Teaching plan: English 3 School year 2024 - 2025

WEEK 2
Preparing day: 17/9/2023
Teaching day: 23-28/9/2024
GRADE 3
Period 8: UNIT 1: HELLO
Lesson 2 (4, 5, 6)
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
Language - Understand and correctly repeat the sentences in two
knowledge & communicative contexts focusing on greetings, responding to
skills greetings and saying goodbye.
- Use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye,
goodbye, and the sentence patterns Hello, / Hi, I’m _____.; How are
you? and Fine, thank you. in relation to the topic “Greetings”
– Use Hi. How are you? and Fine, thank you. to greet others,
respond to greetings and use Goodbye / Bye ____. to say goodbye.
Competences - Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
Attributes - Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
II. RESOURCES AND MATERIALS:
- Student’s book: Page 13, teacher’s guide
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1), computer, projector, …
III. PROCEDURES:
Steps Teacher’s and student’s activities Modes
A. Warm up Goal: To motivate students and lead-in the lesson.
(5’) Sing a song: “how are you” Whole class
- Show the song on the screen.
https://www.youtube.com/watch?v=O13gITUS5t4
- Ask pupils to listen, sing and dance the song.
B.New lesson
1. Listen and Goal: Ss will be able to listen to and understand four
number: 10’ communicative contexts in which pupils greet each
other, respond to each other’s greetings with thanks,
and say goodbye. Whole class

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
- Elicit the names of the characters in the pictures. Individual
Key: - Point at the pictures and explain the context. Pair work
1.d 2. c - T ask Ss to guess the answers.
3. a 4. b + T writes Ss’guessing on the board.
- Play the recording
- Play the recording again and get Ss to swap books
with their partners.
- Play the recording again for Ss to check answers
- Write the answers on the board for Ss to correct
their answers. Then checks Ss’ guessing.
- Play the recording, sentence by sentence, for the
class to listen and repeat in chorus.
2. Read and Goal: Ss will be able to read and match pairs of target
match. 10’ sentence patterns.
- Elicit the context and give feedback. Whole class
- T models with sentence 1. Individual
+ Get Ss to read Sentence 1 in chorus. Pair work
Key: +Draw the line connecting Sentence 1 with Sentence
2. c 3. a b
+ Have Ss read the completed sentence in chorus.
- Have Ss work in pairs and match the sentences 2
and 3.
- Invite pairs of pupils to stand up and read aloud the
matched exchanges.
3. Let’s play. Goal: Ss will be able to practise using target sentence
8’ patterns by playing the game Hello and goodbye.
- Tell Ss about the activity. Elicit the language that Ss Whole class
need to greet, self-introduce, respond to greetings and
say goodbye. Group work
- Write the language on the board. Get the class to
read the sentences in chorus.
- Invite two groups of four to the front of the
classroom to model the two contexts.
- Give Ss time to play the game.
- Give feedbacks
C. Wrap-up - Learn the number by heart Whole class
(2’) - Prepare the new lesson: Unit 1, Lesson 3 (1,2,3).
IV. ADJUST

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
Period 9: UNIT 1: HELLO
Lesson 3 (1, 2, 3)
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
Language - Correctly repeat the sounds of the letters h and b in isolation, in the
knowledge & words hello and bye, and in the sentences Hello, Ben. and Bye, Ben.
skills with the correct pronunciation and intonation.
- Identify the target words hello and bye while listening.
Competence - Co-operation: ready to help friends in pair work/ group work.
s - Sociability: Talk to each other, say good words to others.
Attributes - Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions
II. RESOURCES AND MATERIALS:
- Student’s book: Page 14, teacher’s guide
- Website hoclieu.vn
- Flash cards/ pictures & posters (Unit 1), computer, projector, …
III. PROCEDURES:
Steps Teacher’s and student’s activities Modes

A. Warm up Goal : To motivate students and lead-in the lesson.

(5’) Game: Find a partner
- Divide the class into 2 teams: boys and girls. Prepare Team work
the name tags.
- Set the rules: Make a circle, then ask 1 Ss to come
stand in the circle and choose a name tag.
The one whose name is called will come to the circle
and practise speaking by saying Hi, I’m ___.
- Encourage students to join the game.
B.New lesson
1. Listen and Goal: Ss will be able to correctly repeat the sounds of
repeat: 10’ the letters h and b in isolation, the words hello and
bye, and the sentences Hello, Ben. and Bye, Ben. with
correct pronunciation and intonation.
- T gives instruction to the letter h and b, the word
hello and bye, the sentence Hello, Ben. and Bye, Ben Whole class
- Play the recording for the letter h, b
- Encourage Ss to point at the letter/ word/ sentence Individual
while listening.
- Play the recording again and encourage Ss to listen
and repeat.

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
- T calls some Ss to practice.
- T gives feedbacks.
2. Listen and Goal: Ss will be able to identify the target words hello
circle. 10’ and bye while listening.
- Elicit the sentences and the gap-fill options.
- T ask Ss to guess the answers. Whole class
Key: + T writes Ss’guessing on the board.
1.c 2.a - Play the recording
- Play the recording again and get Ss to swap books Pair work
with their partners.
- Play the recording again to check answers together
- Write the answers on the board for Ss to correct their
answers. Then checks Ss’ guessing.
- Play the recording, sentence by sentence, for the
class to listen and repeat in chorus.
- Invite one or two Ss to stand up and read the Individual
completed sentences.
3. Let’s chant Goal: Ss will be able to say the chant with the correct
8’ rhythm and pronunciation.
- Introduce the title and lyrics of the chant. Whole class
- Play the recording for Ss to listen to the whole
chant. Pair work
+ Have them repeat the title and lyrics line by line. Group work
+ Ask Ss to attend to the sounds of the letters h and b
and the words Hello and Bye.
- Play the recording all the way through for Ss to
listen to pronunciation and melody.
- Play the recording line by line for Ss to listen and
repeat
- Play the recording for Ss to chant and clap along.
- Ask Ss to practice chant and clap along in pairs or
groups.
- Invite groups to the front of the classroom to
perform the chant
C. Wrap-up - Practice the chant more. Whole class
(2’) - Prepare the new lesson: Unit 1, Lesson 3 (4,5,6).
IV. ADJUST

