Unit 11

FPT CAU GIAY PRIMARY SCHOOL
Teacher: Nguyen Ngoc Nga

School year: 2022 - 2023 Class: 3A1, 3A4
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition

UNIT 11: THIS IS A DOLL ON THE RUG.
Lesson One - Words / Part 2 (page 82)

A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Identify bedroom objects.
- Understand a short story.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about bedroom objects.

- Problem-solving and creativity: find out what objects they have in their bedroom.
3. Attributes
- 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.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Vocabulary: rug, cabinet, shelf, pillow, blanket
- Extra vocabulary: clean up, clean, room
2. Pronunciation tip:
- Concentrate on the difference between /p/ and /b/ in pillow and blanket. Make sure
students say /ʃ/ not /s/ for shelf.
3. Skills: Listening, Speaking and Reading.
C. RESOURCES AND MATERIALS
- Student book - page 82
- Audio Tracks 131, 133
- Flashcards 111-115
- Teacher’s Guide
- Website sachso.edu.vn
- Computer, projector, ….
*Culture note: Bedroom objects
- Show their love with their objects in their rooms.
- Be neat and clean!
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to review bedroom objects.
*Game: “What’s the picture?”
- Introduce the game. - Listen to the teacher’s instructions.
- Start to draw a picture on the board - Look at a picture on the board.
of one of bedroom objects, e.g. rug,
cabinet, shelf, pillow, blanket
- Ask students to guess what it is and - Guess what it is and call out the
call out the name. name.
- Put the students into small groups of
four or five and ask them to take - Work in small groups of four or five
turns drawing objects from the and take turns drawing objects from
classroom for the other students to the classroom for the other students
guess. Ask them to extend the to guess. Extend the activity with
activity with new objects from the new objects from the classroom if
classroom if they know their names they know their names in English.
in English.
- The first student in each group to
- The first student in each group to
guess the object takes a turn at
guess the object takes a turn at
drawing the next one.
drawing the next one.
- Finish the activity when the students - Continue to play the game.
have had time to practice most of the
words.
- Praise students if they have done
well.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the words correctly.
- Task completed: Students can say
the words.
- Task uncompleted: Students are
unable to say the words.
PRESENTATION (10 minutes)
Aim: To help students review bedroom object.
*Listen and point. Repeat. (Track 131)
- Point to the pictures. Say the words - Look at the pictures on the board.
and let the students repeat. Repeat the phrases.
- Play the recording. Have students - Listen to the recording. Point to the
point to the correct words. correct words.
- Have students repeat each word after - Repeat each word after they hear it.
they hear it.
- Play the recording again. Ask - Listen to the recording again. Repeat
students to repeat words phrase after each words after they hear it.
they hear it.
well.
Students can point and say the words
correctly and fluently.

- Task completed: Students can point
and say the words.
unable to point and say the words.
PRACTICE (8 minutes)
Aim: To help students read and understand a short story and improve students’ reading
skills.
*Listen and read. (Track 133)
- Ask some questions about the story, - Answer the questions.
e.g. Where are Rosy and Grandma?
Where’s Billy? What rooms can you
see?
- Focus attention on the first picture. - Pay attention on the first picture.
Ask students to name as many toys, Name as many toys, clothes, and
clothes, and bedroom objects as they bedroom objects as they can.
can. - Follow the teacher.
- Talk about each frame in turn with
the class. Ask What’s happening?
Encourage predictions from different
students. - Look at the story while the teacher
- Ask students to look at the story plays the recording for them to
while the teacher plays the recording listen.
for them to listen. Point to each
speech bubble in turn as the teacher
hears the text.
- Answer the questions.
- Ask comprehension questions, e.g.
Here is Rosy’s room. Is it clean?
What does Rosy do? Is the apartment
clean? Why is the kitchen messy?
- Open their books. Listen and follow
- Ask students to open their Student
the words in the story as the teacher
Books to page 82. Tell them to listen
plays the recording again.
and follow the words in the story as
the teacher plays the recording again. - Find and point to the words from
- Ask students to find and point to the exercise 1 that appear in the story.
words from exercise 1 that appear in
the story.
*Role-play: - Practice the conversation in pairs.
- Ask students to practice the
conversation in pairs.
- Observe students’ pronunciation and
help if necessary. Then, correct the
mistakes. - Perform the conversation in front of
- Call some pairs perform the the class.
conversation in front of the class. - Give their feedback on their friends’
- Ask students to give their feedback presentation.
on their friends’ presentation, then
teacher gives feedback.
Students can read the story correctly
and fluently.
- Task completed: Students can read

