Giáo án Tiếng Anh Lớp 3 (Global success) - Unit 19: Outdoor activities

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 UNIT 19: OUTDOOR ACTIVITIES
 Lesson 1 – Period 1 
I. OBJECTIVES
Language: By the end of the lesson, pupils will be able to:
 - use the words and phrase play badminton, run, paint, walk in relation to the topic 
 “Outdoor activities”;
 - use He’s / She’s _____. to talk about what someone is doing outdoors;
 - listen to and demonstrate understanding of simple communicative contexts in 
 relation to the topic “Outdoor activities”;
 - understand and correctly repeat the sentences in two communicative contexts 
 (pictures) focusing on what someone is doing;
 - enhance the correct use of He’s / She’s ____. to ask and answer questions about 
 what someone is doing.
Core decision making, teamwork, work standards, reliability, motivation
competencies:
General Listening: listen and recognize the contexts, focus on introducing someone, then 
competences: repeat.
 Critical thinking: talk about friends.
 Oral communication: speak about friends, ask and answer the questions.
 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.
 Honesty: tell the truth about feelings and emotions.
 Responsibility: appreciate kindness. 
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two communicative 
 contexts (pictures) focusing on what someone is doing.
b. Input: – Context a: Lucy: Look! Nam is running. 
 Mai: Yes, he is.
 – Context b: Lucy: Look! Linh is painting. 
 Mai: Yes, she is
c. Outcome: Pupils can understand and correctly repeat the sentences in two communicative 
 contexts (pictures) focus on what someone is doing.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class
 characters in the pictures.
 Step 2: Ask pupils to look at Picture a. Play the recording for them Whole class
 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 listen and repeat in 
 Whole class/ 
 chorus sentence by sentence. Individual 
 work
 Step 4: Invite a few pairs to the front of the classroom to listen and Pair work
 repeat the sentences in the recording.
 Step 5: Draw their attention to the sentences Nam is running and 
 Individual 
 Linh is painting. Tell pupils that they are sentences describing what work
 someone is doing.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly use He’s / She’s . to talk about what someone is doing.
b. Input: – Picture cues: 
 a. a girl is playing badminton
 b. a boy is running
 c. a boy is painting
 d. a girl is walking
 – Speech bubbles: He’s / She’s .
 Audio script: 
d. Procedure: Step 1: Draw pupils’ attention to the picture. Whole class/ 
 Ask questions to help them identify the context (see Input). Individual 
 work
 Step 2: Tell individual pupils to talk about what someone is doing 
 Whole class/ 
 in the park. Go around the classroom to offer support. Individual 
 work
 Step 3: Invite some pupils to the front of the class to talk about Whole class/ 
 Individual 
 what someone is doing.
 work
 Preparation for the project: Individual 
 Tell pupils about the project on page 63. work/ 
 Ask them to prepare it at home by colouring the characters in the Whole class
 picture on a copy and bring their work to class to present it at 
 Project time.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the words in the picture of Whole class
 Activities 1, 2 and repeat after the recordings to consolidate the 
 lesson.
 Option 2: Group work
 Game: Sentence Puzzle
 - Divide the class into groups of four. 
 - Give each group a sentence that is broken/cut into pieces.
 - Ask them to arrange them to make a complete sentence, then 
 read it aloud.
 - The group that makes it first will be the winner.
 Option 3: Play game in the PowerPoint for Unit 19 – Lesson 1 – Group work
 Period 1.
 - Divide the class into 2 teams to play “I’m a fairy – Level 2”.
 - Each team chooses one letter to go to the question.
 - Have pupils look, read and choose the right option.
 - Back to the menu for pupils to choose another question. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 UNIT 19: OUTDOOR ACTIVITIES
 Lesson 1 – Period 2
I. OBJECTIVES
Language: By the end of the lesson, pupils will be able to: 
 - use the words and phrase play badminton, run, paint, walk in relation to the topic 
 “Outdoor activities”;
 - use He’s / She’s _____. to talk about what someone is doing;
 - listen to and understand two communicative contexts about what someone is 
 doing;
 - read and complete four target sentence patterns with the help of the picture cues;
 - sing the song Painting and singing with the correct pronunciation, rhythm and 
 melody.
Core decision making, teamwork, work standards, reliability, motivation, adaptability, 
competencies: problem-solving
General Listening: listen and recognize the contexts, focus on introducing someone, then 
competences: repeat.
 Critical thinking: talk about friends.
 Oral communication: speak about friends, ask and answer the questions.
 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.
 Honesty: tell the truth about feelings and emotions.
 Responsibility: appreciate kindness. 
b. Input: Picture cues:
 1a. Mary is playing badminton. 1b. Mary is painting.
 2a. Nam is running. 2b. Nam is playing football.
 Audio script:
 1. 2.
 A: Is that Mary? A: Who’s that?
 B: Yes, it is. B: It’s Nam.
 A: Look! She’s playing A: Look! He’s running.
 badminton. B: Yes, he is.
 B: Yes, she is.
c. Outcome: Pupils can listen to and understand two communicative contexts about what 
 someone is doing and tick the correct picture.
 Key: 1. a 2. a
d. Procedure: Step 1: Draw pupil’s attention to Pictures 1a and 1b. Elicit the Whole class/ 
 names of the characters. Individual 
 work
 Step 2: Play the recording for Question 1. Play the recording again Whole class/ 
 for pupils to do the task. Play the recording a third time to give Individual 
 pupils another listening opportunity. work
 Step 3: Repeat Steps 1 to 2 for Pictures 2a and 2b. Whole class/ 
 Individual 
 work
 Step 4: Tell pupils to swap books with a partner, then check Whole class/ 
 answers together as a class. Write the correct answers on the Individual 
 board. Play the recording again for the pupils to double-check work
 their answers.
 Extension: If time allows, play the recording sentence by Whole class/ 
 sentence, for the class to listen and repeat in chorus. Correct their Individual 
 pronunciation where necessary. work
PRACTICE