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
Period 10: UNIT 1: HELLO
Lesson 3: 4,5,6
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
Language - Read four sentences and choose the correct responses about the
knowledge & topic “Greetings and goodbye”.
skills - Read, understand and complete three exchanges with their personal
information about the topic “Greetings and goodbye”.
Competence - Critical Thinking: self-introduce
s - Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
Attributes - Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
II. RESOURCES AND MATERIALS:
- Student’s book: Page 15, teacher’s guide
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1), computer, projector...
III. PROCEDURES:
Steps Teacher’s and student’s activities Modes
A. Warm up Goal : To motivate students and lead-in the lesson.
(5’) Game: “Nought and crosses”
- T helps ss to review the vocabulary and structure Whole class
about greet and respond to greetings, using “How are
you? and fine, thank you.
- T reviews structure before play game.
- T guides Ss play game: Group work
+ Divide class into 2 groups.
+ T gives Ss to watch the picture.
+ T will ask “How are you?” and Ss will answer
+ Ss have correct answers, they will get a nought or
cross and choose the way so that they win.
+ The group has more correct answers that will be the
winner and get a flower.
B.New lesson
1. Read and Goal: Ss will be able to read four sentences and
circle: 10’ choose the correct responses. Whole class
- Elicit the context and give feedback.
- T models with sentence 1.
+ Get Ss to read Sentence 1
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
Key: + Elicit the answer and give feedback. Circle the letter Pair work
1. b 2. a b.
3. a 4.b - Have Ss work in pairs and circle the sentences 2, 3
and 4.
- Tell Ss to swap books with a partner, then check
answers together as a class.
- Write the correct answers on the board for pupils to
correct their answers.
- Invite pairs of Ss to stand up and role play
2. Let’s write Goal: Ss will be able to read, understand and complete
10’ three exchanges with their personal information.
- Get Ss to look at the pictures and identify the
Key: characters Whole class
1. Pupil’s - Elicit the context and the missing words
answer - T models with sentence 1
2. thank you/ + Ask Ss what is missing in the sentence.
thanks + Have Ss complete the gap, then change the role.
3. Goodbye/ -Have Ss work in groups and complete the sentences 2 Group work
bye and 3.
- Get Ss to swap books with a partner, then check the Pair work
answers together as a class.
- Ask a few Ss to stand up and role play the completed
sentences aloud.
3. Project. 8’ Goal: Ss will be able to make a pupil card for pupils
to use, and use their work to practise talking to their
classmates. Whole class
- Stick the pupil card sample on the board and model
with the name, class, school. Group work
- T asks Ss to make their name cards and present them
to their class.
- T asks ss to work in group and do the project in class.
- T calls some Ss to the front of the class to present
their cards, using their name card and saying
Hello.I’m +.....
- Have Ss to stick their cards on the wall of the
classroom
- Create a class display of pupil cards and vote for the
best decorated one.
C. Wrap-up - Learn the number by heart Whole class

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
(2’) - Prepare the new lesson: Unit 2, Lesson 1 (1,2,3).
IV. ADJUST

Period 11: UNIT 2: OUR NAMES

Lesson 1 (1, 2, 3)
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
Language - Use the words what, your, name, my in relation to the topic “Our
knowledge & names”
skills - Use What’s your name? – My name’s ………. to ask and answer
questions about name
- Listen to and demonstrate understanding of simple communicative
contexts in relation to the topic "Our names"
Competence - Oral Communication: speak about names, ask and answer the
s questions
- Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
Attributes - Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions
- Diligence: complete learning tasks
II. RESOURCES AND MATERIALS:
- Student’s book: Page 16, teacher’s guide
- Website hoclieu.vn
- Flash cards/ pictures and posters, computer, projector, …
III. PROCEDURES:
Steps Teacher’s and student’s activities Modes
A. Warm up Goal : To motivate students and lead-in the lesson.
(5’) Game: Who is faster? Group work
- Divide the class into groups.
- Arrange the flashcards on the board.
- Invite a student from each group to go to the board.
- T says a word and the students run to tap the right
card.
- The group has more cards that will be the winner.
B.New lesson
1. Look, listen Goal: Ss will be able to understand and correctly
and repeat 13’ repeat the sentences in two communicative
contexts (pictures) focusing on asking and answering
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
questions about names. Whole class
-T teaches the new words: what, name, my, your.
- Have pupils look at Pictures a and b and identify Pair work
the characters in the pictures.
- Play the audio twice (sentence by sentence). Correct
their pronunciation where necessary.
- Have Ss to practice the dialogue
- T invites a few pairs to the front of the class to
practice.
2. Listen, Goal: Ss will be able to correctly say the character
point and say. names and use What's your name? - My name's …..
8’ to ask and answer questions about names.
- T asks Ss look at picture a and helps Ss know the Whole class
structure from the dialogue.
- T introduces new structure, explains, models and
gives meaning for Ss.
-Have Ss repeat the model sentences.
* Note: What’s = what is
My name’s = my name is
- Drill pictures
- Elicit and check comprehension the name of each Pair work
character.
- Have Ss to practise:
+ T asks the first – Ss answer (change role).
+ Ss – Ss (change role).
- Ask Ss to work in pairs to ask and
answer the question What’s your name? My name’s…
- T controls and corrects.
- Invite a few pairs to come to the front of the class.
3. Let’s talk. Goal: Ss will be able to enhance the correct use of
7’ What’s your name? and My name’s…. to ask and
answer questions about names. whole class
- T asks ss look at the second bubble and ask pair work
+What’s your name?
- Get Ss to repeat the question and the answer several
times in pairs.
- T models: Go around the classroom, pointing to Ss
and asking What’s your name?
- Ask Ss ask and answer about their own names in

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
pairs.
- Invite some groups to perform in front of the class.
C. Wrap-up - Learn the vocabulary and model sentences by heart Whole class
(2’) - Prepare the new lesson: Unit 2, Lesson 1 (4,5,6).
IV. ADJUST