the story.
unable to read the story.
PRODUCTION (10 minutes)
Aim: To help students remember bedroom objects.
*Game: “Slap the board”
Flashcards (rug, cabinet, shelf, pillow,
blanket)
- Stick the flashcards with these words - Look at the flashcards on the board.
on the board. Tell students to look at
the board.
- Tell students how the game is - Listen to the teacher’s explanation.
played. - Listen to four words and slap the
- Ask students to listen to four words flashcards as correctly and quickly as
and slap the flashcards as correctly possible.
and quickly as possible. The teacher
may start saying from any of the
words on the board and note the - Continue to play the game.
score. - The student who gets the highest
- Repeat the procedure if there is time. score will be the winner. Praise the
- The student who gets the highest winner.
score will be the winner. Praise the
winner.
Students can remember bedroom
objects correctly.
- Task completed: Students can
remember bedroom objects.
unable to remember bedroom
objects.
HOMEWORK (2 minutes)
- Revise the words by heart.
- Do the exercises in Workbook page 76.
- Prepare for the next lesson (Unit 11 - Lesson 2).
REFLECTION
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Lesson Two - Grammar (page 83)

1. Core competences
- Make sentences with There’s and There are.
- Make sentences with some and a lot of.
- Act out a story.
- Communication and collaboration: work in pairs/groups to talk about bedroom objects.

- Problem-solving and creativity: find out what objects they have in their bedroom.
3. Attributes
1. Vocabulary
- Vocabulary: bedroom objects (rug, cabinet, shelf, pillow, blanket)
2. Patterns
- There’s a doll on the rug.
- There are some toys in the cabinet. There are a lot of books under the bed.
3. Skills: Listening, Speaking and Writing.
- Audio Tracks 133, 134
- Teacher’s Guide
*Culture note: Bedroom objects
- Show their love with their objects in their rooms.
Aim: To motivate students and help students to revise bedroom objects.
*Game: “Musical cards”
Flashcards (rug, cabinet, shelf, pillow,
blanket)
- Explain how to play the game. - Listen to the teacher’s instructions.
- Ask students if they can remember - Say the words.
any bedroom objects.
- Play the song This is a great
museum! (Track 126).
- Hand out the flashcards to different - Follow the teacher. Pass the cards to
students around the class. Have the students next to them while the
students pass the cards to the music is playing.
students next to them while the
music is playing.
- Say the words aloud.
- Stop the music suddenly. Ask the
students who are holding the
flashcards, What’s this? Ask students
to say the words aloud.
- Continue to play the game.
- Play the music again and repeat the
activity.
- Check their friends’ pronunciation.
- Ask students to check their friends’
pronunciation. Give feedback.
well.
Students can say the words correctly
and fluently.
the words.
Aim: To help students review the story and act out the story.
*Lead-in: Use pictures (part 3) on page
83 - Listen to the teacher.
- Elicit what happened in the story. - Answer which bedroom objects
- Cover the story and ask which appeared in the story.
bedroom objects appeared in the
story. - Turn to the story in their books.
*Listen to the story again. (Track 133)
- Ask students to turn to the story in
their books. Check how many words - Listen to the recording and repeat.
they remembered.
- Play the recording, pausing for - Work in groups. Play the roles in the
students to repeat. story.
- Divide the class into groups to play
the roles in the story.
- Praise students. Give comments.

