Giáo án Review 2 Tiếng anh 3 family and friends

LESSON PLAN Week: …… Period: ……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
REVIEW 2 - Part 1 (page 50) A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to: 1. Core competences -
Review target language from units 4, 5 and 6. 2. General competences -
Communication and collaboration: work in pairs/groups. -
Problem-solving and creativity: complete tasks given. 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: review animal words, food words, adjectives for describing hair 2. Language: -
Reading: 1, 4 (animals, contracted forms isn’t/ don’t/ aren’t) -
Writing: 2, 5 (like/ don’t like + animals/ food + using statement + yes/no Q and A) -
Listening: 3 (descriptions) -
Speaking: 6 (descriptions and possession using she/he has)
3. Skills: Listening, Speaking, Reading and Writing.
C. RESOURCES AND MATERIALS - Student book - page 50 - Audio tracks 78 - Flashcards units 4, 5, 6 - Teacher’s Guide - Website sachso.edu.vn - Computer, projector, ….

*Culture note: - Be kind to animals! - Be friendly! - Love appearance! D. LEARNING EXPERIENCES Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to revise the words of animals, food and
adjectives for describing hair.
*Revision: Put the words in the correct boxes. bird long short monkey
banana rice elephant bread
curly dog ice cream straight Adjective Animals Food s bird ............... ............... ............... ............... ............... ............... ............... ............... ............... ............... ............... ............... ............... ............... - Set up the activity. -
Look at the words and the boxes. -
Have students look at the words and Read them aloud.
the boxes. Point to the words, ask students to read them aloud. - Listen to the teacher. -
Tell students they are going to put
these words in the correct boxes. Give an example. - Work in four groups. Put these -
Ask students to work in four groups. words in the correct boxes.
Ask them to put these words in the correct boxes. - Give the answers for each box. -
Call students to give the answers for each box. -
Check the answers of each group.
The group that has the most correct words is the winner. - Praise the winner. Answers: Adjective Animals Food s bird banana straight elephant bread long monkey rice short dog ice cream curly
Expected outcomes and assessment -
Task completed with excellence:
Students can put the words in the correct boxes correctly. -
Task completed: Students can put
the words in the correct boxes.

-
Task uncompleted: Students are
unable to put the words in the correct boxes.
PRESENTATION (10 minutes)
Aim: To help students identify animal words.
*Match (Track 50) -
Ask the students to look at activity 1. -
Look at activity 1. Show them the Show them the example. example. -
Explain that they will match the -
Follow the teacher. Match the animal
animal and the word, and write the
and the word, and write the correct
correct letter in the box in pencil. letter in the box in pencil. -
Give the students time to complete - Complete the activity. the activity. -
Call on students to give the answers -
Give the answers for the class. for the class. -
Confirm the correct answers. Give comments. Answers:
1. e 2. d 3. f 4. c 5. b 6. a
Expected outcomes and assessment -
Task completed with excellence:
Students can match the words with
the correct pictures correctly. -
Task completed: Students can match
the words with the correct pictures. -
Task uncompleted: Students are
unable to match the words with the correct pictures. PRACTICE (8 minutes)
Aim: To help students revise animal words, number words and complete the sentences.
*Look at the chart and complete the sentences. (Page 50) -
Ask the students to look at activity 2. - Look at activity 2. -
Pretend to be Alex. Say I like
elephants. with a smile, and point to - Follow the teacher.
the correct box and sentence. Say I
don’t like cats. with a frown and
point to the correct box and sentence. -
Ask the students write the sentences -
Write the sentences for Ruby and for Ruby and Mary. Mary. -
Give the students time to complete - Complete the activity. the activity. -
Ask some students to come to the -
Come to the board and write their board and write their answers. answers. - Check students’ answers. - Check the answers. -
Praise students if they have done well. Answers:
Ruby: I like fish. I don’t like rice.
Mary: I like dogs. I don’t like lions.
Expected outcomes and assessment

-
Task completed with excellence:
Students can complete the sentences correctly. -
Task completed: Students can complete the sentences. -
Task uncompleted: Students are
unable to complete the sentences. PRODUCTION (10 minutes)
Aim: To help students identify prepositions and complete the sentences.
*Listen and circle the correct words. (Track 78) -
Tell the students they will hear some - Listen to the teacher. short descriptions. - Say the words in activity 3. -
Ask the students to say the words in activity 3. -
Listen to the first sentence. The -
Listen to the first sentence. See that
students can see that curly should be
curly should be circled. circled. -
Play the full recording. Pause after - Listen to the full recording. each sentence if necessary. -
Ask the students to circle the correct -
Circle the correct words with a words with a pencil. pencil. -
Ask students to give the answers for the class. -
Give the answers for the class. -
Confirm the correct answers. Praise
students if they have done well. Answers: 1. She has curly hair. 2. He has short hair. 3. She is tall. 4. He has black eyes.
Expected outcomes and assessment -
Task completed with excellence:
Students can listen and circle the words correctly. -
Task completed: Students can listen and circle the words. -
Task uncompleted: Students are
unable to listen and circle the words.
*Read and match. (page 50) - Ask students to read the three
contracted and full verb forms at the -
Read the three contracted and full beginning of the exercise.
verb forms at the beginning of the -
Explain that students have to match exercise.
the sentences with contractions to the
ones with full forms. Do the example - Follow the teacher. Match the together.
sentences with contractions to the -
Check as a class. Read a sentence on ones with full forms.
the left for the class to say the
corresponding sentence on the right -
Say the corresponding sentence on in chorus. the right in chorus. -
Give comments. Praise students.