Period 12: UNIT 2: OUR NAMES

Lesson 1 (4, 5, 6)
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
Language - Use What’s your name? – My name’s…... to ask and answer
knowledge & questions about names
skills - Listen to and demonstrate understanding of simple communicative
contexts in relation to the topic "Our names"
- Read and write about people’s names
Competences - Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
Attributes - Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
II. RESOURCES AND MATERIALS:
- Student’s book: Page 17, teacher’s guide
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2), computer, projector...
III. PROCEDURES:
Steps Teacher’s and student’s activities Modes
A. Warm up Goal: To motivate students and lead-in the lesson.
(5’) Game: Interview your friend(s). Whole class
- Each Ss gets 1 sheet of paper from the teacher.
- Ask Ss fill in the information about themselves.
Then they can move around the class to ask and
answer the questions to know more about their
friends’ family member.
- Have Ss perform in front of the class
B.New lesson
1. Listen and Goal: Ss will be able to listen to and understand two
tick: 10’ dialogues in which pupils ask and answer questions
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
about names.
- Elicit the names of the characters in the pictures. Whole class
Key: - Point at the pictures respectively to explain the
1.b 2.a context
- T ask Ss to guess the answers.
+ T writes Ss’guessing on the board.
- Play the recording Pair work
- Play the recording again and get Ss to swap books
with their partners.
- Play the recording again to check answers together
+ Write the answers on the board for Ss to correct
their answers. Then checks Ss’ guessing.
- Play the recording, sentence by sentence, for the
class to listen and repeat in chorus.
2. Look, Goal: Ss will be able to complete three target
complete and sentence patterns with the help of picture cues.
read. 10’ - Get Ss to look at the pictures and identify the
characters Whole class
- Have Ss look at the three incomplete sentences and Individual
elicits the missing words in the sentences. Group work
- T models with sentence 1
Key: + Ask Ss what is missing in the sentence.
1. Lucy + Have Ss look at the picture and complete the gap,
2. your name; then read the completed sentence in chorus.
Mary -Have Ss work in groups and complete the sentence 2.
- Ask a few Ss to stand up and read the completed
sentences aloud.
3. Let’s play. Goal: Ss will be able to review the characters’ names
8’ by playing the game Slap the board.
- Divide class into 2 groups
- How to play: Put the flash cards or write the words Group work
of the six pupils on the board. Each group chooses six
Ss to play. Invite one Ss to the front of the class and
ask What's your name? The class answers the
question aloud with one of the names on the board
(ex: My name's Bill).
+ Look at the picture, listen and slap the picture you
heard. Who faster will get 1 mark. Which group with
higher mark is the winner.

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
- T gives feedback.
C. Wrap-up - Ask and answer about the pictures on page 17. Whole class
(2’) - Prepare the new lesson: Unit 2, Lesson 2 (1,2,3).
IV. ADJUST

GRADE 4

Period 7: UNIT 1: MY FRIENDS

Lesson 2: Part 1,2,3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - Use the words Japan, Malaysia, Singapore and Thailand in relation
knowledge & to the topic “My friends”;
skills - Use Where are you from? – I’m from _. and Where’s he / she from?
– He’s / She’s from . to ask and answer questions about where
someone comes from;
- Listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “My friends”;
Competences - Communication and collaboration: work in pairs and groups to
complete the learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show pride in where they come from and great respect for where
someone comes from by using appropriate gestures and intonation
when asking and answering about nationality.
II. RESOURCES AND MATERIALS
- Student’s book: Page 12
- Audio tracks 10, 11
- Teacher’s guide: Pages 22, 23, 24
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1)
Computer, projector, …
III. PROCEDURES
Steps Teacher’s and student’s activities Modes
A. Warm up Game: Role play
(5’) - Call 2 pupils for each turn to come to the board. Pair work
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
- 1 pupil holds up a flag picture and asks Where are
you from?, the other looks and answers the questions.
- Do the same for some more pairs.
B.New lesson
1.Look, listen Goal: To understand and correctly repeat the
and repeat sentences in two communicative contexts.
(8’) -Look at the pictures and say the names of friends.
-Ask pupils to look at Picture a. Play the recording for Whole class
them to listen. Play the recording again, sentence by
sentence pupils to listen and repeat. Correct their
pronunciation where necessary. Pair work
- Repeat the same procedure with Picture b.
- Ask pairs to the front of the class to listen to and act
out the exchanges. Draw pupils’ attention to the
questions Where’s she from? and Where’s he from?,
and the answers She’s from Japan. and He’s from
Singapore.
2. Listen, Goal: To correctly say the words and use Where’s
point and say he / she from? – He’s / She’s from _. to ask and
(10’) answer questions about where someone is from.
-Ask pupils to look at Picture a. Play the recording for Whole class
pupils to listen to and repeat the word under the
picture in chorus Pair work
- Elicit the missing words. Play the recording for
pupils to repeat the sentences a few times.
-Repeat Steps 1 and 2 for Pictures b, c and d. Go
around the classroom and offer help where necessary.
-Invite a few pairs to act out the exchanges in front of
the class
3. Let’s talk Goal: To enhance the correct use of Where’s he / she
(8’) from? – . to ask and answer questions about
where someone is from in a freer context. Individual
- Look at the pictures and say the names of characters work
Ask Who can you see? Where are they from?
- Remind pupils that Where’s he / she from? – _ . are
used to ask and answer questions about where Pair work
someone is from. Check comprehension.
- Take turns saying the role of each character in the
picture. Remind them to look at the flags on the tents

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
to identify where the pupils come from.
- Invite a few pairs to come to the front of the
classroom and act out the roles.
C. Wrap-up - Ask students to answer the following questions: Whole class
(2’) What have you learnt from the lesson today?
- Ask students prepare the next lessons.
IV. ADJUST

Period 8: UNIT 1: MY FRIENDS

Lesson 2: Part 4,5,6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - Use the words Japan, Malaysia, Singapore and Thailand in
knowledge & relation to the topic “My friends”;
skills - Use Where are you from? – I’m from _. and Where’s he / she
from? – He’s / She’s from _. to ask and answer questions about
where someone comes from;
- Listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “My friends”.
- Read and write about where someone comes from.
Competences - Communication and collaboration: work in pairs and groups to
complete the learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show pride in where they come from and great respect for where
someone comes from by using appropriate gestures and intonation
when asking and answering about nationality.
II. RESOURCES AND MATERIALS
- Student’s book: Page 13, Audio tracks 12
- Teacher’s guide: Pages 24, 25, 26
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1), computer, projector, …

III. PROCEDURES
Steps Teacher’s and student’s activities Modes
A. Warm up - Have pupils look at some symbols of some
(5’) countries they have learnt. Pupils look at the Whole class
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
pictures then guess the country (Japan) and answer
the question.
B.New lesson
4. Listen and Goal: To listen to and understand two
tick (8’) communicative contexts in which pupils ask and
answer questions about where someone comes from
and tick the correct pictures. Whole class
- Ask pupils to look at Pictures 1a and 1b and
identify the characters. Ask Who’s he? and Where’s
he from? Pair work
- Play the recording of the first dialogue for pupils
to
listen and tick the correct box. Play the recording
again for pupils to check their answers.
- Repeat Steps 1 and 2 with Pictures 2a and 2b.
- Get pupils to swap their books with a partner and
check their answers before checking as a class.
Correct the answers if necessary.
5. Look, Goal: To correctly two gapped sentences and two
complete and gapped exchanges with the help of picture cues.
read (10’) -Give the example. Have pupils read the exchange
and guess the missing word. Then draw pupils’ Whole class
attention to the picture and elicit the name of the Pair work
country that can be used to fill in the gap (Japan).
- Give pupils a time limit to read the gapped Pair work
exchanges 2, 3 and 4, look at the pictures and fill in
the gaps.
- Get pupils to swap books with a partner and check
their answers before checking as a class. Invite one
pupil to write the answers on the board.
6. Let’s play Goal: To revise the target vocabulary items through
(10’) the game Find someone who is from …
-Tell pupils that they are going to revise the target Group work
vocabulary items they have learnt in Lessons 1 and
2. Explain how the game is played Check
comprehension. Group work
- Divide pupils into groups of six and give each
group a set of five flashcards. One player in each
group points to the other players and asks Where

