Giáo án Tiếng Anh 3 - Tuần 6 - Năm học 2023-2024 - Lê Khánh Ly

 Week 6
 Period 19
 09/10/2023
 UNIT 3: OUR FRIENDS
 Lesson 2: 1, 2, 3
I. 
OBJECTIVES
Language By the end of the lesson, pupils will be able to:
focus - use the words this, that, it, yes, no, friend, teacher, Mr (Mr 
 Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
 - use Is this / that ? – Yes, it is. / No, it isn’t. It’s . to ask and 
 answer questions about someone;
 - ask and answer questions about someone in contexts.
 - use Is this / that ______? and Yes, it is. / No, it isn’t. 
 It’s______. to ask and answer questions about someone 
 correctly.
 - ask and answer questions about someone confidently.
Core communication, planning and organization, stress tolerance, initiative 
competencies
General Listening: listen and recognize someone, then repeat
competences Critical thinking: talk about someone
 Oral communication: speak about someone, ask and answer the 
 questions
 Written communication: practise writing about school things
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Problem-solving and creativity: answer comprehension questions after 
 reading the story.
 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
 Leadership: collaborate with teachers to enhance language skills
 Secure and organized: keep school things in the right ways 
II. RESOURCES AND MATERIAL
 - Student’s book Page 24
 - Audio Tracks 29,30
 - Teacher’s guide Pages 43, 44
 - Website hoclieu.vn
 - Flashcards/pictures and posters (Unit 3)
 - Computer, projector
III. Warm-up and review – Look, listen and repeat – Listen, point and 
PROCEDURE say – Let’s talk – 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 song in Unit 3, Lesson 1. Whole 
 - Ask pupils to sing the song class
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Chant and do activities (Unit 2, Lesson Group 
 3). work
 - Ask pupils to chant and do the actions in Unit 2, 
 Lesson 3 in groups. 
 - Give points to the groups and encourage them. Individual 
 Option 3: Game: This is/ That’s work/ 
 Divide the class into three teams. Have students Group 
 choose the food they like. Teacher clicks the food work
 that is chosen. Let student make a sentence with the 
 hidden picture. Give them points if they are right.
 (Please use the provided corresponding PowerPoint 
 slides for reference.) 
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on asking and 
 answering questions about someone. 
b. Input - Context a: Mai: Is this Bill? Nam: Yes, it is.
 - Context b: Mary: Is that Nam? Mai: No, it isn’t. It’s Minh.
c. Outcome Pupils can understand and correctly repeat the questions and the 
 answers in two communicative contexts about Bill and Minh.
d. Step 1: Have pupils look at Pictures a and b and Whole 
Procedure: identify the characters in the pictures. class/ 
 Step 2: Ask pupils to look at Picture a. Play the Individual 
 recording for them to listen. Play the recording work
 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 Pair work
 and repeat in chorus sentence by sentence.
 Step 4: Invite a few pairs to the front of the 
 classroom to listen and repeat the sentences in the 
 recording.
 Step 5: Draw their attention to the question Is this 
 Whole 
 Bill? and the answer Yes, it is. and Is that Nam? and 
 class/ 
 the answer No, it isn’t. It’s Minh. Tell pupils that 
 Individual 
 they are the questions and the answers about Bill 
 work
 and Minh.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal To correctly say the words and use Is this / that ______? and Yes, 
 it is. / No, it isn’t. It’s______. to ask and answer questions about 
 the characters.
b. Input - Picture cues:
 a. Linh b. Lucy
 c. Ben d. Nam
 - Speech bubbles: Is this / that _____?
 Yes, it is. / No, it isn’t. It’s _____.
 Audio script:
 a. Linh / yes b. Lucy / yes
 c. Bill / no / Ben d. Minh / no /Nam
 Is this Linh? - Yes, it is.
 Is that Bill? - No, it isn’t. It’s Ben. 
c. Outcome Pupils can correctly say the words and use Is this / that _____? 
 and Yes, it is. / No, it isn’t. It’s____. to ask and answer questions 
 about the characters.
d. Step 1: Have pupils look at the pictures and elicit Whole 
Procedure the names of the characters. class/ 
 Step 2: Have pupils point at Picture a, listen to the Individual 
 recording and repeat the words (Linh / yes). Follow work
 the same procedure with the other three pictures. 
 Have the class repeat the words a few times.
 Step 3: Point at Picture a and have pupils listen and 
 repeat after the recording (Is this Linh? – Yes, it 
 is.). Point at Picture c and have pupils listen and 
 repeat after the recording (Is that Bill? – No, it isn’t. 