Story actions
Picture 1: Grandma points to the
things in the bedroom and shakes her
head.
Picture 2: Rosy puts things away,
and then extends her arm to show
that the room is clean. Grandma
smiles.
Picture 3: Grandma sits down
looking happy. Rosy opens the
kitchen door and looks shocked.
Picture 4: Billy sits on the floor and
bangs his drum. Rosy and Grandma
shake their heads.
Students can remember the story
remember the story.
unable to remember the story.
Aim: To help students make sentences with There’s and There are and improve students’
listening skills.
*Listen and say. (Track 134)
- Point to each picture and elicit what - Look at the pictures.
students can see.
- Ask students to read the sentences - Read the sentences under each
under each picture. picture.
- Point to each picture and ask
students to say aloud. - Say the words aloud.
- Play the recording all the way
through. - Listen to the recording.
- Play the recording again, pausing for - Listen to the recording again. Repeat
students to repeat. the words.
- Write There’s and There are on the - Look at the board.
board.
- Say book and point to There’s. Say - Point to the correct phrase.
books and point to There are.
Continue giving singular and plural
nouns while students point to the
correct phrase. - Follow the teacher.
- Draw a picture of four books on the
board and say There are some books.
Then draw ten books on the board
and say There are a lot of books.
Then point to things in the classroom
and elicit some or a lot of.
- Check students’ pronunciation.

Students can say the sentence
patterns correctly and fluently.
the sentence patterns.
unable to say the sentence patterns.
*Look and say. (page 83) - Read the sentence in the speech
- Ask a student to read the sentence in bubble.
the speech bubble. - Work in pairs. Take turns pointing to
- Put students in pairs to take turns the pictures and asking and saying
pointing to the pictures and asking what they can see.
and saying what they can see.
well.
Students can say the sentences
correctly.
the sentences.
unable to say the sentences.
Aim: To help students complete the sentences with There’s and There are.
*Look again and write. (page 83)
- Tell students to get their notebooks - Get their notebooks and write
and write numbers 1-5. numbers 1-5.
- Read the words in the box out loud - Repeat the words.
for students to repeat.
- Copy the example sentence on the - Count the pillows in exercise 3.
board. Ask students to count the
pillows in exercise 3.
- Elicit that we use There are because - Follow the teacher.
it is more than one.
- Elicit that we use some because there - Follow the teacher.
are three pillows.
- Ask students to complete the - Complete the exercise in their
exercise in their notebooks. notebooks.
- Go over the answers with the class. - Give the answers.
well.
Answers:
1. There’s a doll on the cabinet.
2. There are some pillows on the bed.
3. There are a lot of books on the
shelf.
4. There are a lot of balls on the rug.
5. There’s a blanket on the bed.
Students can complete the sentences

the sentences.
unable to say the sentences. - Look at the picture and speech
*Let’s talk bubble.
- Ask students to look at the picture
and speech bubble. - Repeat the sentence.
- Say the sentence for the students to
repeat. - Practice the sentence with other
- Ask students to practice the sentence known objects.
with other known objects. - Perform for the class.
- Call some students to perform for the
class.
- Remark on students’ speaking skills.
Students can make sentences with
There’s and There are correctly and
fluently.
- Task completed: Students can make
sentences with There’s and There
are.
unable to make sentences with
There’s and There are.
- Learn the pattern by heart.
REFLECTION
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Lesson Three - Song (page 84)

1. Core competences
- Identify numbers 11-20.
- Use numbers in the context of a song.
- Communication and collaboration: work in pairs/groups to talk about numbers.

- Problem-solving and creativity: count the numbers, find out the quantity of things.
3. Attributes
1. Vocabulary
- Vocabulary: numbers 1-10 (recycled), eleven, twelve, thirteen, fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen, twenty
- Extra vocabulary: more, get in
2. Skills: Listening and Speaking.
- Audio Tracks 135-136
- Teacher’s Guide
*Culture note: Numbers
- Be familiar with numbers 11-20, use the numbers in Math.
Aim: To motivate students and help students review numbers 1-10.

