Giáo án Tiếng Anh Lớp 3 (Global success) - Unit 20: At the zoo

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 Unit 20: At the zoo
 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 what animals someone can see at the 
 zoo
 - correctly use What can you see? – I can see ______. to ask and answer questions 
 about what animals someone can see at the zoo
 - enhance the correct use of What can you see? – I can see . to ask and answer 
 questions about what animals someone can see at the zoo.
Core teamwork, motivation, problem-solving, integrity, communication
competencies
General Listening: look, listen and repeat
competencies Critical thinking: listen, point and say
 Oral communication: let’s talk
Attributes: Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Sociability: talk to each other, share their knowledge about animals at the zoo to 
 others
II. RESOURCES AND MATERIAL:
 - Student’s book Page 64
 - Audio Tracks 94, 95
 - Teacher’s guide Pages 242
 - Flashcards/pictures and posters (Unit 20)
 - Computer, projector
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun 
 corner and wrap-up 
 – Speech bubbles: What can you see? – I can see ______.
 – Audio script:
 a. a tiger b. a horse c. a monkey d. a peacock
 A: What can you see?
 B: I can see a tiger.
c. Outcome: Pupils can correctly use What can you see? – I can see ______. to ask and 
 answer questions about what animals someone can see at the zoo.
d. Procedure: Step 1: Have pupils look at Pictures a, b, c and d and elicit the Whole class
 names of the animals. Have the class listen to the recording and 
 repeat the words a few times in chorus and individually.
 Step 2: Model by getting pupils to point at the question in the Individual 
 first bubble “What can you see?” to listen to the recording and work
 repeat a few times. Then let them point at Picture a, elicit the 
 pupils to say the missing words (e.g. a tiger). After that, get 
 them to point at the answer in the second bubble, listen to the 
 recording and repeat I can see a tiger. Go around and offer help 
 or correct pupils’ pronunciation, where necessary.
 Step 3: Repeat Step 2 for Pictures b, c, d by letting one pupil ask Individual 
 the question and the other answer about what an animal he / work
 she can see at the zoo. Go around the classroom and offer help 
 where necessary.
 Step 4: Invite a few pairs to point at the pictures and ask and 
 answer questions about animals in front of the class. Group work
 Mini game: Listen and choose
 Teacher asks pupils to listen carefully, then choose the correct Whole class/ 
 answer. Write it on their mini board. Individual 
 1. Key: A work
 2. Key: B
 3. Key: A
 4. Key: D
 5. Key: C
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of What can you see? – I can see______ . to ask and 
 answer questions about what animals someone can see at the zoo
b. Input: – Picture cue: Some animals at the zoo: a tiger, a horse, a peacock, a monkey
 – Speech bubbles: What can you see at the zoo? – _______.
c. Outcome: Pupils can enhance the correct use of What can you see? – ______. to ask and 
 answer questions about what animals someone can see at the zoo. 
 BOARD PRESENTATION
 ......., ................. 2022
 Unit 20: AT THE ZOO
 Lesson 1 – Period 1
 1. Words:
 a. a tiger b. a horse c. a monkey d. a peacock
 2. Model sentences:
 What can you see at the zoo? 
 I can see ______.
School: ____________________
Grade: ____________________ 
 inviting a few pairs of pupils to the front of the class to ask and 
 answer questions about what animals they can see at the zoo, 
 using the picture in Activity 3, Lesson 1.
 Option 2: Animal dance
 - Ask pupils to watch videos and listen to the song.
 Group work
 - Then act out/dance/move (freestyle) like an animal to music.
 Option 3: 
 Game: Choose the correct word.
 - Ask pupils to look at the picture, then choose the correct name 
 Individual 
 of the animals.
 work/ Group 
 - Write the answer on their mini board. work
Activity 1. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative contexts in which pupils ask and 
 answer questions about what animals they can see at the zoo and number the 
 correct pictures
b. Input: – Picture cues:
 a. a horse b. a tiger c. peacock d. a monkey
 Audio script:
 1. A: What can you see?
 B: I can see a monkey.
 2. A: What can you see?
 B: I can see a horse.
 3. A: What can you see?
 B: I can see a tiger.
 4. A: What can you see?
 B: I can see a peacock.
c. Outcome: Pupils can listen to and understand four communicative contexts in which pupils 
 ask and answer questions about what animals they can see at the zoo.
 Key: 1. d 2. a 3. b 4. c 
 3 and 4. You may model the gapped Exchange 1 as an example. 
 Check comprehension.
 Step 2: Give pupils time to read the gapped exchanges, look at the 
 Whole class/ 
 pictures, and fill in the gaps independently. Go around and give 
 Individual 
 further support to those pupils who find it difficult to do the task.
 work
 Step 3: Ask pupils to swap and check their answers. Correct the 
 answers where necessary. If there is enough time, ask pupils to 
 write the answers on the board before having them write the Whole class/ 
 answers in their notebooks. Pair work
 Step 4: Invite a few pairs of pupils to read aloud the complete 
 exchanges in front of the class. The class listens and praises their 
 work. Pair work
 Game: What can you see?
 Divide the class into 2-4 groups. Each group has a small board, 
 look at the picture then write what they can see there. There’s Group work
 some letters for them to unscramble. The fastest pupils to finish 
 will get points for their group.
Activity 3. Let’s play. 8 minutes
a. Goal: To revise the target vocabulary items through the Miming game
b. Input: Five cards, each with a target vocabulary item (e.g. horse, tiger, monkey, elephant, 
 peacock).
c. Outcome: Pupils can play the Miming game to revise the target vocabulary items learnt in 
 the lesson.
d. Procedure: Step 1: Tell pupils that they are going to revise the target Whole class/ 
 vocabulary items they have learnt in Lesson 1. Explain how the Individual 
 game is played. Check comprehension. work
 Step 2: Divide pupils into groups of five and give each group a set Group work
 of cards.
 Step 3: Have each player in group 1 in turn look at the card and Individual 
 mime / act out the animal on the card (e.g. peacock) without work/ Whole 
 making any sounds or lip movements. The other player in the class
 group asks What can you see? The players in group 2 answer (e.g. 
 I can see a peacock.). If the second group has the correct answer, 
 they get a point. If the answer does not match the action, switch 
 the groups and let each player in group 2 mime the animal while 
 the first group gives the answer. The game ends when all the cards 
 are gone.
Fun corner and wrap-up: 5 minutes 
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 Unit 20: At the zoo
 Lesson 2 – Period 3
I. OBJECTIVES
Language focus: By the end of the lesson, pupils will be able to:
 - understand and correctly repeat What is the _____ doing? It's _____. to ask and 
 answer questions about what a zoo animal is doing.
 - use What is the ______ doing? – It's ______. to ask and answer questions about 
 what a zoo animal is doing.
 - enhance the correct use of What’s the _____ doing? – It’s _____. to ask and 
 answer questions about what a zoo animal is doing.
Core communication, planning and organization, stress tolerance, and initiative
competencies
General Listening: look, listen and repeat
competencies Critical thinking: listen, point and say
 Oral communication: let’s talk
Attributes: Communication and collaboration: work in pairs or groups
 Self-confidence: ability to work as a team member and practice speaking in front of 
 the class
II. RESOURCES AND MATERIAL:
 - Student’s book Page 66
 - Audio Tracks 97, 98
 - Teacher’s guide Pages 246
 - Flashcards/pictures and posters (Unit 20)
 - Computer, projector
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – 
 Fun corner and wrap-up