GRADE 3

Week 6
Period 21
Class 3A

UNIT 3: OUR FRIENDS
Lesson 3 – 1,2,3 

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- 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.
- identify the target words that and thank while listening.
- say the chant with the correct rhythm and pronunciation.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform pronunciation and listening tasks.
3. Attributes
- Respect and love your teacher and friends.
- Care more about the people around you.
II. MATERIALS
- Pupil'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. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the six names of the previous lesson.
b. Content
- Game: Find six names
c. Expected outcomes
- Pupils can remember and correctly say the six names of the previous lesson.
d. Organisation
TEACHER'S ACTIVITIES PUPILS' ACTIVITIES
CONTENT
Game: Find six names

TEACHER'S ACTIVITIES

PUPILS' ACTIVITIES
CONTENT
Pupils do the puzzle to
find six names of the
Have pupils do the puzzle to characters.
Six names: Lucy, Mary,
find six names of the
Mai, Nam, Hoa, Mr Long
characters.
e. Assessment
- Performance products: Pupils' answers
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
a. Objectives
- 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. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- 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. Organisation
TEACHER'S ACTIVITIES PUPILS' ACTIVITIES
CONTENT
Activity 1. Listen and repeat. (Track 32)
- The sound th (voiced),
the word that and the
Step 1: Draw pupils' attention - Pupils pay attention to sentence That's Lucy.
The
sound
th
to the sound th (voiced), the the sound th (voiced), the (unvoiced),
the
word
word that and the sentence word that and the
That's Lucy. Play the recording sentence That's Lucy. thank and the sentence
and encourage them to point to Pupils listen to the Thank you.
the correct sound/ word/ recording and point to the
sentence while listening.
correct sound/ word/
Step 2: Play the recording sentence while listening.
again and encourage pupils to - Pupils listen to the
listen and repeat. Do this recording again and and
several times until pupils feel repeat.
confident.
Correct
their
pronunciation where necessary,
and praise them when their
pronunciation is good.
- Pupils follow the
Step 3: Repeat Steps 1 and 2 teacher's instructions.
for the sound th (unvoiced).
e. Assessment
- Performance products: Pupils' pronunciation
- Assessment tools: Observation; Questions & Answers

3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To identify the target words that and thank while listening.
b. Content
- Activity 2. Listen and tick.
c. Expected outcomes
- Pupils can identify the words that and thank while listening.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
Activity 2. Listen and tick. (Track 33)

CONTENT
Two questions with
three
sentence
options for each
question.
Audio script:
1. Thank you, Bill.
2. That's Lucy.
Key: 1. b 2. a

Step 1: Draw pupils' attention to - Pupils pay their attention to
the three sentence options for the three sentence options for
each question.
each question.
Step 2: Play the recording for - Pupils listen to the
pupils to listen to. Play the recording. Pupils listen to the
recording again for pupils to recording again and tick the
listen and tick the correct correct options.
options.
- Pupils swap books with a
Step 3: Get pupils to swap books partner, then check the
with a partner, then check the answers together as a class.
answers together as a class.
Write the correct answers on the - Pupils return the books to
board.
their partners. Pupils listen to
Step 4: Tell pupils to return the the recording to check their
books to their partners. Play the answers again.
recording for pupils to check
their answers again.
Extension: Invite one or two - One or two pupils stand up,
pupils to stand up, listen and listen
and
repeat
the
repeat the sentences.
sentences.
e. Assessment
- Performance products: Pupils' answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To say the chant with the correct rhythm and pronunciation.
b. Content
- Activity 3. Let's chant.
c. Expected outcomes
- Pupils can say the chant with the correct rhythm and pronunciation.
d. Organisation
TEACHER'S ACTIVITIES PUPILS' ACTIVITIES
CONTENT
Activity 3. Let's chant. (Track 34)

TEACHER'S ACTIVITIES

PUPILS' ACTIVITIES

CONTENT

Step 1: Draw pupils' attention
to the lyrics of the chant. Check
comprehension.
Step 2: Play the recording all
the way through 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.