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
are you from? The other players take turns looking
at the flash cards and answering (e.g. I’m from
Britain.). If the player has the correct answer,
e / she gets a point / star. If the answer does not
match the flash card, he / she will be out.
- The game ends when all the flashcards are gone.
C. Wrap-up - Ask students to answer the following questions: Whole class
(2’) What have you learnt from the lesson today?
- Ask students prepare the next lessons.
IV. ADJUST

Period 9: UNIT 1: MY FRIENDS

Lesson 3: part 1,2,3
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
Language - Correctly pronounce the sounds of the letters a and ia in isolation, in
knowledge & the words America and Australia, and in the sentences I’m from
skills America. and She’s from Australia.;
- Use the words America, Australia, Britain, Japan, Malaysia,
Singapore, Thailand, and Viet Nam in relation to the topic “My
friends”;
- Use Where are you from? – I’m from . and Where’s he / she from? –
He’s / She’s from . to ask and answer questions about where someone
comes from;
- Listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “My friends”.
- Read and write about where someone comes from.
Competences - Communication and collaboration: work in pairs and groups to
complete the learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show pride in where they come from and great respect for where
someone comes from by using appropriate gestures and intonation
when asking and answering about nationality.
II. RESOURCES AND MATERIALS
- Student’s book: Page 14, Teacher’s guide, Audio tracks 13, 14, 15
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1), computer, projector, …

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
III. PROCEDURES
Steps Teacher’s and student’s activities Modes
A. Warm up - Invite one or two groups of pupils to come to the
(5’) front of the class and play the game Find someone Whole class
who is from
- Remind pupils to prepare for the project on page
15 (Lesson 3, Activity 6) at home.
B.New lesson
1. Listen and Goal: To correctly pronounce the sounds of the
repeat (8’) letters a and ia in isolation, in the words America
and Australia, and in the sentences I’m from
America. and She’s from Australia. Individual
- Have pupils point at the letter a, the word work
America
and the sentence I’m from America. Play the
recording for them to listen and repeat Pair work
- Listen to and repeat the sound, the word and the
sentence in front of the class.
- Go around the classroom and correct their
pronunciation if necessary.
- Work in pairs or groups, pronouncing the sounds,
saying the words and reading the sentences.
2. Listen and Goal: To identify the target words America and
circle (10’) Australia while listening.
- Explain and ask pupils to listen to the recording Whole class
and circle the correct options. Check
comprehension.
- Get pupils to read the gapped sentences and guess Pair work
which option can be chosen to fill in the gaps
- Play the recording, once or twice, for pupils to Individual
listen and circle the correct options. Get pupils to work
swap books with a partner and check their answers
before checking as a class. Play the recording again
for pupils to double-check their answers.
- Invite a few pupils to read aloud the completed
sentences in front of the class.
3. Let’s Goal: To say the chant with the correct
chant (10’) pronunciation and rhythm.
- Ask pupils read the first verse of the chant and Whole class

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
draw their attention to the sound of the letter a in
the word America and in the sentences Mary’s from
America. And She’s from America. Check
comprehension. Group work
- Play the recording again, linen by line, for pupils
to listen and repeat. Encourage Ss to clap while
chanting.
- Draw pupils’ attention to the sound of the letters
ia in the word Australia and in the sentences Ben’s
from Australia. And He’s from Australia.
- Play the recording all the way through for pupils to
chant and clap along.
C. Wrap-up - Ask students to answer the following questions:
(2’) What have you learnt from the lesson today? Whole class
- Ask students prepare the next lessons.
IV. ADJUST

Period 10: UNIT 1: MY FRIENDS

Lesson 3: part 4,5,6
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
Language - Use the words America, Australia, England, Japan, Malaysia,
knowledge & Singapore, Thailand, and Viet Nam in relation to the topic “My
skills friends”;
- Use Where are you from? – I’m from . and Where’s he / she
from? – He’s / She’s from . to ask and answer questions about
where someone comes from;
- Listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “My friends”.
- Read and write about where someone comes from.
Competences - Communication and collaboration: work in pairs and groups to
complete the learning tasks.
- Self-control & independent learning: perform listening tasks.
Attributes - Show pride in where they come from and great respect for where
someone comes from by using appropriate gestures and intonation
when asking and answering about nationality.
II. RESOURCES AND MATERIALS

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
- Student’s book: Page 15, teacher’s guide.
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1), computer, projector, …
III. PROCEDURES
Steps Teacher’s and student’s activities Modes
A. Warm up (5’) Game: Backward spelling
- T divides class into teams.
- Each team takes turns to have a pupil stand in Group work
front of the board.
- The rest spell the word written by the teacher
on the board backwards.
- The team that guesses the word first gets 1
point. The team with the most points is the
winner.
Ex: N-A-P-A-J JAPAN
M-A-N-T-E-I-V VIETNAM
E-R-O-P-A-G-N-I-S SINGAPORE
B.New lesson
4. Read and tick Goal: To read and show understanding the
True or False sentences by deciding if the statements are true or
(8’) false..
- Explain that they should read the sentences and Individual
tick True or False. Check comprehension work
- Read the sentence and identify Minh’s age. Then
have them read the text and find the correct Pair work
information to tick the appropriate box
-Set a time limit for pupils to do the task
independently. Go around the classroom and offer
help if necessary.
- Get pupils to swap their books with a partner and
check their answers before checking as a class.
Correct the answers where necessary.
5. Let’s write Goal: To complete a gapped text about Whole class
(10’) themselves and their friends.
- Explain that the gaps in the text focus on their
names and age(s), their friends’ names and where Individual
they are from. Check comprehension. work
- Have pupils do the first gapped sentence together
as an example. Ask them to read the sentence and Pair work

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
elicit the names. Then have them write their names
in the gap.
- Give pupils time to complete the text
independently. Go around the classroom and offer
help if necessary.
- Get pupils to swap their books with a partner and
check their answers before checking as a class.
6. Project (10’) Goal: To make pupil cards at home and present
them to the class by using the target language Group work
-Work in group. Each pupil shows his / her pupil
cards and tells the group about them, Individual
E.g. This is Laura. She’s nine years old. She’s work
from England. And this is Bob. He’s ten years old.
He’s from Australia. Go around the classroom and
offer help if necessary.
- Invite a few pupils to show their cards and tell
the class about them, e.g. Hi. My name’s Lan. I’m
from Viet Nam
C. Wrap-up (2’) - Ask students to answer the following questions: Whole class
What have you learnt from the lesson today?
- Ask students prepare the next lessons.
IV. ADJUST