 It’s Ben.).
 Step 4: Have pairs practise asking and answering Is 
 this that ______? Yes, it is./ No, it isn’t. It’s ____. Pair work
 with Pictures b and d.
 Step 5: Invite a few pairs to point at the pictures 
 and say the questions and answers in front of the 
 class.
 Game: Slap the board
 Group 
 Divide the class into four teams. Stick the pictures work
 of charaters on the board. Teacher says a 
 sentence/dialogue, a pupil from each team has to 
 point/slap the right picture and says the sentence 
 again. The one who says faster will get points. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Is this/ that______? and Yes, it is. / 
 No, it isn’t. It’s_____. to ask and answer questions about 
 someone.
b. Input - A picture of Bill and Mai in the park. Bill asks Mai about Linh 
 and Nam.
 - Speech bubbles: – Is this/ that ?
 – Yes,/ No, _____.
c. Outcome Pupils can enhance the correct use of Is this / that _____? and 
 Yes, it is. / No, it isn’t. It’s _____. to ask and answer questions 
 about someone. 
d. Step 1: Draw pupils’ attention to the picture. Ask Whole 
Procedure questions to help them identify the context. class/ 
 Individual 
 Step 2: Put pupils into pairs and encourage them to work
 ask and answer questions about the characters Linh Pair work
 and Nam. Go around the class to offer support.
 Step 3: Invite some pairs to the front of the class to 
 perform their conversations.
 Game: Matching game
 Use pictures and flash cards, get three pupils to hold 
 the pictures and three more to hold the sentences. Whole 
 Ask them to find and match. Praise the ones who class/ 
 finish the matching. Then ask the class to look and Individual 
 say aloud. work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use hoclieu.vn, have pupils look at the words in the Whole 
 pictures of the lesson and repeat after the class
 recordings.
 Option 2: Game: Sentence Puzzle
 Divide the class into groups of four. Give each Group 
 group a sentence that is broken/ cut into pieces. Ask work
 them to arrange them to make a complete sentence, 
 then read it aloud.
 The group who makes it first will be the winner.
 Option 3: Game
 Divide the class into 2 teams. Have the teams take 
 turns to choose numbers. Teachers clicks the chosen 
 numbers to go to the questions. For each correct 
 answer, pupils choose a number to get their points. 
 The team with more points will be the winner. 
 Week 6
 Period 20
 10/10/2023
 UNIT 3: OUR FRIENDS
 Lesson 2: 4, 5, 6
I. 
OBJECTIVES
Language By the end of the lesson, pupils will be able to:
focus - use the words this, that, it, yes, no, friend, teacher, Mr (Mr 
 Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
 - use Is this / that ? – Yes, it is. / No, it isn’t. It’s . to ask and 
 answer questions about someone;
 - listen to and understand communicative in contexts.
 - look, complete and read the dialogues with the help of picture 
 cues.
Core communication, planning and organization, stress tolerance, and 
competencies initiative. 
General Listening: listen and recognise someone, then repeat.
competences Critical thinking: talk about someone.
 Oral communication: speak about someone, ask and answer the 
 questions
 Written communication: practise writing about school things
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Problem-solving and creativity: answer comprehension questions after 
 reading the story
 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
 Leadership: collaborate with teachers to enhance language skills
 Secure and Organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL 
 - Student’s book Page 25
 - Audio Track 31
 - Teacher’s guide Pages 45, 46
 - Website hoclieu.vn
 - Flash cards/pictures and posters (Unit 3)
 - Computer, projector
III. Warm-up and review – Listen and number – Look, complete and 
PROCEDURE 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 song in Unit 3, Lesson 1. Whole 
 - Ask pupils to sing the song class/ 
 - Invite some of them to come to the board to role Individual 
 play, the rest of the pupils will sing. work
 Option 2: Chant and do activities (Unit 2, Lesson 3). Group 
 work
 - Ask pupils to chant and do the actions in Unit 2, 
 Lesson 3 in groups. 
 - Give points for the groups and encourage them.
 Option 3: 
 Play the game in the PowerPoint slides for Unit 3 – 
 Lesson 2 – Period 4 Individual 
 work/ 
 Group 
 work
PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal To listen to and understand four communicative contexts in which 
 pupils ask and answer questions about someone.
b. Input - Picture cues:
 a. Bill b. Mary c. Ben d. Lucy
 Audio script:
 1. Nam: Is this Mary? 
 Mai: Yes, it is.
 2. Minh: Is that Ben?
 Mai: No, it isn’t. It’s Bill.
