Giáo án Unit 17 Tiếng anh 3 global success

School: ____________________ Grade: ____________________ Teacher: ____________________ Date of ____________________ teaching: ____________________ Attendance: UNIT 17: OUR TOYS Lesson 1 – Period 1 I. OBJECTIVES: Language:
By the end of the lesson, pupils will be able to:
- use the words car, kite, train, plane in relation to the topic “Our toys”;
- understand and correctly repeat the sentences in two
communicative contexts (pictures) to identify someone’s toys;
- correctly say the words and use He / She has ______. to identify someone’s toys;
- enhance the correct use of He / She has _____. to identify
someone’s toys in a freer context. Core
teamwork, work standards, communication competenci es: General
Listening: listen and recognize the toys, then repeat.
competence Critical thinking: talk about toys. s:
Oral communication: speak about toys, ask and answer the questions.
Communication and collaboration: work in pairs or groups. Attributes:
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Leadership: collaborate with teachers to enhance language skills.
II. RESOURCES AND MATERIAL: - Student’s book Page 46 - Audio Tracks 64, 65
- Teacher’s guide Pages 210, 211, 212 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 17) - Computer, projector, … II.
Warm-up and review – Look, listen and repeat – Listen, point
PROCEDURE and say – Let’s talk – Fun corner and wrap-up. Procedure Teacher’s activities Pupils’ Not

activitie e s
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the chant on page 44. Whole
- Ask pupils to chant the song. class
- Invite some of them to come to the board to role
play, the rest of the pupils will sing.
Option 2: Game: Animals quiz
Review the previous lesson by having the class
play the game, using the words: bird, parrot, cat,
dog, fish, elephant, duck, rabbit. Group
Step 1: Divide the class into 4 teams. work
Step 2: Invite 1 pupil to go to the board, choose
an animal and say aloud. The one who can make it will have 3 points.
Step 3: Encourage pupils to join in the game.
Step 4: Give points to pupils. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two
communicative contexts (pictures) to identify someone’s toys. b. Input:
– Context a: Lucy: My brother has a car. Ben: Wow, I like cars!
– Context b: Ben: My sister has two dolls. Lucy: Wow, I like dolls! c. Outcome:
Pupils can understand and correctly repeat the sentences in
two communicative contexts (pictures) to identify someone’s toys. Procedure:
Step 1: Have pupils look at Pictures a and b and Whole class
identify the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the Whole class recording for them to listen.
Step 3: Play the recording again for pupils to Whole class
listen and repeat individually and in chorus.
Correct their pronunciation where necessary.
Repeat the same procedure with Picture b. Pair work
Step 4: Invite a few pairs to the front of the
classroom to listen to and repeat the sentences in Whole the recording. class/
Step 5: Draw pupils’ attention to the sentences Individual
My brother has a car. / My sister has two dolls. Tell work
pupils that they are used to identify someone’s

toys. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use He / She has _____. to identify someone’s toys. b. Input:
– Picture cues: a. a boy and a car b. a girl and a kite
c. a boy and two trains d. a girl and three planes
– Speech bubble: He / She has _____. Audio script:
a. a car b. a kite c. trains d. planes He has a car. c. Outcome:
Pupils can correctly say the words and use He / She has _____. to identify someone’s toys. d.
Step 1: Draw pupils’ attention to Pictures a to d. Whole Procedure:
Elicit the character and the quantity of toys in each class
picture. Draw pupils’ attention to the plural form of
toys in Pictures c (trains) and d (planes). Check
comprehension. Ask pupils to listen to the
recording and repeat the words for the toys several
times until they feel confident.
Step 2: Put pupils into pairs. Tell them to point at Pair work
the pictures and say the names for the toys in the pictures. Whole
Step 3: Draw pupils’ attention to the speech class/
bubble. Remind them that He / She has ___. is used Individual
to identify someone’s toys. Ask pupils to look at work
the bubble and Picture a. Play the recording for
them to listen to and repeat the sentence several
times. Repeat the same procedure with the other Whole three pictures. class/
Step 4: Get them to talk about someone’s toys Individual
using the speech bubble and picture cues. Go work
around the classroom to offer support. Individual
Step 5: Invite a few pupils to come to the front of work
the classroom and talk about someone’s toys. If
they perform well, praise them. Group
Game: Listen and choose A or B. work
Step 1: Divide the class into four teams.
Step 2: Invite each pupil from the teams to go to
the board, then listen and choose the correct
answer. The fastest one with the correct answer gets points for their team.


Step 3: Encourage pupils take part in the game.
Step 4: Give points to pupils. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of He / She has _____. to identify
someone’s toys in a freer context. b. Input:
– Picture cue: A girl and a boy are playing with some toys.
– Speech bubble: He / She has _____. c. Outcome:
Pupils can enhance the correct use of He / She has _____. to
identify someone’s toys in a freer context. d.
Step 1: Draw pupils’ attention to the picture. Ask Whole Procedure:
questions to help them identify the context (see class/
Input). Have pupils look at the bubble to Individual
understand how the sentence pattern is used. work
Step 2: Have pupils practise identifying Pair work
someone’s toys in pairs. Make sure pupils
understand the structure and say them with the
right pronunciation and intonation. Go around the
classroom to observe and provide help if Individual necessary. work/
Step 3: Invite some pupils to practise identifying Whole
someone’s toys in front of the class. Praise them if class they perform well. Group work Game: Who says fast?
Divide the class into four teams.
Each team has one pupil comes to the board, look
at the picture, then read the sentence by choosing a word to fill in the blank.
Who can say it fast will get points for the teams.
Preparation for the project:
Tell pupils about the project on page 51. Ask them
to prepare it at home by making paper toys and
bring their work to class to present it at Project
time. In Lesson 2, Period 4, remind pupils again of
what they need to prepare for the project.
Fun corner and wrap-up: 5 minutes Option 1:
Use sachmem.vn, have pupils look at the words in Whole
the picture of Activities 1, 2 and repeat after the class
recordings to consolidate the lesson.