*Game: “Living numbers”
Cards (1-10)
- Set up the activity. - Listen to the teacher.
- Ask ten students to come to front of - Come to front of the class. Hold a
the class. Give each one a number number card (numbered 1-10).
card (numbered 1-10).
- Ask students to arrange themselves - Arrange themselves so they are
so they are standing in the correct standing in the correct order from
order from one to ten. one to ten.
- Have students say the numbers in - Say the numbers in chorus. As each
chorus. As each number is said, the number is said, the person holding
person holding that flashcard holds it that flashcard holds it above their
above their head. head.
- Concentrate on pronunciation of the
numbers.
- Call some students to say the - Say the numbers 1-10.
numbers 1-10.
well.
Students can say the numbers
the numbers.
unable to say the numbers.
Aim: To help students identify the numbers 11-20 and improve students’ pronunciation
skills.
*Lead-in: Use flashcards 116-125 to
present the vocabulary.
- Use flashcards to introduce the - Look at the flashcards. Repeat the
numbers eleven to twenty. Use Track words.
135 to model the pronunciation for
children to repeat. Stop after the first
part of the track.
- Ask ten students to come to the front - Come to the front and hold a
and hold a flashcard. Give them the flashcard. Stand the numbers in
numbers 11-20. Ask students to order.
stand in order.
- Say the numbers with the class. As
each number is said, the student - Follow the teacher.
holds it above their head.
- Ask some students to call out
numbers at random to increase the - Call out numbers at random to
challenge of the activity. increase the challenge of the activity.
- Remark on students’ pronunciation.
Students can pronounce the words
correctly.
pronounce the words.
unable to pronounce the words.
*Listen and point. Repeat (Track 135)
- Point to the pictures. Say the words
and let the students repeat. - Listen to the words and repeat.
- Play the recording. Ask students to
point to the correct words. - Listen to the recording and point to
- Have students repeat each word after the correct words.
they hear it. - Repeat each word after they hear it.
- Remark on students’ pronunciation.
Students can listen and repeat the
words correctly.
- Task completed: Students can listen
and repeat the words.
unable to listen and repeat the words.
Aim: To help students use numbers in the context of a song.
*Listen and sing. (Track 126)
- Ask students to look at the pictures - Look at the pictures in their books.
in their books. Point to the bears and Count the bears and tell the answer
say How many bears? Ask students (twelve).
to count the bears and tell the answer
(twelve).
- Play the recording for students to - Listen to the song again and follow
listen and follow the song in their the words in their books.
books. - Repeat each line of the song.
- Recite the words of the song with the
class, without the music or
recording. Say each line and ask
students to repeat. - Listen to the song again and sing
- Play the recording again for students along.
to sing along. - Perform for the class.
- Call on two groups/students to
perform for the class.
- Check students’ pronunciation.
Praise students if they have done
well.
Students can sing the song nicely.
- Task completed: Students can sing
the song.
- Look at the picture and decide
unable to sing the song.
together what the actions should be
*Sing and do
for this song.
- Ask students to look at the picture
and decide together what the actions - Practice the actions.

should be for this song. - Listen to the song, sing the song and
- Practice the actions with the class. do the actions.
- Play the recording for students to - Sing and do the actions in front of the
sing the song and do the actions. class.
- Ask two groups/students to sing and
do the actions in front of the class.
Song actions
Ask one student to come to the front
of the class to be “the little one” and
hold a piece of paper with the
number 10 written on it. Give
flashcards showing the numbers 11-
20 to other students in the class.
When the students with the
flashcards hear their numbers, they
hold their cards in the air. When the
student hears their “name,” they go
to the front and jump into the “bed”.
Repeat the song. Give the flashcards
to ten different students and invite a
different student to be “the little
one”.
Students can sing and do the actions
nicely.
- Task completed: Students can sing
and do the actions.
unable to sing and do the actions.
Aim: To help students remember the number vocabulary 11-20.
*Game: “Forwards and backwards”
Flashcards (old, new, great)
- Review the number vocabulary and - Say the numbers.
write the numbers 11, 12, 13, 14, 15,
16, 17, 18, 19 and 20 on the board.
- Sit in rows so they can count around
- Make sure the students are sitting in
the room.
rows so they can count around the
room. - Start counting, with each student in
- Ask the students to start counting, turn saying the next number.
with each student in turn saying the
next number. - Start counting backwards from
- Before they get to 20, say Change! whatever number they have reached.
The students have to then start
counting backwards from whatever
number they have reached. - Start counting forwards again.
- Say Change! again and the students
start counting forwards again.
- Praising students if they have done
well.