 3. Linh: Is this Lucy?
 Minh: Yes, it is.
 4. Linh: Is that Bill?
 Nam: No, it isn’t. It’s Ben.
c. Outcome Pupils can listen to and understand four communicative contexts in 
 which pupils ask and answer questions about someone.
 Key: 1. b 2. a 3. d 4. c
d. Step 1: Draw pupils’ attention to the pictures. Elicit Whole 
Procedure the names of the characters in each picture. class/ 
 Step 2: Play the recording. Individual 
 Step 3: Play the recording again for pupils to do the work
 task. Play the recording a third time to give pupils 
 another listening opportunity.
 Step 4: Check answers together as a class. Play the 
 recording again for pupils to double-check their 
 answers and correct their answers in pairs.
 Extension: If time allows, play the recording sentence 
 by sentence for the class to listen and repeat in chorus. 
 Correct their pronunciation, where necessary.
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal To look, complete and read four target sentence patterns in four 
 dialogues with the help of picture cues.
b. Input Four picture cues and four exchanges with the target sentences to 
 complete
c. Outcome Pupils can look, complete and read four target sentence patterns 
 with the help of picture cues
 Key: 1. Is this 2. Is this 3. Is that 4. Is that
d. Step 1: Have pupils look at the pictures. Have them Whole 
Procedure identify the characters in the pictures. class/ 
 Step 2: Have pupils look at the four incomplete Individual 
 dialogues. Draw their attention to the missing words in work
 the questions.
 Step 3: Model with Picture 1. Have pupils look at the 
 dialogue. Ask them what words are missing in the 
 question (Is this). Then have them complete the gap 
 (Is this Ben? Yes, it is.).
 Step 4: Follow the same procedure with Pictures 2, 3 
 and 4. Draw pupils’ attention to the gaps in the 
 Dialogues 2, 3 and 4.
 Step 5: Have pupils complete the dialogues 
 individually and ask a few pairs to read them aloud. Group 
 work
 Game: Slap the board.
 Divide the class into four teams. Stick the pictures of 
 sentences/ dialogues on the board. Teacher says a 
 sentence/ dialogue, a pupil from each team has to 
 point/ slap the right picture and says the sentence/ 
 dialogue again. The one who says faster will get 
 points. 
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal To recognise target words while looking at pictures of the 
 characters and circle six names in a letter table and use them to ask 
 and answer questions.
b. Input The letter table includes six names of six characters. They are 
 Mary, Mai, Linh, Bill, Nam and Lucy. Pupils look at the pictures 
 of six characters and find and circle their names in the rows or in 
 the columns of the letter table. The name Mary has been circled as 
 an example.
c. Outcome Pupils can recognise the characters in pictures and circle six names 
 in a letter table, then ask and answer questions about them.
d. Step 1: Tell pupils to work in pairs. Whole 
Procedure Step 2: Model the activity by identifying the picture class/ 
 of Mary first, draw pupils' attention to the word Mary Individual 
 in the table. Point to the picture of Mary and ask: “Is work
 this Mary?” Ask a pupil to answer the question: “Yes, 
 it is.” Group 
 Step 3: Have pupils play the game. Explain that after work
 identifying six characters in the pictures and circling 
 their names, pupils should ask and answer questions 
 about six characters (as mentioned in Step 2).
 Individual 
 Step 4: Set a time limit for pupils to play and check work
 the answers. 
 Extension: If time allows, invite a few pairs to Pair work
 perform the game in front of the class.
 Game: Individual 
 Matching game work/ 
 Use pictures and cards, have 3 pupils hold the pictures Whole 
 and 3 more hold the sentences. Ask them to find and class
 match. Praise the ones who finish the matching. Then 
 ask the class to look and say aloud.
Fun corner and wrap-up: 5 minutes
 Option 2: Game: Sentence Puzzle
 Divide the class into groups of four. Give each group a Whole 
 sentence that is broken/cut into pieces. Ask them to class
 arrange them to make a complete sentence, then read it 
 aloud.
 The group that makes it first will be the winner.
 Option 3: Play the game in the PowerPoint slides for Group 
 Unit 3 – Lesson 2 – Period 4 work
 Week 6
 Period 21
 11/10/2023
 UNIT 3: OUR FRIENDS
 Lesson 3: 1, 2, 3 
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
focus - repeat and pronounce the sounds th (voiced) and th (unvoiced) in 
 isolation, the words that and thank, and the sentences That's Lucy. 
 and Thank you. with the correct pronunciation and intonation.
 - identify the target words that and thank, and the sentences Thank 
 you, Bill and That’s Lucy while listening.