Period 11: UNIT 2: TIME AND DAILY ROUTINES

Lesson 1: Part 1,2,3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - Understand and correctly repeat the sentences in two
knowledge & communicative contexts focusing on asking and telling the time.
skills - Correctly say the phrases and use What time is it? – It’s _____. to
ask and tell the time.
- Enhance the correct use of What time is it? – _____. to ask and tell
the time in a freer context.
Competences - Communication and collaboration: work in pairs and groups to
complete the learning tasks
- Self-control & independent learning: perform learning tasks
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
Attributes Show their responsibility by noticing the time and follow the
timetable on time.
II. RESOURCES AND MATERIALS
- Student’s book: Page 16, Teacher’s guide, Audio tracks 16, 17
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2), computer, projector, …
III. PROCEDURES
Steps Teacher’s and student’s activities Modes
A. Warm up Sing the song What time is it? Whole class
(5’) Link:https://www.youtube.com/watch?v=0Yq_rztquuU
B. PRACTICE
1. Look, Goal: To understand and correctly repeat the sentences
listen and in two communicative contexts focusing on asking and
repeat. 7’ telling the time.
- Ask Ss to look at Pictures a and b and identify the Whole
characters and the time shown on the clocks class/
- Ask pupils to look at Picture a. Play the recording for Individual
them to listen. work
- Play the recording again, sentence by sentence, for Ss
to listen and repeat individually and in chorus. epeat
the same procedure with Picture b.
- Invite a few pairs to stand up to listen to and repeat
the sentences in the recording. Pair work
- Draw pupils’ attention to the contextual pictures. Tell
pupils that the question What time is it? and the
answers It’s eight thirty. and It’s three fifteen. are used
to ask and tell the time.
2. Listen, Goal: To correctly say the phrases and use What time
point and is it? – It’s _____. to ask and tell the time.
say. 10 - Have pupils look at the pictures. Elicit the time on the Whole
minutes clocks. Spend a few minutes explaining how to tell the class/
time. Give the meaning of a.m. and p.m., and when to Individual
say o’clock in telling the time. work
Note: a.m. is used to tell the time in the morning, from
00:00 to 12:00; p.m. is used to tell the time in the
afternoon and evening
- Have pupils point at Picture a (6:00 AM), listen to the
recording and repeat. Repeat the same procedure with
Pictures b, c and d. Have the class point at the pictures
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
and repeat the time a few times.
- Point at the first bubble and have pupils listen to and
repeat after the recording. Point at Picture a and have
pupils listen to and repeat after the recording (It’s six
o’clock.). Repeat the same procedure with Pictures b, c
and d.
- Set a time limit for pupils to work in pairs to practise
asking and answering the question .
- Invite a few pairs to the front of the class to practise. Pair work
3. Let’s talk. Goal: To enhance the correct use of What time is it? –
8 minutes _____. to ask and tell the time in a freer context.
- Draw pupils’ attention to the two speech bubbles. Whole
Read the question aloud and ask pupils to repeat it. class/
Ask them to look at the second bubble and identify Individual
what the answer should be. Elicit the answer: It's seven work
o’clock. Get pupils to repeat the questions and answers
several times.
- Set a time limit for pupils to work in pairs, point at
the different clocks in the picture, ask and tell the time
using What time is it? – _____. Go around the Whole
classroom to observe and offer help where necessary. class/ Pair
- Invite some pairs to ask and tell the time in front of work
the class.
C. Wrap-up: - Use sentence pattern What time is it? – It’s _____. to Whole class
5 minutes ask and tell the time.)
IV. ADJUST

Period 12: UNIT 2: TIME AND DAILY ROUTINES

Lesson 1: Part 4,5,6
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
Language - Listen to and understand two communicative contexts in which
knowledge & two pupils play a game asking and telling the time and tick the
skills correct pictures.
- Complete four gapped exchanges with the help of picture cues.
- Review telling the time by playing the game Which clock says ...?
Competences - Communication and collaboration: work in pairs and groups to
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
complete the learning tasks
- Self-control & independent learning: perform learning tasks
Attributes - Show their responsibility by noticing the time and follow the
timetable on time.
II. RESOURCES AND MATERIALS
- Student’s book: Page 17, Teacher’s guide, Audio track 18
- Website hoclieu.vn
- Flash cards/ pictures (Unit 2), computer, projector, …
III. PROCEDURES
Steps Teacher’s and student’s activities Modes
A. Warm up Game: Slap the board (ppt)
(5’) Use the vocabulary from the previous lesson. Have
students stand in 2 rows of 5 or more pupils and take Group work
turns to slap the board. Give the points to the team
with the faster and correct answers.
B. New lesson
4. Listen and Goal: To listen to and understand two
tick. 8 communicative contexts in which two pupils play a
minutes game asking and telling the time and tick the correct Whole class/
pictures Individual
- Draw pupils’ attention to the pictures and ask them work
to identify the time on the clocks.
- Play the recording of the first dialogue for pupils to Pair work
listen and tick the correct picture. Play the recording
again for pupils to listen and check their answers.
- Repeat Step 2 with the second dialogue.
- Set a time limit for pupils to swap books with a
partner to check their answers in pairs before
checking as a class.
5. Look, Goal: To complete four gapped exchanges with the
complete and help of picture cues.
read. 10 - Ask pupils to look at the pictures and identify the Whole class/
minutes time on the four clocks. Individual
- Ask pupils to look at each gapped exchange. Draw work
their attention to the missing words and time. Remind
them to complete the answers using words, not Individual
numbers. work
- Have pupils look at Picture 1. Ask them what is
missing in the answer (ten). Then have them Individual

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
complete the gap (It’s ten o’clock.). Repeat the same work/ Pair
procedure with Pictures 2, 3 and 4. work
- Set a time limit for pupils to complete the gapped
exchanges individually, then invite a few pairs to
stand up to ask and tell the time on the clock faces
6. Let’s play. Goal: To review telling the time by playing the game Group work/
8 minutes Which clock says ...? Pair work
- Tell pupils that they are going to play a game that
involves finding and saying which clock shows the
time told by another player. Pair work
- Invite two volunteers to stand in front of the board.
Tell them to decide who is the time teller and who is
the clock finder. Group work/
- The time teller will tell a certain time, for example Pair work
5:15, for the other player to find the clock which
shows the correct time by saying its letter. If it is
correct, the correct finder will get one point. Every
player has eight tries. After the first round, the time
teller will become the clock finder. All the clocks on
the board are kept for later use. When the game is
over, the player who has the most points is the
winner. Encourage the class to cheer whenever a
player gets a point
C. Wrap-up: Game: Spin the Wheel
5 minutes - Divide the class into teams. Group work
- Teacher calls pupils from each team to answer the
question What time is it?
- Pupils/ teachers click the “spin” button to get
points
IV. ADJUST

