Giáo án Unit 18 Tiếng anh 3 global success

School: ____________________ Grade: ____________________ Teacher: ____________________ Date
of ____________________ teaching: ____________________ Attendance:
UNIT 18: PLAYING AND DOING 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 to talk about an action in progress;
- correctly say the words and use I’m _____. to identify an action in progress;
- enhance the correct use of I’m _____. to identify an action in progress in a freer context. Core
Decision making, teamwork, reliability, motivation, adaptability,
competencie problem-solving, integrity, communication, planning and s: organization General Listening: listen and repeat. competence
Oral communication: let’s talk. s:
Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Sociability: talk to each other, say good words to others. Attributes:
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Responsibility: appreciate kindness.
Secure and organized: join activities to have fun and relax after busy working or studying.
II. RESOURCES AND MATERIAL: - Student’s book Page 52 - Audio Tracks 74, 75
- Teacher’s guide Pages 221, 222, 223 - Website sachmem.vn
- Flash cards/ pictures and posters (Unit 18) - Computer, projector, … III.
Warm-up and review – Look, listen and repeat – Listen, point PROCEDURE
and say – Let’s talk – Fun corner and wrap-up.

Procedur Pupils’ Not Teacher’s activities e activities e
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 17 - 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 17, Lesson 3). Whole
- Ask pupils to chant and do the actions along the class/
chant in Unit 17, Lesson 3 in groups. Group
- Give points to the groups and encourage them. work
Option 3: Domino Game
Divide the class into 2 teams: Boys and Girls. Group
Members of each team try to give answers after work
seeing the animal’s pictures on the screen to get the points.
If they answer incorrectly, they lose their turns. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two
communicative contexts to talk about an action in progress. b. Input:
– Context a: Mum: Where are you, Linh? Linh: I’m in my room.
– Context b: Linh: Mum, I’m dancing. Mum: Have fun! c.
Pupils can understand and correctly repeat the sentences in two Outcome:
communicative contexts to talk about an action in progress. d.
Step 1: Draw pupils’ attention to the pictures. Point Whole
Procedure: at each picture, elicit the names of the speakers in class the pictures.
Step 2: Have pupils look at Picture a. Play the Whole
recording again for them to listen. class
Step 3: Play the recording again for pupils to listen
and repeat individually and in chorus. Correct their Whole
pronunciation where necessary. Repeat the same class/
procedure with Picture b. Individual
Step 4: Invite a few pairs to the front of the work
classroom to listen to and repeat the sentences in Pair work the recording.
Step 5: Draw pupils’ attention to the sentence I’m Individual
dancing. Tell pupils that it is used to talk about an work action in progress.

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use I’m _____. to identify an action in progress. b. Input:
– Picture cues: a. a girl is writing b. a girl is dancing
c. a boy is singing d. a boy is reading
– Speech bubble: I’m _____.
– Flash cards for writing, dancing, singing and reading Audio script:
a. writing b. dancing c. singing d. reading I’m writing. c.
Pupils can correctly say the words and use I’m ________. to Outcome:
identify an action in progress. d.
Step 1: Have pupils look at the picture cues, and Whole
Procedure: elicit the actions in progress. class/ Individual
Step 2: Have pupils point at Picture a (writing), work
listen to the recording and repeat the word. Repeat Whole
the same procedure with the other three pictures. class/
Have the class repeat the words a few times. Hold up Individual
the flash cards for writing, dancing, singing and work
reading and have pupils say the words.
Step 3: Point at the speech bubble and have pupils
listen and repeat after the recording (I’m writing). Whole
Repeat the same procedure with the other three class/ pictures. Individual
Step 4: Point at one of the pictures randomly to work
elicit the sentence or use the flash cards for writing, Whole
dancing, singing and reading to elicit the action and class/
I’m _____. Have pupils do the TPR action while saying Individual each sentence. work
Step 5: Give pupils time to work in pairs. Remind
them that they can select any of the four pictures to Pair work
point and say the sentence. Go around the classroom to offer support.
Step 6: Invite a few pupils to point at the pictures Individual
and say the sentences in front of the class. work Game: Moving matchmaker Group
- Divide the class into 2 teams: Boys and Girls. work
- Call each member to choose one number to show a picture.
- The pictures will move around the words.
- Pupils have say STOP to match the correct pictures
and words. T clicks the button again to stop the

pictures.
- Pupils then say I’m ______. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of I’m _____. to identify an action in progress in a freer context. b. Input:
– Picture cue: Four pupils are reading, dancing, singing and writing.
– Speech bubble: I’m _____. c.
Pupils can enhance the correct use of I’m _____. to identify an Outcome:
action in progress in a freer context. d.
Step 1: Have pupils look at the picture cue and read Whole
Procedure: the gapped speech bubble. Tell them about the class/ activity. Individual work
Step 2: Give pupils time to practise in pairs, do the Pair work
action and say: I’m _____. in context. Remind pupils
to do the action while saying. Circulate round the
class during the activity and offer help or correct the pronunciation where necessary. Individual
Step 3: Invite some pupils to the front of the class work
to act and say. Praise them, and get the class to
cheer or clap hands if they do a good job. Group
Extension: Pupils can choose a pupil in the picture work/
cue, do the action, say I’m _____. to describe an Whole
action in progress, and have other friends guess who class they are pretending to do.
Game: Guess what? Group
T asks some pupils come to the board and do some work
actions to describe words (dancing, singing, writing,
reading) and the others will guess. If pupils can
answer correctly, they will get points for their teams.
Preparation for the project:
Tell pupils about the project on page 57. Ask them to
prepare the photos of themselves to share with their
friends and introduce what they are doing in the
photos. They need to prepare the captions for the
photos. 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: Whole
Use sachmem.vn, have pupils look at the words and class
pictures of Activities 1, 2 and repeat after the