 - say the chant with the correct rhythm and pronunciation.
Core communication, planning and organization, stress tolerance, and 
competencies initiative
General Listening: listen and recognize someone, then repeat 
competences Critical thinking: talk about someone
 Oral communication: speak about someone, ask and answer the 
 questions
 Written communication: practise writing about school things
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Problem-solving and creativity: answer comprehension questions after 
 reading the story
 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
 Leadership: collaborate with teachers to enhance language skills
 Secure and organized: keep school things in the right ways
II. RESOURCES AND MATERIAL
 - Student’s book Page 26
 - Audio Tracks 32, 33, 34
 - Teacher’s guide Pages 47, 48
 - Website hoclieu.vn 
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector
III. Warm-up and review – Listen and repeat – Listen and tick – Let’s 
PROCEDUR chant – Fun corner and wrap-up
E
 Pupil’s Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 3, Lesson 1. Whole class
 - Ask pupils to sing the song.
 - Invite some pupils to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Chant and do activities (Unit 2, Group work 
 Lesson 3).
 - Ask pupils to chant and do the actions in Unit 
 2, Lesson 3 in groups. Individual 
 - Give point to the groups and encourage them. work/ Group 
 Option 3: Game: Find six names work
 Have pupils do the puzzle to find six names of 
 the characters. 
 (Please see the provided the corresponding 
 PowerPoint slides.) 
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal To correctly repeat the sounds th (voiced) and th (unvoiced) in 
 isolation, the words that and thank, and the sentences That's 
 Lucy. and Thank you. with the correct pronunciation and 
 intonation.
b. Input - The sound th (voiced), the word that and the sentence That's 
 Lucy.
 - The sound th (unvoiced), the word thank and the sentence 
 Thank you.
c. Outcome Pupils can correctly repeat the sounds th (voiced) and th 
 (unvoiced) in isolation, the words that and thank, and the 
 sentences That's Lucy. and Thank you. with the correct 
 pronunciation and intonation.
d. Procedure Step 1: Draw pupils’ attention to the sound th Whole class/ 
 (voiced), the word that and the sentence That's Individual 
 Lucy. Play the recording and encourage them to work
 point to the correct sound/ word/ sentence while 
 listening.
 Step 2: Play the recording again and encourage 
 pupils to listen and repeat. Do this several times 
 until pupils feel confident. Correct their 
 pronunciation where necessary, and praise them 
 when their pronunciation is good.
 Step 3: Repeat Steps 1 and 2 for the sound th 
 (unvoiced).
PRACTICE
Activity 2. Listen and tick. 9 minutes 
a. Goal To identify the target words that and thank while listening.
b. Input Two questions with three sentence options for each question.
 Audio script:
 1. Thank you, Bill.
 2. That’s Lucy.
c. Outcome Pupils can identify the words that and thank while listening.
 Key: 1. b 2. a
d. Procedure Step 1: Draw pupils’ attention to the three Whole class/ 
 sentence options for each question. Individual 
 Step 2: Play the recording for pupils to listen to. work
 Play the recording again for pupils to listen and 
 tick the correct options.
 Step 3: Get pupils to swap books with a partner, Pair work/ 
 then check the answers together as a class. Whole class
 Write the correct answers on the board.
 Step 4: Tell pupils to return the books to their 
 partners. Play the recording for pupils to check 
 their answers again.
 Whole class/ 
 Extension: Invite one or two pupils to stand up, 
 Individual 
 listen and repeat the sentences.
 work
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct rhythm and pronunciation.
b. Input The lyrics and recording of the chant
c. Outcome Pupils can say the chant with the correct rhythm and 
 pronunciation.
d. Procedure Step 1: Draw pupils’ attention to the lyrics of Whole class/ 
 the chant. Check comprehension. Individual 
 Step 2: Play the recording all the way through work
 for pupils to listen to the whole chant.
 Encourage them to listen carefully to the rhythm 
 and pronunciation. Draw pupils’ attention to the 
 sounds of the letters th in the words that and 
 thank.
 Step 3: Play the recording line by line for pupils 
 to listen and repeat. Correct their pronunciation, 
 if necessary.
 Step 4: Play the recording all the way through Group work
 for pupils to chant. Encourage them to clap 
 along while chanting.
 Extension: Divide the class into two or more 
 groups to take turns listening and repeating the 
 chant, while the rest of the class claps along.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use hoclieu.vn, have pupils look at the text/ Whole class
 pictures of the lesson and repeat after the 
 recording.