Students can say the number
vocabulary correctly and fluently.
the number vocabulary.
unable to say the number vocabulary.
- Revise the words and the patterns.
REFLECTION
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Lesson Five - Skills Time! (page 86)

1. Core competences
- Understand a description.
- Read for specific details.
- Communication and collaboration: work in pairs/groups to talk about bedroom objects

and numbers.
- Problem-solving and creativity: count the numbers, find out what objects they have in
their bedroom.
3. Attributes
1. Vocabulary
- Vocabulary: review number vocabulary, bedroom vocabulary
2. Patterns: review the previous patterns
3. Skills: Listening, Speaking.
- Audio Track 139
- Teacher’s Guide
*Culture note: Bedroom objects, numbers
- Be familiar with numbers 11-20, use numbers in Math.

Aim: To motivate students and help students review number vocabulary and bedroom
vocabulary.
*Game: “Kim’s game”
Flashcards (two, twelve, ten, five, fifteen,
chair, table, cabinet, book, bug)
- Explain how the game is played. - Listen to the teacher.
Check comprehension.
- Display both sets of cards face up on - Look at the sets of cards face up on
the board. Give students two minutes the board. Memorize their set.
to memorize their set.
- Divide the class into two groups. Do - Work in two groups. Do not allow
not allow students to write anything students to write anything down.
down.
- Show the set of cards for 30 seconds. - Try to write down the name of as
Then cover them again. In their many words as they can remember.
groups, have students try to write
down the name of as many words as
they can remember.
- Have the groups swap their answers - Swap their answers and count the
and count the number of words they number of words they have written
have written with correct spelling. with correct spelling.
Groups get a point for one correct
item. - The group with the most points wins
- The group with the most points wins the game. Praise the winner.
the game. Praise the winner.
- Give feedback.
the words.
Aim: To help students read the description again and write the answers True or False.
*Lead-in: “Listen and read” (Track 129)
- Ask students to look at the - Look at the description with pictures.
description with pictures.
- Play the recording for students to - Listen to the recording and follow
listen and follow silently in their silently in their books.
books. - Listen to the recording and repeat.
- Play the recording again and ask
students to repeat. - Read the description in the front of
- Pick some volunteers to read the the class.
description in the front of the class.
- Give comments and praise.
Students can read the poster
correctly.

the poster.
unable to read the poster.
*Read again. Write T (true) or F (false). - Get their notebooks and write
(Page 86) numbers 1-6.
- Tell students to get their notebooks - Look at the sentences on the board.
and write numbers 1-6.
- Write the first sentence on the board.
Say There are twelve chairs – yes or
no? (No). Write F next to the
sentence on the board. Point out the - Write F next to number 1 in their
example answer in the Student Book. notebooks.
- Tell students to write F next to - Read the other sentences and then
number 1 in their notebooks. read the letter again to see whether
- Ask students to read the other they are true or false. Write T or F in
sentences and then read the letter their notebooks accordingly.
again to see whether they are true or
false. Ask them write T or F in their - Come to the board and give the
notebooks accordingly. answers.
- Ask students to come to the board
and give the answers.
- Check the students’ answers. Give
comments.
Answers:
1. F 2. F 3. T
4. F 5. F 6. F
Students can write the answers
correctly.
- Task completed: Students can write
the answers.
unable to write the answers.
Aim: To help students talk about their living room.
*What’s in your living room? (page 86)
- A living room is an important room - Listen to the teacher.
for most people around the world. It
is where the family talks and relaxes
together after work or school.
- Ask the students if they spend time - Tell the teacher if they spend time
with their family in the living room. with their family in the living room.
Do they like a different room? What
do they do there together?
- Put students in pairs to talk about - Work in pairs talk about their living
their living room. room.
- Call some pairs to perform in the - Perform in the front of the class.
front of the class.
well.