- Pupils pay attention to The lyrics and recording
the lyrics of the chant. of the chant

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 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.

- Pupils listen to the
recording line by line and
repeat.

- Pupils listen to the
recording to listen to the
whole
chant.
Pupils listen carefully to
the
rhythm
and
pronunciation. Pupils pay
their attention to the
sounds of the letters th in
the words that and thank.

- Pupils listen to the
recording to chant. Pupils
clap
along
while
chanting.
- Pupils work in groups
of two or more to take
turns
listening
and
repeating the chant, while
the rest of the class claps
along.

e. Assessment
- Performance products: Pupils' interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
Use hoclieu.vn, have pupils look at the text/ pictures of the lesson and repeat after the
recording.

__________________________________________________

Week 6
UNIT 3: OUR FRIENDS
Period 22
Lesson 3 – 4,5,6 
Class: 3A
I. OBJECTIVES
By the end of this lesson, pupils will be able to:

gaps.

1. Knowledge and skills
- read and match four target sentence patterns with four pictures.
- read, understand and complete three sentences by writing the target words in the

- draw three pictures of their friends and use them to practise talking to their
classmates.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform reading and writing tasks.
3. Attributes
- Respect and love your teacher and friends.
- Care more about the people around you.
II. MATERIALS
- Pupil's book: Page 27
- Teacher's guide: Pages 49, 50
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the sounds of the letters th (voiced) and th (unvoiced) of the previous
lesson.
b. Content
- Game: Listen and choose the right sound.
c. Expected outcomes
- Pupils can correctly pronounce the sounds of the letters th (voiced) and th (unvoiced)
in isolation, in the words that and thank, and in the sentences Is this Linh?/ Is that Ben?/
This is Mary./ That's Mary./ That's Lucy. and Thank you, Mai./ Thank you, Bill.
d. Organisation
TEACHER'S ACTIVITIES PUPILS' ACTIVITIES
CONTENT
Game: Listen and choose the right sound.
Ask pupils to choose the fish Pupils choose the fish - The sound th (voiced),
they like to go to the question, they like to go to the the word that and the
press the speaker to listen and question,
press
the sentence Is this Linh?/ Is
then choose the answer. Press speaker to listen and then that Ben?/ This is Mary./
the Home button to return to choose the answer. Press That's Mary./ That's
the wheel and receive points.
the Home button to Lucy
return to the wheel and The
sound
th
receive points.
(unvoiced), the word
thank and the sentence
Thank you, Mai./ Thank
you, Bill..
e. Assessment
- Performance products: Pupils' interaction and performance
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)

a. Objectives
- To read and match four target sentence patterns with four pictures.
b. Content
- Activity 4. Read and match.
c. Expected outcomes
- Pupils can read and match four sentences with four pictures.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 4. Read and match.
Step 1: Draw pupils' attention to
the first sentence (My name's Nam.)
and read it as a class.
Step 2: Draw pupils' attention to
Picture d. Get 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.
Step 4: Get pupils to swap books
with their partners, then check
answers together as a class. Write
the correct answers on the board for
pupils to correct their answers.

gaps.

- Pupils pay their attention
to the first sentence (My
name's Nam.) and read it as
a class.
- Pupils pay their attention
to Picture d. Pupils read the
sentence again and match it
to the correct picture.
- Pupils follow
the
teacher's instructions for
other sentences.
- Pupils swap books with
their partners, then check
answers together as a class.
Pupils
correct
their
answers.

Four target
sentences with four
pictures to match
Key: 1. d 2. c 3. a
4. b

e. Assessment
- Performance products: Pupils' answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives
- To read, understand and complete three sentences by writing the target words in the

b. Content
- Activity 5. Let's write.
c. Expected outcomes
- Pupils can read, understand and complete three sentences by writing the target words
in the gaps.
d. Organisation
TEACHER'S
ACTIVITIES
Activity 5. Let's write.

