
 BOARD PRESENTATION
 ......., .................. 2022
 Unit 16: MY PETS
 Lesson 1 – Period 1
1. Vocabulary:
 bird – birds parrot – parrots 
 rabbit – rabbits cat – cats 
2. Model sentence: 
 - Do you have any birds?
 - Yes, I do./ No, I don’t. 
 - Leadership: collaborate with teachers to enhance language skills.
II. RESOURCES AND MATERIAL:
 - Pupil’s book Page 41
 - Audio Tracks 56, 57
 - Teacher’s guide Pages 201, 202
 - Flash cards/ pictures and posters (Unit 16)
 - Computer, projector, 
III. PROCEDURE Warm-up and review – Listen and tick – Look, complete and read – 
 Let’s sing – Fun corner and wrap-up. 
Procedure Teacher’s activities Pupil’s activities Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 15, Lesson 1. Whole class
 - Ask pupils to sing the song.
 - Invite some of them come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Game: Look and guess Group work
 Pupils take turn choose a number to open until they Individual work/
 can say what the hidden picture is. The one who has 
 the correct answer gets 10 points for their team.
 Option 3: Game: Pass the ball Group work
 - Divide the class into 3 teams.
 - Each team has 1 sticky ball.
 - Play the music, pupils in each team take turn to 
 pass the ball. After the music ends, 3 pupils who 
 have the ball – stand up and say the name of pets, 
 using the sentence model. 
 Step 4: Play the recording again for pupils to Whole class
 double-check their answers.
 Extension: If time allows, play the recording, Whole class/ 
 sentence by sentence, for the class to Individual work
 listen and repeat in chorus. Correct their 
 pronunciation where necessary.
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal: To read and complete four target gapped dialogues with the help of 
 the picture cues.
b. Input: Four picture cues and four target gapped dialogues.
c. Outcome: Pupils can complete four target gapped dialogues with the help of 
 picture cues. 
 Key: 1. cats 2. dogs 3. have; parrots 4. don’t; rabbits
d. Step 1: Have pupils look at the pictures. Have them Whole class/ 
Procedure: identify the things in the pictures and the pets. Individual work
 Step 2: Have pupils look at the four incomplete Whole class/ 
 dialogues. Draw their attention to the missing Individual work
 words in the sentences. 
 Step 3: Model with Picture 1. Have pupils look at Whole class/ 
 the dialogue. Ask them what is missing in the Individual work
 question (cats). Then have them complete the gap. 
 Step 4: Follow the same procedure with Pictures 2, Individual work
 3 and 4. Draw the pupils’ attention to two gaps in 
 the dialogues 3 and 4. 
 Pair work 
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the words in Whole class
 the picture of Activities 4, 5 and repeat after the 
 recordings.
 Option 2: Whole class/ 
 Game: Group work
 Divide the pupils into equal teams of five or six. 
 Have each team stand in a line. Hold up a flashcard 
 and make a sentence based on the picture. The 
 teams then repeat the sentence three times and sit 
 down. The team that sits down first scores a point. 
 Then, repeat the game, but this time have the pupils 
 do an action before they sit down, e.g. clap and then 
 sit, jump and then sit, etc. Repeat the game with a 
 different action or actions each time. As the game 
 progresses, instead of every member of the team 
 speaking at the same time, have each pupil repeat 
 the sentence three times, do an action and then sit 
 down. The idea is to make the tasks more 
 challenging as the game progresses. The team with 
 the most points at the end of the game wins. 
 Option 3: Whole class/ 
 Game: Lucky numbers (ppt) Group work