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025

GRADE 5
Period 8: UNIT 1: ALL ABOUT ME!
Lesson 2- Part 4,5,6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - Listen to and understand three communicative contexts in which
knowledge & speakers ask and answer questions about favourite things and match
skills the characters with the right pictures.
- Complete two target gapped exchanges with the help of picture cues.
- Revise the target vocabulary items and structures through the game.
Competences Communication and collaboration: work in pairs and groups to
complete the learning tasks.
Self-control & independent learning: perform listening and speaking
tasks.
Attributes - Show their love and interest in sports, colours, animals and food.

II. RESOURCES AND MATERIALS

- Pupil’s book: Page 13
- Audio track 11
- Teacher’s guide: Pages 26, 27, 28
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …
III. Procedures
Steps Teacher’s and pupils’ activities Modes
A.Warm-up - Greet the class Hello. / Hi. I’m
(5’) . How are you? and encourage pupils to
To revise the respond and introduce themselves.
sentence Game: lucky windows
structure What’s Prepare pictures of the words(table tennis, pink
your favourite colour,a dolphin, a sandwich). Group
..? - It’s… to ask Show the windows on the board/ slide. Each window work
and answer contains a picture and different points. And there are
about the one’s two lucky windows with two lucky stars.
favourite things Divide the class into two groups.
Explain how the game is played. Have a pair of pupils

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
from each group choose a window, look at the picture,
then ask and answer questions about someone’s
favourite things.
e.g. Pupil A: What’s your favourite sport?
Pupil B: It’s table tennis.
Give points to the group having the correct answer.
Continue with the other pupils.
The group that gets more points wins. Praise the
winner.
1.Listen and Goal: To listen to and understand three communicative
match(10’) contexts in which speakers ask and answer questions
about favourite things and match the characters with
the right pictures.
- Draw pupils’ attention to the pictures of the three Whole class
characters and the favourite things (colour / animal /
sport). Identify them as a class.
- Play the recording for Exchange 1. Ask pupils to
listen and identify the correct picture (a, b or c) and
draw a line to match the character (Bill) to the correct Pair work
favourite thing (Picture b). Play the recording again
for pupils to do the task. Play the recording a third time
to give pupils another listening opportunity if needed.
- Repeat Step 2 for Exchanges 2 and 3. Go around the Individual
classroom to offer support where necessary. work
- Get pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the Pair work
board.
- Play the recording for pupils to check their answers
again.
2. Read and Goal: To complete two target gapped exchanges with
complete (10’) the help of picture cues.
- Have pupils look at the pictures. Ask them to identify Individual
the characters and their favourite things (animal / work
food) in the pictures.
- Model Exchange 1. Have pupils look at the
exchange. Ask them what is missing in the first gap
(favourite animal). Then have them look at the animal Pair work
in the picture and identify it. Ask them to complete the
gap (It’s a dolphin.). Repeat the same procedure

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
with the other gap in the exchange.
- Give pupils a time limit to complete gapped
Exchange 2 independently. Go around the classroom
and help where necessary.
- Get pupils to swap books with a partner and check
their answers before checking as a class. Ask Pair work
questions to have pupils explain why they chose their
answers. For example, for the first gap in Exchange 1,
ask
Why did you choose “a dolphin”?
- I see a dolphin in the picture.
3. Let’s play Goal: To revise the target vocabulary items and
(8’) structures through the game Find someone who…
- Tell pupils that they are going to play Find someone Whole class
who… using the language learnt in Lesson 2.
- Divide the class into four teams. Give each team a
task: e.g. Find someone who likes dolphins/ table Individual
tennis / pink / sandwiches The members of each team work
should walk around the classroom, ask their
classmates questions e.g. What’s your favourite
animal / colour / sport / food? to get information
about their favourite things. When they find someone,
they write the name in the blank provided. Ask them Group work
to find as many different pupils as possible.
- Set time for pupils to play the game.
- The team that finds the most pupils at the end of the
game wins.
C. Wrap-up - Ask students to answer the following questions: Whole class
(2’) What have you learnt from the lesson today?
- Ask students prepare the next lessons.
IV. ADJUST

Period 9: UNIT 1: ALL ABOUT ME!

Lesson 3- Part 1,2,3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - Correctly pronounce the two-syllable words with the stress on the
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
knowledge & first syllable as ‘dolphin and ‘tennis in isolation and as in the
skills sentences I like ‘dolphins. and He plays ‘tennis on Sundays.
- Say the chant with the correct pronunciation, word stress and
rhythm.
Competences Communication and collaboration: work in pairs and groups to
complete the learning tasks.
Self-control & independent learning: perform listening and speaking
tasks.
Attributes - Show their love and interest in sports, colours, animals and food.

II. RESOURCES AND MATERIALS

- Pupil’s book: Page 14
- Audio tracks 12, 13, 14
- Teacher’s guide: Pages 29, 30
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …
III. Procedures
Steps Teacher’s and pupils’ activities Modes
A.Warm-up - Greet the class Hello. / Hi. I’m . How are you?
(5’) and encourage pupils to respond and introduce
- To revise the themselves.
words about Game: Who is faster?
countries, - Tell pupils they are going to look at the picture and Group work
sports and choose the correct answer a, b or c.
animals. Divide the class into two teams.
- Have one pupil from each team play Rock, Paper,
Scissors to find the team which plays the game first.
- Have each team look at the picture and choose the
correct answer a, b or c to fill in the blank.
- If they choose the correct answer, they get points
for their team. The team with more points is the
winner.
Have pairs of pupils read the questions and answers
aloud.
1.Listen and Goal: To correctly pronounce the two-syllable words
repeat (10’) with the stress on the first syllable as ‘dolphin and
‘tennis in isolation and in the sentences I like
‘dolphins. and He plays ‘tennis on Sundays. with the
correct pronunciation and intonation. Whole class
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
- Draw pupils’ attention to the word ‘dolphin and the
sentence I like dolphins. Play the recording and
encourage them to point to the word and sentence
while listening. Explain to pupils what word stress is,
in Vietnamese if necessary (word stress is the Pair work
emphasis that you put on a syllable by saying it more
loudly). Tell them that we use the stress mark (‘) to
indicate word stress.
- Play the recording again and encourage pupils to Individual
listen and repeat. Do this a few times until pupils feel work
confident. Correct their pronunciation where
necessary and praise them when their pronunciation is
good.
- Repeat Steps 1 and 2 for the second line.
- Let pupils work in pairs or groups to say the words Pair work
‘dolphin and ‘tennis, and read the sentences I like
‘dolphins. and He plays ‘tennis on Sundays. Invite a
few pupils to listen to the recording and say the
language in front of the class. If they perform well,
praise them.
2. Circle, listen Goal: To identify the stress on some two-syllable
and check. words and circle the word with a different stress
(10’) pattern from the other two words.
- Draw pupils’ attention to the three sets or two- Individual
syllable words. Explain what pupils have to do. work
Check comprehension.
- Tell pupils to look at three words in the first line,
read them aloud and circle the word that has the
stress on the first syllable. Then play the recording Pair work
for pupils to listen and check their answer.
- Repeat Step 2 for the second and third lines.
- Tell pupils to swap books with a partner, then check
the answers as a class. Write the correct answers on
the board. Play the recording again for pupils to Pair work
listen and check their answers again.
3. Let’s chant Goal: To say the chant with the correct pronunciation,
word stress and rhythm.
- Draw pupils’ attention to the lyrics of the chant.
Check comprehension. Whole class