PUPILS' ACTIVITIES

CONTENT

TEACHER'S
ACTIVITIES
Step 1: Write the first
incomplete sentence on the
board: 1. This _____ my
friend,
Mai.
Step
2:
Read
the
incomplete
sentence
together as a class, then
look at Picture 1. When you
reach the first gap, point at
it and encourage pupils to
say the answer.
Step 3: Give pupils time to
write the answer in their
notebooks.

Step 4: Repeat Steps 1 to 3
for Sentences 2 and 3.
Extension: Invite one or
two pupils to stand up,
listen and repeat the
sentences.

PUPILS' ACTIVITIES

CONTENT

Three picture cues with
three target sentences to
- Pupils follow the teacher's complete
Key:
explanation.
1. is
2. This is my
3. That's my teacher
- Pupils say the answer.

- Pupils write the answer in
their notebooks.
- Pupils follow the teacher's
instructions for Sentences 2
and 3.

- One or two pupils stand up,
listen and repeat the
sentences.

e. Assessment
- Performance products: Pupil's answer
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRODUCTION (8 minutes)
a. Objectives
- To draw three pictures of their friends and use them to practise talking to their
classmates.
b. Content
- Activity 6. Project
c. Expected outcomes
- Pupils can draw three pictures of their friends and use them to practise talking to their
classmates.
d. Organisation
TEACHER'S ACTIVITIES PUPILS' ACTIVITIES
CONTENT
Activity 6. Project

TEACHER'S ACTIVITIES
Step 1: Tell pupils to open
their pictures (they have drawn
at home) and use them to
practise talking to their
classmates.
Step 2: Put pupils into groups
and give them time 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 support if necessary.
Step 5: If time allows, invite
two or three pupils 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.

PUPILS' ACTIVITIES

CONTENT
- A sample picture of a
friend (a girl).
- Pupils open their - Materials: sheets of
pictures
(they
have paper, coloured pencils.
drawn at home) and
practise talking to their
classmates.
- Pupils work in groups
to show the pictures of
their friends to talk to the
groups.
- Pupils do the task.
- Two or three pupils go
to the front of the class
and present their pictures
to the class.
- Pupils display their
pictures and vote for the
most creative.

e. Assessment
- Performance products: Pupil's interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1:
Use hoclieu.vn, have pupils look at the words in the pictures of this lesson and read/
repeat after the teacher.
* Option 2: Game: Sentence Puzzle
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.
* Option 3: (ppt)
Divide the class into groups of two to take turns answering the questions. For each
correct answer, pupils get to choose a window on the train and receive the number of points
corresponding to the chosen image.
________________________________________________
Unit 4: OUR BODIES
Lesson 1 – 1,2,3

Week 6
Period 23
Class: 3A
I. OBJECTIVES

By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- understand and correctly repeat the sentences in two communicative contexts
(pictures) focusing on identifying parts of the body.
- correctly say the words and use What's this? – It's ________. to identify parts of the
body.
- enhance the correct use of What's this? and It's ______. to identify parts of the body
in context.
- use the words ear, eye, face, hand, in relation to the topic “Our bodies”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about parts of
the body correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Care more about the people around you.
II. MATERIALS
- Pupil's book: Page 28
- Audio tracks 35, 36
- Teacher's guide: Pages 51, 52
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 4)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the parts of the body by having pupils sing the song Head, Shoulders,
Knees and Toes.
b. Content
- Let's sing.
c. Expected outcomes
- Pupils can sing the song
pronunciation, rhythm and melody.
d. Organisation
TEACHER'S ACTIVITIES
Let's sing.
- Play the song for pupils to
listen to the whole song.

Head, Shoulders, Knees and Toes with the correct
PUPILS' ACTIVITIES
- Pupils listen to the
whole song.

CONTENT

The lyrics of the song
Head, Shoulders, Knees

TEACHER'S ACTIVITIES
- Encourage pupils to dance
while they sing the song and
touch their heads, shoulders,
knees, and toes in sequence to
the words.