Students can talk about their living
room fluently.
- Task completed: Students can talk
about their living room.
unable to talk about their living
room.
Aim: To help students write a paragraph describing their living room.
*Let’s practice: Write a paragraph
describing their living room
E.g. This is my living room. There is a TV
on the cabinet. There are four chairs and a
table. There is a desk next to the door.
There are ten books on the desk. - Listen to the teacher.
- Set up the activity. - Look at the description from part 2
- Show the description from part 2 on on page 86.
page 86. - Work in four groups.
- Divide the class into four groups. - Write a paragraph describing their
- Ask students to write a paragraph living room.
describing their living room. - Write in five minutes.
- Give students five minutes to write.
- Remark on students’ writing skill.
Give feedback.
Students can describe their living
room correctly.
describe their living room.
unable to describe their living room.
REFLECTION
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Lesson Six - Skills Time! (page 87)

1. Core competences
- Identify different rooms from their descriptions.
- Ask and answer questions about where things are.
- Differentiate between sentences and questions; write about your bedroom.
- Communication and collaboration: work in pairs/groups to talk about bedroom objects

and numbers.
- Problem-solving and creativity: count the numbers, find out what objects they have in
their bedroom.
3. Attributes
1. Vocabulary
- Vocabulary: review bedroom vocabulary
2. Patterns: review the previous patterns
3. Skills: Listening, Speaking and Writing.
- Audio Track 140
- Teacher’s Guide
*Culture note: Bedroom objects, numbers
- Be familiar with numbers 11-20, use numbers in Math.
Aim: To motivate students and help students to review bedroom vocabulary.
*Game: “Musical cards”
Flashcards (table, picture, chair, cabinet,
book, rug)
- Bring a selection of flashcards - Hold the flashcards.
relating to the house or furniture to
the class. Hand them out to different
students around the class.
- Play some lively music and ask - Listen to music. Pass them around to
students to pass them around to each each other while the music is
other while the music is playing. It playing. It doesn’t matter if there is
doesn’t matter if there is not a not a flashcard for every student.
flashcard for every student.
- Stop the music suddenly and students - Stop passing the cards. Look at the
should stop passing the cards. Ask card nearest them and say what it is.
them to look at the card nearest them
and say what it is.
- Play the music and continue in the - Continue to play the game.
same way.
well.
the words.
- Aim: To help students listen and identify different rooms from their descriptions.
*Lead-in: Use the pictures on page 81
- Review the house and furniture - Look at the flashcards and say the
words with the flashcards. words.
- Point out the two pictures, a and b, in - Name as many things as they can in
exercise 1. Ask students to name as each one.
many things as they can in each one.
*Listen and write a or b. (Track 140)
- Tell students to get their notebooks - Get their notebooks and write
and write numbers 1-6. numbers 1-6.
- Explain that they are going to hear - Follow the teacher.
six sentences about the rooms in the
two pictures. After each description,

