Giáo án Tiếng Anh Lớp 3 (Global success) - Unit 18: Playing and doing

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 UNIT 18: PLAYING AND DOING 
 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 to 
 talk about an action in progress;
 - correctly say the words and use I’m _____. to identify an action in progress;
 - - enhance the correct use of I’m _____. to identify an action in progress in a freer 
 context.
Core Decision making, teamwork, reliability, motivation, adaptability, problem-solving, 
competencies: integrity, communication, planning and organization.
General Listening: listen and repeat.
competences: Oral communication: let’s talk.
 Self-control & independent learning: perform listening tasks.
 Communication and collaboration: work in pairs or groups.
 Sociability: talk to each other, say good words to others.
Attributes: Kindness: help partners to complete learning tasks.
 Diligence: complete learning tasks.
 Responsibility: appreciate kindness.
 Secure and organized: join activities to have fun and relax after busy working or 
 studying.
II. RESOURCES AND MATERIAL:
 - - Student’s book Page 52 
c. Outcome: Pupils can understand and correctly repeat the sentences in two communicative 
 contexts to talk about an action in progress.
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Point at each Whole class
 picture, elicit the names of the speakers in the pictures.
 Step 2: Have pupils look at Picture a. Play the recording again for Whole class
 them to listen.
 Step 3: Play the recording again for pupils to listen and repeat Whole class/ 
 individually and in chorus. Correct their pronunciation where Individual 
 necessary. Repeat the same procedure with Picture b. work
 Step 4: Invite a few pairs to the front of the classroom to listen to Pair work
 and repeat the sentences in the recording.
 Step 5: Draw pupils’ attention to the sentence I’m dancing. Tell Individual 
 pupils that it is used to talk about an action in progress. work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use I’m _____. to identify an action in progress.
b. Input: – Picture cues: a. a girl is writing b. a girl is dancing
 c. a boy is singing d. a boy is reading
 – Speech bubble: I’m _____.
 – Flash cards for writing, dancing, singing and reading
 Audio script:
 a. writing b. dancing c. singing d. reading
 I’m writing.
c. Outcome: Pupils can correctly say the words and use I’m ________. to identify an action in 
 progress.
d. Procedure: Step 1: Have pupils look at the picture cues, and elicit the actions Whole class/ 
 in progress. Individual 
 work
 Step 2: Have pupils point at Picture a (writing), listen to the 
 recording and repeat the word. Repeat the same procedure with 
c. Outcome: Pupils can enhance the correct use of I’m _____. to identify an action in progress 
 in a freer context.
d. Procedure: Step 1: Have pupils look at the picture cue and read the gapped Whole class/ 
 speech bubble. Tell them about the activity. Individual 
 work
 Step 2: Give pupils time to practise in pairs, do the action and say: Pair work
 I’m _____. in context. Remind pupils to do the action while saying. 
 Circulate round the class during the activity and offer help or 
 correct the pronunciation where necessary.
 Step 3: Invite some pupils to the front of the class to act and say. Individual 
 Praise them, and get the class to cheer or clap hands if they do a work
 good job.
 Extension: Pupils can choose a pupil in the picture cue, do the Group work/ 
 action, say I’m _____. to describe an action in progress, and have Whole class
 other friends guess who they are pretending to do.
 Game: Guess what? Group work
 - T asks some pupils come to the board and do some actions to 
 describe words (dancing, singing, writing, reading) and the others 
 will give their guesses. If pupils can say the answer correctly, they 
 will get points for their teams.
Fun corner and wrap-up: 5 minutes
 Option 1: Whole class
 Using sachmem.vn, have pupils look at the words in the picture of 
 Activities 1, 2 and repeat after the recordings to consolidate the 
 lesson.
 Option 2: Group work
 Game: WHERE’S MICKEY?
 A game for up to 4 players. How to play:
 1. Decide on the winning overall score for this game (e.g. 20).
 2. Each player then clicks on the small cube on their cloud to indicate 
 which cube they think Mickey is going to be found under. 
 BOARD PRESENTATION
 ......., .................. 2022
 Unit 18: PLAYING AND DOING 
 Lesson 1 – Period 1
1. Words:
 HH writing dancing
 singing reading
2. Model sentence: 
 I’m writing.
 I’m dancing. 
 - - Flash cards/ pictures and posters (Unit 18)
 - Computer, projector, 
III. PROCEDURE Warm-up and review – Listen and tick – Look, complete and read – Let’s play – 
 Fun corner and wrap-up. 
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the Hello song. Whole class
 - Ask pupils to sing the song.
 - Let pupils do actions (waving, clapping, shaking hands).
 Option 2: Individual 
 GAME: Hidden Picture Guessing work
 - Teacher asks pupils to choose the numbers to reveal and guess 
 the pictures behind (words of activities in Lesson 1 - Period 1).
 Option 3: Invite a few pupils to stand up, come to the board, do Individual 
 an action and say I’m _____. for the others to guess. work
PRACTICE
Activity 4. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts about identifying 
 actions in progress and tick the correct pictures.
b. Input: Picture cues: 1a. a girl is writing 1b. a girl is reading
 2a. a boy is singing 2b. a boy is dancing
 Audio script:
 1. A: Where are you, Mary?
 B: I’m here in my room. I’m reading.
 2. A: Where are you, Nam?
 B: I’m here. I’m dancing. 
d. Procedure: Step 1: Have pupils look at the pictures and identify the actions in Whole class/ 
 the pictures. Individual 
 work
 Step 2: Have pupils look at the four incomplete sentences. Draw Whole class/ 
 their attention to the missing words in the sentences. Individual 
 work
 Step 3: Model Picture 1. Have pupils look at the sentence. Ask Whole class/ 
 them what is missing in the sentence (dancing). Then have them Individual 
 look at the picture and identify the action. Have them complete work
 the gap (I’m dancing.). Repeat the same procedure with Pictures 
 2, 3 and 4.
 Step 4: Have pupils complete the sentences individually. Get Individual 
 pupils to swap and correct their answers in pairs. Check the work/ Group 
 answers as a class. work
 Ask a few pupils to read the sentences aloud.
 Game: Matching Pairs Group work
 - Divide the class into two teams. 
 - Each pupil from each team comes to the board, choose a card 
 from the left, then choose one from the right. 
 - If they match, he/ she gets points for the team.
PRACTICE
Activity 6. Let’s play. 8 minutes
a. Goal: To practise the target vocabulary and sentence patterns by playing the Miming 
 game.
b. Input: – A picture showing pupils how to play the game
 – Flash cards for dancing, reading, singing and writing
c. Outcome: Pupils can practise the target vocabulary and sentence patterns by playing the 
 Miming game.
d. Procedure: Step 1: Tell pupils the goal of the game and how to play it: Point Whole class/ 
 at the game illustration, point at the girl, do an action, pretend to Individual 
 be the girl to elicit the word dancing. Then say: Yes. I’m dancing. work