PUPILS' ACTIVITIES
CONTENT
- Pupils dance while they
sing the song and touch
their heads, shoulders, and Toes.
knees, and toes in Head, shoulders, knees,
sequence to the words.
and toes, knees and toes.
Head, shoulders, knees,
and toes, knees and toes.
And eyes and ears and
mouth and nose.
Head, shoulders, knees,
and toes, knees and toes.
One more time!
Head, shoulders, knees,
and toes, knees and toes.
Head, shoulders, knees,
and toes, knees and toes.
And eyes and ears and
mouth and nose.
Head, shoulders, knees,
and toes, knees and toes.

e. Assessment
- Performance products: Pupils' interaction and performance
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative contexts
(pictures) focusing on identifying parts of the body.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two communicative
contexts about parts of the body.
d. Organisation
TEACHER'S ACTIVITIES PUPILS' ACTIVITIES
CONTENT
Activity 1. Look, listen and repeat. (Track 35)

TEACHER'S ACTIVITIES
Step 1: Have pupils look at
Pictures a and b and identify
the characters in the pictures.
Step 2: Ask pupils to look at
Picture a. Play the recording
for them to listen. Play the
recording 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 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 What's this? and
the answer It's a nose. Tell
pupils that they are a
questionand an answer about a
part of the body.

PUPILS' ACTIVITIES

CONTENT
- Context a:
Bill: Let's play a game!
- Pupils look at Pictures a Mai: OK.
and b and identify the
characters in the pictures. - Context b:
- Pupils look at Picture a. Bill: What's this?
Pupils listen to the Mai: It's a nose.
recording. Pupils listen to
the recording again,
sentence by sentence, and
repeat. Pupils follow the
same procedure with
Picture b.

- Pupils listen to the
recording again and
repeat in chorus sentence
by sentence.
- A few pairs go to the
front of the classroom to
listen and repeat the
sentences
in
the
recording.
- Pupils pay attention to
the question What's this?
and the answer It's a
nose. Pupils listen to the
teacher's explanation.

e. Assessment
- Performance products: Pupils' answers
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words and use What's this? – It's ________. to identify parts of
the body.
b. Content
- Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words and use What's this? and give the answer using
It's ____. to identify parts of the body.
d. Organisation

TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
Activity 2. Listen, point and say. (Track 36)
Step 1: Have pupils look at the
pictures and elicit the parts of
the body.
Step 2: Have pupils point at
Picture a (a face), listen to the
recording and repeat the phrase
(a face). Follow the same
procedure with the other three
pictures. Have the class repeat
the phrases several times.
Step 3: Point at the bubble and
have pupils listen and repeat
after the recording (What's
this?). Point at Picture a and
have pupils listen and repeat
after the recording (It's a face.).
Follow the same procedure
with the other three pictures.

- Pupils look at the pictures
and elicit the parts of the
body.
- Pupils point at Picture a
(a face), listen to the
recording and repeat the
phrase (a face). Pupils follow
the teacher's instructions with
the other three pictures. Pupils
repeat the phrases several
times.
- Pupils listen and repeat after
the recording (What's this?).
Pupils listen and repeat after
the recording (It's a face.).
Pupils follow the same
procedure with the other three
pictures.

Step 4: Have pairs practise
asking and answering the
question What's this? - It's __.
Step 5: Invite a few pairs to
point at the pictures and say the
questions and answers in front
of the class.

- Pupils work in pairs to
practise asking and answering
the question What's this? - It's
__.
- A few pairs of pupils point
at the pictures and say the
questions and answers in front
of the class.

