LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
UNIT 1: THIS IS YOUR DOLL.
Lesson Two – Grammar (page 11)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Talk about possessions using my and your.
- Practice using This is........
- Act out the story.
2. General competences

- Communication and collaboration: work in pairs/groups to talk about their toys.

- Problem-solving and creativity: find out their toy likes.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Vocabulary: common toys, my, your
2. Patterns:
- This is my........../your..........
3. Skills: Listening, Speaking and Writing.
C. RESOURCES AND MATERIALS
- Student book - page 11
- Audio tracks 14-15
- Teacher’s Guide
- Website sachso.edu.vn
- Flashcards 18-21
- Computer, projector, ….
*Culture note: Toys
- Raise students’ awareness of loving toys.
- Be kind to people.
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to remember toy words.
*Game: “Guess the word”
Picture cards (doll, ball, teddy bear, car)
- Divide the class into four groups. - Work in four groups.
- Write a word on the board with several - Look at a word on the board with
or all letters missing. several or all letters missing.
E.g. _ _ _ _  doll
picture (doll)
- Take turns calling out a letter.
-Have each team take turns calling
out a letter. - Look at the correct word.
- Add the missing letters to the word if
correctly guessed. - Receive one point if it’s a correct
- Give that team one point if it’s a guess.
correct guess. - Continue guessing the word correctly.
- Continue until the students guess the
word correctly. - The groups that gets the most points
- The groups that gets the most points win. Praise the winner.
win. Praise the winner. - Read all words aloud.
- Ask students to read all words aloud.
- Check students’ pronunciation.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the letters about toy
words correctly and fluently.
- Task completed: Students can say
the letters about toy words.
- Task uncompleted: Students are
unable to say the letters about toy
words.
PRESENTATION (10 minutes)
Aim: To help students act out the story and talk about possessions using my and your..
*Lead-in: Use pictures (part 3) on page
10 - Answer the questions.
- Elicit what students remember of the
story. - Answer which objects appeared in
- Ask students which objects appeared the story. Write their answers on the
in the story. Have students write board.
their answers on the board.
Answer:
a doll, a ball, a bag, a teddy bear, a
car
- Check students’ answers. Praise
them.
*Listen to the story again. (Track 14) - Turn to the story in their books. Say
 - Ask students to turn to the story in how many toys they remembered.
their books. Check how many toys
they remembered. - Listen to the recording and repeat.
- Play the recording, pausing for
students to repeat. - Play the roles of Tim and Rosy in
- Divide the class into pairs to play the groups.
roles of Tim and Rosy. - Look at the different actions that the
- Ask students to look at the different characters do in the story.
actions that the characters do in the
story. Elicit a set of actions to use
when acting out the story. - Practice acting the story. Come to
- Ask students to practice acting the the front to act for the class.
story. Ask pairs to come to the front
to act for the class.
- Remark students’ pronunciation.
Praise students if they have done
well.
Story actions
Picture 1: Tim picks up two objects
to give to Rosy.
Picture 2: Tim picks up Rosy’s bag.
Picture 3: Tim holds Rosy’s bag.
Rosy looks round.
Picture 4: Rosy opens the bag
Expected outcomes and assessment
- Task completed with excellence:
Students can listen and repeat the
story correctly and fluently.
- Task completed: Students can listen
and repeat the story.
- Task uncompleted: Students are
unable to listen and repeat the story. - Look at the pictures and observe the
*Listen and say. (Track 15) sentences on the board.
- Tell students to look at the pictures.
Elicit what is happening in each.
Copy the sentences onto the board, - Follow the teacher.
leaving spaces where the toy words
are.
- Put different flashcards in the spaces - Listen to the recording. Repeat each
to elicit sentences with the same line.
pattern, e.g. This is my doll.
- Play the recording all the way - Answer the teacher’s questions.
through. Then play the recording
again, pausing for students to repeat
each line.
- Ask students which word we use to
show something belongs to me (my). - Read the sentence patterns.
Point to somebody else and ask
which word we use to show that it
belongs to the person we are talking
to (your).
- Ask some volunteers to read the
 sentence patterns.
- Check students’ pronunciation.
Praise students if they have done
well.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the sentence pattern
correctly and fluently.
- Task completed: Students can say
the sentence pattern.
- Task uncompleted: Students are
unable to say the sentence pattern.
PRACTICE (8 minutes)
Aim: To help students talk about possessions using my and your.
*Look and say
- Tell students that they are going to
practice using This is ....
- Model the first sentence with a - Repeat the first sentence with the
student. teacher.
- Work in pairs. Read the example for
- Put students in pairs. Ask one of the the class.
pairs to read the example for the - Work with their partners.
class.
- Ask students to work with their
partners. Give time for students to do
the task. Monitor and help where - Read the sentences in front of the
necessary. class.
- Call some pairs to read the sentences
in front of the class.
Answer:
1. This is your ball.
2. This is my bag.
3. This is your car.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the sentences
correctly and fluently.
- Task completed: Students can say
the sentences.
- Task uncompleted: Students are
unable to say the sentences.
PRODUCTION (10 minutes)
Aim: To help students complete the sentences with my and your; talk about their toys using
the possessive adjectives.
*Write (page 11)
- Ask students to look at the pictures. - Look at the pictures. Read the first
Let a student to read the first sentence out loud.
sentence out loud.
- Ask students to work individually - Work individually and write the
and write the sentences in their sentences in their notebooks, using
notebooks, using the possessive the possessive adjectives in the word
adjectives in the word box. box.
 - Ask students to share their answers
with their partner. - Share their answers with their
- Go through the exercise with the partner.
class. Ask the questions for the class
to say the answers in chorus. - Say the answers in chorus.
- Call a few students to read aloud the
answers.
- Confirm the correct answers. - Read aloud the answers.
- Remark students’ writing skills. Give
feedback.
Answer:
1. your 2. my 3. my 4. your
Expected outcomes and assessment
- Task completed with excellence:
Students can write the answers
correctly.
- Task completed: Students can write
the answers.
- Task uncompleted: Students are
unable to write the answers.
*Let’s talk
- Ask students to prepare some toys
they like.
- Ask students to look at the picture - Prepare some toys they like.
and speech bubble.
- Have a student demonstrate the - Look at the picture and speech
sentence for the class. E.g. This is my bubble.
doll.
- Have students work in pairs to take - Demonstrate the sentence for the
turns saying the sentence. class.
- Tell students to use other vocabulary
on the page.
- Call some students to perform in the - Work in pairs to take turns saying
front of the class with their toys. the sentence.
- Check students’ speaking skills. - Use other vocabulary on the page.
Expected outcomes and assessment
- Task completed with excellence: - Perform in the front of the class with
Students can talk about their toys their toys.
using the possessive adjectives
correctly and fluently.
- Task completed: Students can talk
about their toys using the possessive
adjectives.
- Task uncompleted: Students are
unable to talk about their toys using
the possessive adjectives.
HOMEWORK (2 minutes)
- Learn the patterns by heart.
- Do the exercises in Workbook page 11.
- Prepare for the next lesson (Unit 1 - Lesson 3).
REFLECTION
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