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
- Play the recording all the way through. Encourage
pupils to listen carefully to the rhythm and Individual
pronunciation. Draw pupils’ attention to two-syllable work
words with the stress on the first syllable in the chant,
e.g. pandas, dolphins, tennis and football, and the
sentences containing those words.
- Play the recording, line by line, for pupils to listen Group work
and repeat. Correct their pronunciation, if necessary.
- Play the recording all the way through for pupils to
chant along. Encourage them to clap
while chanting
C. Wrap-up - Ask students to answer the following questions: Whole class
(2’) What have you learnt from the lesson today?
- Ask students prepare the next lessons.
IV. ADJUST

Period 10: UNIT 1: ALL ABOUT ME!

Lesson 3- Part 4,5,6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - read two paragraphs and circle the correct options.
knowledge & - make Questions & Answers about personal information and
skills favourite things.
- revise the target language by making a poster and presenting it to the
class.

Competences Communication and collaboration: work in pairs and groups to

complete the learning tasks.
Self-control & independent learning: perform reading and writing
tasks.
Attributes - Show their love and interest in sports, colours, animals and food.

II. RESOURCES AND MATERIALS

- Pupil’s book: Page 15
- Audio Track 14

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
- Teacher’s guide: Pages 31, 32
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …
III. Procedures
Steps Teacher’s and pupils’ activities Modes
A.Warm-up - Greet the class Hello. / Hi. I’m
(5’) . How are you? and encourage pupils to
To revise the respond and introduce themselves.
chant of Unit 1. - Chant and do actions.
- Play the recording for pupils to listen. Group
Play the recording again for pupils to listen and work
chant along.
Encourage them to clap or do the actions while
chanting.
- Call two or more groups to take turns listening to
and repeating the chant, while the rest of the class
claps or do the actions.
Praise pupils if they perform well.
1. Read and Goal: To read two paragraphs and circle the correct
circle. (10’) options.
- Draw pupils’ attention to the two paragraphs and read
them as a class. Check comprehension. Whole class
- Draw pupils’ attention to the incomplete sentences
and answer options. Explain what pupils have to do.
Have them pay attention to the sentences about Pair work
personal information of Tom and Lan. Have pupils
read the text againand circle the correct answers.
- Tell pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the
board.
- Get pupils to look at the board and check their Pair work
answers again. If time allows, ask them to read the
paragraph aloud in front of the class.
2. Let’s write. Goal: To complete a paragraph with pupils’ personal
(10’) information and favourite things
- Tell pupils the goal of this activity: they are going to Individual
look at the gapped paragraphand complete it using work
their own information. Check comprehension.
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
- Write the sentence with the first gap on the
board: My name is . Read the sentence as a
class. When you reach the gap, ask pupils to identify Pair work
the information needed to complete the gap (their
names) and encourage pupils to say the whole
sentence (e.g. My name is Nam.). Give pupils
time to complete the sentence. Read the sentence as a
class.
- Repeat Step 2 for the other sentences. Pair work
- If time allows, invite a few pupils to read the
sentences they have completed in front of the class.
Have the class observe and praise their work.
3. Project (8’) Goal: To revise the target language by making a poster
about favourite things and presenting it to the class.
- Tell pupils the goal of this activity. Explain that
they are going to show posters that they have made Whole class
at home and tell the class about their favourite things.
- Have pupils work in groups of five. Each pupil
shows his / her poster that he / she has made at home Individual
and tells the group about their favourite things, e.g. work
My favourite sport is chess. My favourite food is
chicken. Go around the class and offer help if
necessary (e.g. when pupils need some more
vocabulary to talk about favourite things).
- Invite some pupils to show their work and talk about
their favourite things in front of the class. Have pupils Group work
stick their posters on the wall (or board) as a display.
C. Wrap-up - Ask students to answer the following questions: Whole class
(2’) What have you learnt from the lesson today?
- Ask students prepare the next lessons.
IV. ADJUST

Period 11: UNIT 2: OUR HOMES

Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
Lesson 1- Part 1,2,3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - use the words building, flat, house, tower and the numbers 23, 38,
knowledge & 93, and 116 in relation to the topic “Our homes”;
skills - correctly say the words and use Do you live in this / that? – Yes, I do.
/ No, I don’t. to ask and answer questions about someone’s home;
- use Do you live in ? – Yes, / No, . in a freer context.
Competences Communication and collaboration: work in pairs and groups to
complete the learning tasks.
Self-control & independent learning: perform pronunciation and
speaking tasks.
Attributes - Show their pride in their personal information and where they live.