they write a or b in their notebooks,
depending on which picture is being
described.
- Play the recording, pausing after - Listen to the recording.
sentence 1 to discuss the example
answer.
- Continue playing, pausing after each - Listen to the recording again. Write a
description for the students to write a or b in their notebooks.
or b in their notebooks.
well.
Answers:
1. a 2. b 3. b
4. a 5. b 6. a
Students can listen and write the
answers correctly.
- Task completed: Students can listen
and write the answers.
unable to listen and write the
answers.
Aim: To help students ask and answer questions about where things are.
*Look at the pictures again. Ask and
answer. (page 87)
- Ask students to look at Pictures a and - Look at Pictures a and b. Answer the
b. Review prepositions. For example, questions.
ask Where’s the bag? to elicit It’s
under the table. Ask Where are the
toys? to elicit They’re in the box.
- Read the words in the box out loud - Repeat the words in the box out loud.
and ask students to repeat.
- Read the question and answer in the - Repeat the question and answer in
speech bubbles out loud for students the speech bubbles out loud.
to repeat.
- Put students in pairs to take turns - Work in pairs to take turns asking
asking and answering questions and answering questions about
about Pictures a and b. Pictures a and b.
- Check students’ pronunciation. Give
feedback.
Students can ask and answer
questions about where things are
- Task completed: Students can ask
and answer questions about where
things are.
unable to ask and answer questions

about where things are. - Talk about the pictures, using there’s
*Talk about the pictures. (page 87) / there are.
- Ask students talk about the pictures,
using there’s / there are. E.g. In - Talk about the pictures.
picture a, there are six chairs.
- Call some students to talk about the
pictures.
- Check students’ speaking skills. Give
comments.
Students can talk about the picture
- Task completed: Students can talk
about the picture.
unable to talk about the picture.
Aim: To help students write about their living room.
*Read the questions and answers.
Write ? or. (page 87)
- Read the first sentence out loud. Ask - Answer the question.
Is this a question? (Yes).
- Ask What is at the end of a question? - Answer the question.
(a question mark).
- Then, ask students to look at - Look at sentence e. Listen to the
sentence e. Again, ask students Is teacher’s explanation.
this a question? (No). Explain that it
is an answer to the question, and that
it ends with a period.
- Tell students to get their notebooks - Get their notebooks and write letters
and write letters a–h. a–h.
- Put students in pairs to decide if each - Work in pairs decide if each sentence
sentence is a question or an answer. is a question or an answer. Write the
Ask students to write the punctuation punctuation in their notebooks.
in their notebooks.
- Check the answers as the class. - Check the answers.
- Praise them. Give comments.
Students can read and write the
answer correctly.
and write the answer.
unable to read and write the answer.
*Look at the questions in 4 again and - Work in pairs. Tell their partner
write about your living room. about their living room.
- Put students in pairs to tell their - Look back at the questions in
partner about their living room. exercise 4 and answer them for their
- Have students look back at the
questions in exercise 4 and answer partner.

them for their partner.
- Give time for students to write about - White about their living room in
their living room in their notebook. their notebook.
- Call some students to perform for the - Perform for the class.
class.
well.
Students can read and write about
their living room correctly.
and write about their living room.
unable to read and write about their
living room.
REFLECTION
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Unit 11

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Unit 11

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FPT CAU GIAY PRIMARY SCHOOL

Teacher: Nguyen Ngoc Nga

TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition

Lesson One - Words / Part 2 (page 82)

- Communication and collaboration: work in pairs/groups to talk about bedroom objects.

correctly and fluently.

- Task completed: Students can read

TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition

Lesson Two - Grammar (page 83)

- Communication and collaboration: work in pairs/groups to talk about bedroom objects.

- Praise students. Give comments.

- Task completed with excellence:

correctly and fluently.

TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition

Lesson Three - Song (page 84)

- Communication and collaboration: work in pairs/groups to talk about numbers.

Aim: To motivate students and help students review numbers 1-10.

and decide together what the actions - Practice the actions.

Expected outcomes and assessment

TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition

Lesson Five - Skills Time! (page 86)

- Communication and collaboration: work in pairs/groups to talk about bedroom objects

Teacher’s activities Students’ activities

- Task completed: Students can read

Expected outcomes and assessment

TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition

Lesson Six - Skills Time! (page 87)

- Communication and collaboration: work in pairs/groups to talk about bedroom objects

two pictures. After each description,

unable to ask and answer questions

questions in exercise 4 and answer partner.

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