 Option 2:
 Game: Sentence Puzzle
 Divide the class into groups of four. Give each Group work
 group a sentence that is broken/cut into pieces. 
 Ask pupils 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 the game in the provided corresponding 
 PowerPoint slides.
 Week 6
 Period 21
 11/10/2023
 UNIT 3: OUR FRIENDS
 Lesson 3: 4, 5, 6
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - read and match four target sentence patterns with four pictures .
 - read, understand and complete three sentences by writing the 
 target words in the gaps. 
 - draw three pictures of their friends and introduce them to the 
 class.
Core communication, planning and organization, stress tolerance, and 
competencies initiative. 
General Listening: listen and recognize someone, then repeat.
competences Critical Thinking: talk about someone.
 Oral Communication: speak about someone, ask and answer the 
 questions
 Written Communication: practice writing about school things
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Problem-solving and creativity: answer comprehension questions after 
 reading the story.
 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
 Leadership: collaborate with teachers to enhance language skills
 Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL
 - Student’s book Page 27
 - Teacher’s guide Pages 49, 50
 - Website hoclieu.vn 
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector
III. Warm-up and review – Read and match – Let’s write – Project – 
PROCEDUR Fun corner and wrap-up
E
 Pupil’s Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 3, Lesson 1. Whole class 
 - Ask pupils to sing the song.
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Chant and do activities (Unit 2, Lesson Group work
 3).
 - Ask pupils to chant and do the actions in Unit 2, 
 Lesson 3 in groups. 
 Individual 
 - Give points to the groups and encourage them. work/ Group 
 Option 3: Play the game in the PowerPoint slides work
 for Unit 3 – lesson 3 – period 6
PRACTICE
Activity 4. Read and match. 8 minutes
a. Goal To read and match four target sentence patterns with four 
 pictures.
b. Input Four target sentences with four pictures to match
c. Outcome Pupils can read and match four sentences with four pictures.
 Key: 1. d 2. c 3. a 4. b
d. Step 1: Draw pupils’ attention to the first Whole class/ 
Procedure sentence (My name's Nam.) and read it as a class. Individual 
 Step 2: Draw pupils’ attention to Picture d. Get work
 them to read the sentence again and match it to 
 the correct picture.
 Step 3: Repeat Steps 1 and 2 for other sentences. 
 Go around the classroom to offer support where 
 necessary.
 Pair work/ 
 Step 4: Get pupils to swap books with their Individual 
 partners, then check answers together as a class. work
 Write the correct answers on the board for pupils 
 to correct their answers.
PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal To read, understand and complete three sentences by writing the 
 target words in the gaps.
b. Input Three picture cues with three target sentences to complete
c. Outcome Pupils can read, understand and complete three sentences by 
 writing the target words in the gaps. 
 Key: 1. is 2. This is my 3. That’s my teacher
d. Step 1: Write the first incomplete sentence on the Whole class/ 
Procedure board: Individual 
 1. This _____ my friend, Mai. work
 Step 2: Read the incomplete sentence together as 
 a class, then look at Picture 1. When you reach Whole class/ 
 the first gap, point at it and encourage pupils to Individual 
 say the answer. work
 Step 3: Give pupils time to write the answer in 
 their notebooks. Whole class/ 
 Step 4: Repeat Steps 1 to 3 for Sentences 2 and Individual 
 3. work
 Extension: Invite one or two pupils to stand up, Individual 
 listen and repeat the sentences. work
 Group work
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal To draw three pictures of their friends and use them to practise 
 talking to their classmates.
b. Input - A sample picture of a friend (a girl).
 - Materials: sheets of paper, coloured pencils.
c. Outcome Pupils can draw three pictures of their friends and use them to 
 practise talking to their classmates.
d. Step 1: Tell pupils to open their pictures (they Whole class/ 
Procedure have drawn at home) and use them to practise Individual 
 talking to their classmates. work
 Step 2: Put pupils into groups and give them time Group work
 to show the pictures of their friends to talk to the 
 groups, e.g. “This is my friend, (name).”.
 Step 3: Tell pupils to do the task. Give them 
 enough time to complete each step.
 Step 4: Go around the class to monitor and offer 
 Whole class/ 
 support if necessary.
 Individual 
 Step 5: If time allows, invite two or three pupils work
 to go to the front of the class and present their 
 pictures to the class.
 Extension: Create a class display using the 
 pictures and vote for the most creative.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use hoclieu.vn, have pupils look at the words in Whole class
 the pictures of this lesson and read/ repeat after 
 the teacher.
 Option 2: Game: Sentence Puzzle Group work
 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.