Kế hoạch bài dạy Tiếng Anh 3 - Tuần 15 - Năm học 2021-2022 - Trần Thị Hương

 WEEK 15 
 Date of planning: 18/12/2021 
 Date of teaching: 21/12/2021
 UNIT 11: THIS IS MY FAMILY?
 Lesson 1 : 1, 2, 3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Identify the situation for the conversation between Linda and Mai (setting, participants, 
topics);
 2. Ask and answer questions about the other speaker’s family members.
3.Show pride and talk about their family.
B. LANGUAGE FOCUS.
1. Key terms.
Grandfather, grandmother, father, mother, sister, brother
2. Key grammatical structure 
The sentence patterns: Who’s that? ̶ He’s / She’s my ______.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3: Student’s book page 6
- Audios (Unit 11- page 6), 
- 6 pictures of activities (Activity 2 – page 6)
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
situation for the conversation Observation
between Linda and Mai such as Students’ answers Questions & answers
setting, participant, topics. Key
2. Ask and answer about the other 
 Student’s talks, and 
speaker’s family members, using Observation
 interaction
the sentence patterns. Questions & answers
3. Use positive attitudes and 
appropriate gestures to ask and Student’s interaction and Observation
answer about their family. performance
 Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and songs
- Greet the students. Then get the class to sing the song “This is my family?” from 
Elicit the abilities which are mentioned in the song. 
- Tell students that they are going to read a dialogue in which students ask and answer questions 
about the other speaker’s family members. and lead students to the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the two pictures (page 6) and answer questions to identify the situation 
for the conversation.
 1. Who are they? ((Mai and Linda, Father and Mother) 
 2.What are they doing? ( talking). 
 3.What are they talking about? (talking about family).
- Ask students to look at picture a (Activity 1) (page 6) and answer the following questions: 
 4. What does Linda ask? (What is that man?)
5. What does Mai answer? ( He is myfather)
- Elicit the sentence patterns: Who’s that? ̶ He’s / She’s my ______.
- Tell students that they are going to practise asking and answering questions about the time. 
- Play the recording more than once, if necessary, ask students to listen and repeat the dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2:Point and say.)
- Use pictures to elicit: Grandfather, grandmother, father, mother, sister, brother
- Point to the first picture and model the task with one student, using the expressions in the 
bubbles and the word under the picture. 
Teacher: Who’s that? Student: He’s my grandfather 
- Ask students to say the phrases chorally and individually. Repeat the same procedure with the 
rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer 
help, if necessary.
Task 2:Let’s talk
 - Ask students to look at the pictures in the book to identify the characters in the pictures. 
- Ask Ss work in pairs. Call some pairs to act out
Correct their pronunciation
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (talk about the other speaker’s family members. and use the sentence pattern “What time is 
it? − It’s _____ ” to ask and answer about the time)
 2. What’re the core values of the lesson? 
(Show pride and talk about their family.)
- Remind students to do exercises in the workbook and Lesson 1(4-6) to prepare for the next 
lesson (Unit 11, Lesson 2 on pages 8).
D. ADJUSTMENT
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WEEK 15 
 Date of planning: 18/12/2021 
 Date of teaching: 23/12/2021 
 UNIT 11: THIS IS MY FAMILY?
 Lesson 2 : 1, 2,3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Identify the situation for the conversation between Linda and Mai(setting, participants, 
topics);
2. Confident in learning and practice situations about daily routines. 
B. LANGUAGE FOCUS.
1. Key terms.
get up, have breakfast, have dinner, go to bed 
2. Key grammatical structure 
The sentence patterns: What time do you ____? − I _____ at _____.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3: Student’s book page 8
- Audios (Unit 11-page 8), 
- 4 pictures of activities (Activity 2 – page 8)
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools 1. Answer the questions about the 
situation for the conversation Observation
between Tom and Mary such as Students’ answers Questions & answers
setting, participant, topics. Key
2. Ask and answer about daily 
 Student’s talks, and 
routines, using the sentence Observation
 interaction
patterns. Questions & answers
3. Use positive attitudes and 
 Student’s interaction and Observation
appropriate gestures to ask and 
 performance
answer about daily routines. Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and songs
- Greet the students. Then get the class to sing the song “What time is it ?” from 
- Call a few pairs to the front of the class to ask and answer the question: What time is it? 
It’s 
- Tell students that they are going to read a dialogue in which students ask and answer questions 
about the time and lead students to the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the four pictures (page 8) and answer questions to identify the situation 
for the conversation.
 1. Who are they? (Mai and Linda, Father and Mother) 
 2.Where are they doing? ( at school). 
 3.What are they talking about? (talking about daily routines).
- Ask students to look at picture a (Activity 1) (page 8) and answer the following questions: 
4. What does Tom ask? (What time do you get up?)
5. What does Linda answer? ( seven o’clock.)
- Elicit the sentence patterns: What time do you ____? − I _____ at _____.
- Tell students that they are going to practise asking and answering questions about the time. 
- Play the recording more than once, if necessary, ask students to listen and repeat the dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
- Check some pairs. 
- Others give comments.
- Give comments.
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2:Point and say.) - Use pictures to elicit: Get up, have breakfast, have dinner, go to bed 
- Point to the first picture and model the task with one student, using the expressions in the 
bubbles and the word under the picture. 
Teacher: What time do you get up? Student: I get up at seven o’clock 
- Ask students to say the phrases chorally and individually. Repeat the same procedure with the 
rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer 
help, if necessary.
Task 2: Let’s talk.
- Set the scene: How many questions are there? How do you answer them?
- Guide Ss how to answer the questions.
*What time is it?
*What time do you .....................?
- Ask ss to ask and answer the questions in pairs.
- Give comments and note Ss some important mistakes.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(talk about daily routines and use the sentence pattern “What time do you .? − I ..; 
Ask and answer about daily routines ).
 2. What’re the core values of the lesson? 
(Confident in learning and practice situations ask and answer questions about time).
- Remind students to do exercises in the workbook and Lesson 2(4-6) to prepare for the next 
lesson (Unit 11, Lesson 3 on pages 10).
D. ADJUSTMENT
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