CONTENT
- Picture cues:
a. a face b. a
hand
c. an ear d. an
eye
- Speech bubbles:
What's this?
It's _____.
Audio script:
a. a face b. a hand
c. an ear d. an eye
A: What's this?
B: It's a face.

e. Assessment
- Performance products: Pupils' talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To enhance the correct use of What's this? and It's ______. to identify parts of the
body in context.
b. Content
- Activity 3. Let's talk.
c. Expected outcomes
- Pupils can enhance the correct use of What's this? – It's ______. to identify parts of
the body.

d. Organisation
TEACHER'S ACTIVITIES
Activity 3. Let's talk.
Step 1: Draw pupils' attention
to the picture. Ask questions to
help them identify the context.
Have pupils look at the two
bubbles to understand how the
question and answer are used.
Step 2: Have pupils practise
asking the question and giving
their own answers in pairs.
Make sure pupils understand
the structures and say them
with the right pronunciation
and intonation. Go around the
classroom to observe and
provide
help.
Step 3: Invite some pairs to
practise asking the question and
giving the answers in front of
the
class.
Extension: For a more able
class, have pupils point at their
body parts and ask and answer
questions about them using the
structures learnt.

Game: Pass the ball
- Divide the class into 2 big
groups, each group has a ball.
- While the music plays, pupils
pass the ball around the class.
- When the music stops, the
pupil in each group with the
ball has to take turns to ask and
answer: What's this? (point to
body
part).
- It's a ___.

PUPILS' ACTIVITIES

CONTENT

- Pupils look at the picture and
identify the context. Pupils
look at the two bubbles to
understand how the question
and answer are used.
- Pupils practise asking the
question and giving their own
answers in pairs. Pupils
understand the structures and
say them with the right
pronunciation and intonation.

- Picture cue: The
picture of a body and
arrows pointing to
an eye, a nose, a
hand,
a face, and an ear.
- Speech bubbles:
What's
this?
______.

- Pairs of pupils practise asking
and answering questions in
front of the class.
- Pupils point at their body
parts and ask and answer
questions about them using the
structures
learnt.
- Pupils work in groups of 2,
each group has a ball.

- Pupils listen to music and
pass the ball around the class.
- When the music stops, the
pupil in each group with the
ball has to take turns to ask and
answer: What's this? (point to
body
part).
- It's a ___.

e. Assessment
- Performance products: Pupil's talks

- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1:
Use hoclieu.vn, have pupils look at the words in the picture of Activities 2, 3 and
repeat after the recording.
* Option 2: Game: Roll and draw
- Divide the class into 6 - 8 groups.
- Pupils in each group will roll a dice to see how many eyes/ ears/ noses/ hands/ faces
they will draw.
- Each group presents their picture in front of the class.
___________________________________________________________
Week 6
UNIT 4: OUR BODIES
Period 24
Lesson 1 – 4,5,6
Class: 3A
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand two communicative contexts in which pupils ask and answer
questions to identify parts of the body.
- complete four target sentence patterns with the help of the picture cues.
- sing the song Parts of the body with the correct pronunciation and melody.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform pronunciation and intonation, listening
and reading tasks.
3. Attributes
- Care more about the people around you.
II. MATERIALS
- Pupil's book: Page 29
- Audio tracks 37, 38
- Teacher's guide: Pages 29
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 4)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the learned words related to the parts of the body.
b. Content
- Game: Who is faster?
c. Expected outcomes
- Pupils can correctly remember and say the learned words related to the parts of the
body.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Game: Who is faster?

TEACHER'S ACTIVITIES
- Divide the class into 2 big
groups: Boys and Girls.
- Have two pupils stand back to
back. Give them each a
different flash card to hold
facing out and away from them.
- When the teacher says Go,
they walk three steps, turn to
face each other and say what
the other pupil has.
- The faster one will get a
point.

