Week:

Period:
Date of teaching:
Unit 1: THIS IS YOUR DOLL.
Lesson 3
I/ Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- Identify more words for toys and use words in the context of a song.
- Help students develop their listening and sing skills.
- Vocabulary: bike, kite, train
- Extra vocabulary: big, love(v), toys
- Review: toys, colors
2. Skills: Listening and Speaking
3. Ability/ Quality:
- Communication and collaboration: work in pairs/groups to talk about their toys.
- Problem-solving and creativity: find out their favourite toys.
4. Forming competence:
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
II/ Teaching aids:
- Student book - page 12
- Audio tracks 16-17
1
- Flashcards 22-24
- Teacher’s Guide
- Website sachso.edu.vn
- Computer, projector,….
III/ Methods:
- Communicative approach, group Ss and T's activities, play as a character, teaching
methods with game, teaching methods by visual, teaching methods by practising,
discussion group, technical present....
*Culture note: Toys
- Raise students’ awareness of loving toys.
- Be kind to people.
IV/ Teaching procedure:
Content Teacher’s activities Student’s activities
A- Warm up *Game: “Slow reveal”
( 5 mins) Flashcards (doll, ball, teddy - Look at a flashcard
- Aim: To motivate bear, car) on the board.
students and help - Use Flashcards from the
students to revise toy previous lessons. - Observe the
words. - Put a flashcard on the teacher.
board and cover it with a
piece of paper or card. - Answer the
- Very slowly move the question. Guess
paper to reveal the correctly comes to
picture, little by little. the front to choose
- Ask What’s this? or the next card.
another appropriate
question, such as What
is it? The first student to - Continue until
guess correctly comes to practicing all the
the front to choose the vocabulary in the
next card. set.
- Continue until practicing - Read out all the
all the vocabulary in the words.
2
 set.
- Ask students to read out
all the words.
- Remark students’
pronunciation.
Expected outcomes and
assessment
- Task completed with
excellence: Students can
say the toy words
correctly and fluently.
- Task completed:
Students can say the toy
words.
Task uncompleted: Students are
unable to say the toy words.
B- Presentation *Lead-in: Use Flashcards
(10 mins) 22-24 to introduce the new
- Aim: To help words. - Repeat the words.
students identify toys - Use flashcards to
words and improve introduce the new words.
students’ Hold them up one at a - Point to the correct
pronunciation skills. time and say the words for flashcard and say
students to repeat. the word
- Put the flashcards in
different places around the
room. Say a word for
students to point to the
correct flashcard and say
the word. Repeat.
- Praise students if they
have done well.
Expected outcomes and
assessment
- Task completed with
excellence: Students can - Look at the
say the words correctly. pictures. Repeat

3
 - Task completed: Students the words.
can say the words.
- Task uncompleted: - Listen to the
Students are unable to say recording. Point to
the words. the correct words.
*Listen and point. Repeat - Listen to the
(Track 16) recording again.
- Point to the pictures. Say Repeat each word
the words and let the after they hear it.
students repeat.
- Play the recording. Ask
students to point to the
correct words.
- Play the recording again.
Ask students to repeat
each word after they hear
it.
- Remark on students’
pronunciation.
Expected outcomes and
assessment
- Task completed with
excellence: Students can
listen and repeat the
words correctly.
- Task completed:
Students can listen and
repeat the words.
Task uncompleted:
Students are unable to
listen and repeat the
words.
C- Practice *Listen and sing. (Track 17)
( 8 mins) - Ask students to look at
- Aim: To help the picture for the song. - Look at the
students use toy Ask what they think the pictures for the
words in the context song is about (toys). song. Answer what

4
of a song. Point to the toys on the they think the song
page one at a time. Ask is about (toys).
different students What’s Answer the
this? teacher’s
- Play the recording for questions.
students to listen and
point to the pictures - Listen to the recording
when they hear the and point to the pictures
when they hear the
words. words.
- Recite the words of the
song with the class, - Recite the words of
without the music. Say the song with the
each line and ask class, without the
students to repeat. music. Repeat each
- Play the recording again line of the song.
for students to sing along - Listen to the recording
and follow the words in again and sing along and
their books. follow the words in their
books.
- Ask some
- Perform the song
students/groups perform
in the front of the
the song in the front of
class.
the class.
- Check students’
pronunciation. Praise
students if they have
done well.
Expected outcomes and
assessment
- Task completed with
excellence: Students can
sing the song fluently.
- Task completed:
Students can sing the - Look at the pictures
song. and decide together
- Task uncompleted: on actions for kite,
Students are unable to bike, and train.
sing the song.

5
 *Sing and do - Practice the actions
- Ask students to look at with the teacher.
the pictures and decide - Listen to the song
together on actions for and do their actions.
kite, bike, and train.
- Practice the actions with - Sing and do the actions in
the class. front of the class.
- Play the recording for
students to sing and do
the actions.
- Call some students to
sing and do the actions
in front of the class.
Song actions
kite: arms in the air,
holding a string, running
in place
bike: move hands in a
pedaling motion
train: arms moving in a
circular motion like a
chugging train
Expected outcomes and
assessment
- Task completed with
excellence: Students can
sing and do the actions
nicely.
- Task completed:
Students can sing and do
the actions.
Task uncompleted: Students are
unable to sing and do the actions.
D- Production *Game: “What’s picture?”
(10 mins) - Start to draw a picture on
- Aim: To help the board of one of the - Look at a picture
students remember toy words, e.g. kite, bike, on the board of one

6
drink words. train
- Ask the students to guess
what it is and call out the
name.
- Put the students into
small groups of four or
five and ask them to take
turns drawing objects
from the classroom for
the other students to
guess. They can extend
the activity with new
objects from the
classroom if they know
their names in English.
- The first student in each
group to guess the object
takes a turn at drawing
the next one.
- Finish the activity when
the students have had
time to practice most of
the words.
- Ask students to read out
the toy words.
- Praise students if they
have done well.
Expected outcomes and
assessment
- Task completed with
excellence: Students can
say the toy words
correctly.
- Task completed:
Students can say the toy
words.
Task uncompleted:
7
of the toy words
- Guess what it is
and call out the
name.
- Work in groups
four or five. Take
turns drawing
objects from the
classroom for the
other students to
guess. They can
extend the activity
with new objects
from the classroom
if they know their
names in English.
- The first student in
each group to
guess the object
takes a turn at
drawing the next
one.
- Finish the activity
when the students
have had time to
practice most of
the words.
- Read out the toy
words.
 Students are unable to
say the toy words.
E- Homework - Revise the words and the patterns.
( 2mins) - Do the exercises in Workbook page 12.
- Prepare for the next lesson (Unit 1 - Lesson 4).

REFECTION
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………