II. RESOURCES AND MATERIALS

- Pupil’s book: Page 16
- Audio tracks 15, 16
- Teacher’s guide: Pages 33, 34, 35
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Procedures
Steps Teacher’s and pupils’ activities Modes
A.Warm-up (5’) - Greet the class Hello. / Hi. I’m
- To revise the . How are you? and encourage pupils to
previous lesson respond and introduce themselves.
by playing a - Game: Collect the letters.
game. - Ask pupils to look at the pictures and guess the Group work
words (street, road, village, city). If students can
correctly say and spell the word, they get a letter.
After guessing all of the words, they look at the
letters, unscramble to find out the key word of the
lesson.
- Get pupils to open their books at page 16 and
look at Unit 2, Lesson 1, Activity 1. Write the title
Our homes on the board and read it for the class to
repeat a few times. Tell pupils what they
will learn in this lesson..
1.Look, listen Goal: To understand and correctly repeat the
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
and repeat(10’) sentences in two communicative contexts focusing
on greetings, and asking and answering questions
about someone’s home.
- Ask pupils to look at Pictures a and b, identify the
characters and say what they can see in the Whole class
pictures.
- Have pupils look at Picture a and say what the
characters are talking about. Pupils can use
Vietnamese where necessary, then repeat in
English after the teacher. Pair work
- Play the recording and encourage pupils to point at
the characters while listening. Whole class/
- Play the recording again, sentence by sentence, Individual
for pupils to listen and repeat individually and in work
chorus. Correct their pronunciation where
necessary. Repeat the same procedure with Picture
b. Pair work
- Draw their attention to the question Do you live in
this building? and the answers Yes, I do. I live in
that flat. Tell pupils that the question and answer are
used to ask and answer about someone’s home.
2. Listen, point Goal: To correctly say the words and use Do you
and say (10’) live in this / that ? – Yes, I do. / No, I don’t. to ask
and answer questions about someone’s home.
- Have pupils look at Pictures a, b, c and d, say what Individual
they can see in the pictures. Point at each picture / work
word for pupils to look at and say the word and its
meaning. Explain that tower is another word
referring to a tall building in this context.
- Play the first part of the recording for pupils to Pair work
listen to and repeat the words under the pictures in
chorus and individually until they feel confident. Use
the flash cards for the class to practise speaking.
- Draw pupils’ attention to the speech bubbles and
elicit the missing words in the answer by pointing at
Picture a. Play the second part of the recording for
pupils to listen to and repeat the sentences in both
bubbles a few times. Repeat the same procedure with
Pictures b, c, and d.

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
- Let pupils practise asking and answering questions
in pairs. Go around the classroom to offer help where
necessary.
- Invite a few pairs to stand up and point at each Pair work
picture in their books to ask and answer the
questions.
3. Let’s talk. (8’)Goal: To use Do you live in this / that ? – Yes,
I do. / No, I don’t. in a freer context.
- Draw pupils’ attention to the picture. Ask
questions to revise the relevant words (see Input). Whole class
- Elicit pupils’ answers to the questions and write
them on the board. Get pupils to say the completed
sentences.
- Put pupils into pairs to ask and answer questions
about each home type in the illustration. Go around Pair work
the classroom to offer support where necessary.
- Invite a few pairs to the front of the classroom.
They can use the pictures in relation to this section
to ask and answer questions about their homes.
Suggested answer:
a. A: (points at King Tower) Do you live in this
tower?
B: No, I don’t. I live in a house in the
countryside.
b. A: (points at the house)
Do you live in that house?
B: Yes, I do. It’s my house.
C. Wrap-up (2’) - Ask students to answer the following questions: Whole class
What have you learnt from the lesson today?
- Ask students prepare the next lessons.

IV. ADJUST

Period 12: UNIT 2: OUR HOMES

Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
Lesson 1- Part 4,5,6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand four communicative contexts in which
knowledge & speakers ask and answer questions about their homes and number the
skills pictures;
- complete four gapped exchanges with the help of picture cues;
- reinforce understanding of the words and sentences related to the
topic “Our homes” by playing Guessing game.
Competences Communication and collaboration: work in pairs and groups to
complete the learning tasks.
Self-control & independent learning: perform listening and reading
tasks.
Attributes - Show their pride in their personal home and address.

II. RESOURCES AND MATERIALS

- Pupil’s book: Page 17
- Audio track 17
- Teacher’s guide: Pages 36, 37
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …

III. Procedures
Stages Teacher’s and pupils’ activities Modes
A.Warm-up - Greet the class Hello. / Hi. I’m
(5’) . How are you? and encourage pupils to
- use the words respond and introduce themselves.
building, flat, Game: Slap the board Group work
house, tower in - Ask pupils if they remember the words and
- revise the sentence structures to ask and answer questions
sentence about someone’s homes.
structures - Show the questions and answer choices on the
- Do you live in screen. If the screen is not big enough, teachers
this / that ….? write A, B, C on the board.
– Yes, I do. /
No, I don’t.
1. Listen and Goal: To listen to and understand four communicative
number. (10’) contexts in which speakers ask and answer questions
Teacher: Nguyen Thi Thanh Huyen
 Teaching plan: English 3 School year 2024 - 2025
about their homes and number the pictures.
- Draw pupils’ attention to the pictures and ask Whole class
questions to elicit the home in the pictures, for
example, What can you see in this picture? Is it a
house? Is it a tower?
- Play the recording all the way through. Then play it Individual
again for pupils to listen and number work
the pictures.
- Get pupils to swap books with a partner and check Pair work
their answers before checking as a class. Correct the
answers where necessary.
Extension: If time allows, play the recording, sentence
by sentence, for pupils to listen and repeat individually Individual
and in chorus. Correct their pronunciation where work
necessary.
2. Read and Goal: To read and complete four gapped exchanges
complete (10’) with the help of picture cues.
- Model Exchange 1 as an example. Have pupils read Individual
the question and answer, and guess the missing word in work
the question. Draw their attention to the picture, and
explain that pupils should pay attention to the hand
pointing at the house to decide the missing word to fill
in the gap (this). For Exchanges 3 and 4, point at each
picture in focus to elicit the words flat and building.
- Give pupils time to do the task independently. Go Individual
around the classroom to offer help where necessary. work
- Get pupils to swap books with a partner to check
their answers before checking as a class. Invite a Pair work
pupil to write the answers on the board.
3. Let’s play Goal: To play a guessing game to reinforce the words
(8’) and sentences related to the topic Our homes.
- Draw pupils’ attention to the game input on the board. Whole class
Introduce and explain how to play the game: The class
is divided into groups A and B. Each member in
Group A and B writes a question to guess the home
type that his / her counterpart in the other group lives
in. Their work should be written on paper slips and
handed to the teacher when the time limit is over.
After that, the teacher invites two groups at random to Group work

Teacher: Nguyen Thi Thanh Huyen

 Teaching plan: English 3 School year 2024 - 2025
interact using the questions and answers.
- Give pupils a time limit for the class to prepare for
the game and go around the class to offer help where
necessary.
- When the time is over, nominate a pair from different
groups to check their interaction. Have the counterpart
group stand up at their places, make the guesses, and
encourage the rest of pupils to cheer up whenever the
guess is correct.
C. Wrap-up - Ask students to answer the following questions: Whole class
(2’) What have you learnt from the lesson today?
- Ask students prepare the next lessons.
IV. ADJUST

KÝ DUYỆT TUẦN 03

Teacher: Nguyen Thi Thanh Huyen