PUPILS' ACTIVITIES
CONTENT
- Pupils work in big groups of Flash cards of Unit 4:
2: Boys and Girls.
eye, ear, hand, nose,
- Two pupils stand back to face
back. Each pupil keeps a
different flashcard to hold
facing out and away from
them.
- When the teacher says Go,
they walk three steps, turn to
face each other and say what
the other pupil has.
- The faster one will get a
point.

e. Assessment
- Performance products: Pupils' answers and interactions
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 4: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand two communicative contexts in which pupils ask and
answer questions to identify parts of the body.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand two communicative contexts in which pupils ask
and answer questions to identify parts of the body.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 4. Listen and tick. (Track 37)

TEACHER'S ACTIVITIES

PUPILS' ACTIVITIES

CONTENT
Picture cues:
1a. a hand 1b. an eye
2a. an ear
2b. a nose
Audio script:
1. A: What's this?
B: It's a hand.
2. A: What's this?
B: It's an ear.
Key: 1. a 2. a

Step 1: Draw pupils' attention - Pupils pay pupils' attention
to Pictures 1a and 1b. Elicit the to Pictures 1a and 1b and
name of the body part in each elicit the name of the body
picture.
part in each picture.
Step 2: Play the recording for - Pupils listen to the
Question 1. Ask pupils to listen recording for Question 1.
and tick the correct picture, a or Pupils listen and tick the
b. Play the recording again for correct picture, a or b. Pupils
pupils to do the task. Play the listen to the recording again
recording a third time to give to do the task. Pupils listen
pupils
another
listening to the recording a third time.
opportunity.
- Pupils follow the same
Step 3: Repeat Steps 1 and 2 procedure with Steps 1 and
for Pictures 2a and 2b. 2 for Pictures 2a and 2b.
Step 4: Tell pupils to swap - Pupils swap their books
their books with their partners, with their partners, then
then check answers together as check answers together as a
a class. Write the correct class.
answers on the board.
- Pupils return the books to
Step 5: Tell pupils to return the their partners. Pupils listen
books to their partners. Play the to the recording to check
recording for pupils to check their answers again.
their answers again.
Extension: If time allows, play
the recording, sentence by - Pupils listen to the
sentence, for the class to listen recording,
sentence
by
and repeat in chorus. Correct sentence, to listen and repeat
their pronunciation where in chorus.
necessary.
e. Assessment
- Performance products: Pupils' answers
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 5: PRACTICE (10 minutes)
a. Objectives
- To complete four target sentence patterns with the help of the picture cues.
b. Content
- Activity 5. Look, complete and read.
c. Expected outcomes
- Pupils can complete four target sentence patterns with the help of the picture cues.
d. Organisation
TEACHER'S ACTIVITIES PUPILS' ACTIVITIES
CONTENT
Activity 5. Look, complete and read.

TEACHER'S ACTIVITIES

PUPILS' ACTIVITIES

CONTENT
Four exchanges with the
target
sentences
to
Step 1: Have pupils look at the - Pupils look at the complete.
pictures. Have them identify pictures and identify the Key:
2. an eye
the body parts in the pictures.
body parts in the 1. an ear
3.
a
nose
4.
a hand
Step 2: Have pupils look at the pictures.
four incomplete dialogues.

Draw their attention to the
missing words in the sentences.
Step 3: Model with Picture 1.
Have pupils look at the
dialogue. Ask them what is
missing in the answer (an ear).
Then have them look at the
picture and identify the body
part. Then have them complete
the gap (What's this? - It's an
ear.).
Step 4: Follow the same
procedure with Pictures 2, 3
and
4.
Step 5: Have pupils complete
the dialogues individually and
ask a few pairs to read them
aloud.
Game: Matching friends
Step 1: Teacher asks 4 pairs (8
pupils) to join this game.
Divide them into 2 groups: A
and B.
Step 2: Give randomly 4
pictures to each pupil in group
A and 5 words to each pupil in
group B.
Step 3: Pupils have to find a
matching pair as fast as they
can and say out loud their
word.

- Pupils look at the four
incomplete
exchanges.
Pupils pay their attention
to the missing words in
the sentences.
- Pupils look at the
dialogue. Pupils look at
the picture and identify
the body part, then
complete the gap (What's
this? - It's an ear.).
- Pupils follow the same
procedure with Pictures
2, 3 and 4.
- Pupils complete the
dialogues
individually