Week: 23
Period:89

Date of planning: 20/02/2026
Date of teaching: 23/02/2026:3A
23/02/2026:3B(Hskt)
23/02/2026:3C
UNIT 13: MY HOUSE
Lesson 3 - 1,2,3

I.Objectives
By the end of the lesson, pupils will be able to:
1. Knowledge:
- Correctly pronounce the sounds of the letter clusters ou and ow in isolation, in
the words house and brown, and in the sentences Wow, it's a big house! and
Wow, it's a brown house!;
- Identify the target words house and brown while listening
- Say the chant with the correct rhythm and pronunciation.
- Vocabulary: Revision
- Sentence Patterns: Revision
2. Skills: Listening and speaking.
3.Attitudes/ Quality:
-Kindness: help partners to complete learning tasks
-Diligence: complete learning tasks
-Leadership: collaborate with teachers to enhance language skills
4. Forming competence:
-Motivation, adaptability, problem-solving, integrity, communication
*For disabled pupils: He/She can play game with class
II. Teaching aids
1. Student's preparation: Pupil's book Page 22
2. Teacher's preparation:
-Audio Tracks 29, 30, 31
-Teacher's guide Pages 169, 170
-Website hoclieu.vn
-Flashcards/pictures and posters (Unit13)
-Computer, projector…
III. Teaching procedures
Teacher's activities
Students' activities
Disabled students
1. Warm up
Sing the song in Unit 13,
Lesson 1 page 18.
- Ask pupils to sing the song.
- Pupils sing the song
- Pay attention
- Invite some of them to come
to the board to role play, the
rest of the pupils will sing.
2. Presentation
Activity 1. Listen and repeat.
Goal: To correctly repeat the

sounds of the letter clusters ou
and ow in isolation, in the
words house and brown, and in
the sentences Wow, it's a big
house! and Wow, it's a brown
house! with the correct
pronunciation and intonation
Step1: Draw pupils' attention
to the letter cluster ou, the word
house and the sentence Wow,
it's a big house! Play the
recording and encourage pupils
to point at the letter cluster /
word / sentence while listening.
Step2: Play the recording again
and encourage pupils to listen
and repeat. Do this several
times until they feel confident.
Correct their pronunciation
where necessary.
Step3: Repeat Step 1 and 2 for
the second letter cluster ow.
3.Practice
Activity 2. Listen and circle.
Goal: To identify the target
words house and brown while
listening.
Step1: Draw pupils' attention
to the sentences and the answer
options. Tell them about the
activity. Play the recording for
pupils to listen. Play the
recording again for them to do
the task. Play the recording a
third time for them to check the
answers.
Step2: Get pupils to swap
books with a partner then check
the answers as a class. Write
the correct answers on the
board for pupils to correct their
answers.
Step3: Play the recording again
for pupils to double-check their
answers.

- Listen, point at the
letter/ word/ sentence
while listening.

-Pupils listen and repeat - Pay attention

- Pupils listen to the
recording and circle the
correct option to
complete the sentences.

- Pupils listen, swap
books and check the
answers in pairs or
groups.
- Write the correct
answers on the board.

- Pupils copy
answer on their
notebook

4. Production
Activity 3. Let's chant.
Goal :To say the chant with
the correct rhythm and
pronunciation
Step1: Draw pupils' attention - Pupils listen
to the lyrics of the chant. Check
their comprehension.
Step2: Play the recording all - Pupils listen again and - Pupils listen
the way through. Encourage attention to the sound
again
them to listen carefully to the
rhythm and pronunciation.
Draw pupils' attention to the
sounds of the letter clusters ou
and ow in the words house and
brown.
Step3: Play the recording line - Pupils listen line by
by line for pupils to listen and line.
repeat.
Correct
their
pronunciation
where
necessary.
Step4: Play the recording all - Pupils chant and clap
the way through for pupils to their hands.
chant. Encourage them to clap
along while chanting.
* Weaker students:
- Ask good pupils to help
weaker students to practise
speaking or reading sentence
by sentence
5. Wrap up
- Use hoclieu.vn , have pupils - Pupils repeat
look at the text/ pictures of the
lesson and repeat after the
recording.
- Give comments
IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..............................................................................................................................…
_____________________________________

Week: 23
Period:90

Date of planning: 20/02/2026
Date of teaching: 23/02/2026:3A
23/02/2026:3B(Hskt)
23/02/2026:3C
UNIT 13: MY HOUSE
Lesson 3 - 4,5,6

I.Objectives
By the end of the lesson, pupils will be able to:
1. Knowledge:
- Read a paragraph and complete sentences with the words from the paragraph
- Read, understand and complete a gapped text using the information from a
picture cue make a doll's house and tell the class about it.
- Make a doll's house and tell the class about it.
- Vocabulary: Revision
- Sentence Patterns: Revision
2. Skills: Reading and writing.
3. Attitudes/ Quality:
- Help partners to complete learning tasks
- Diligence: complete learning tasks
- Leadership: collaborate with teachers to enhance language skills
4. Forming competence:
- Communication, planning and organization, stress tolerance, and initiative.
* For disabled pupils: He/ She can complete the task with teacher.
II. Teaching aids
1. Student's preparation: Pupil's book Page 23
2. Teacher's preparation:
- Teacher's guide Pages 170, 171
- Website hoclieu.vn
-Flashcards/pictures and posters ( Unit13)
-Computer, projector…
III. Teaching procedures
Teacher's activities
Students' activities
Disabled students
1. Warm up
- Sing the song in Unit 13,
- Pupils sing the song
- Pupils sing the
Lesson 1.
song
- Ask pupils to sing the song.
- Invite some of them to come
to the board to role play, the
rest of the pupils will sing.
2.Practice
Activity 4.
Read and

complete.
Goal: To read a paragraph
and complete sentences with
the words from the paragraph.
Step1: Tell pupils about this
activity. Read the four gapped
sentences as a class. Draw
pupils' attention to the blank
in Sentence 1. Get pupils to
scan the paragraph and find
the missing words from the
box. When pupils give the
correct answer, write it on the
board and get the class to read
the
completed
sentence
together.
Step2: Give pupils time to do
the rest of the sentences
individually. Go around the
classroom to offer support.
Step3: Check the answers as a
class. Get the pupils to swap
and correct their answers in
pairs.
Extension: If time is
available, ask one or two
pupils to read the complete
text aloud and check their
pronunciation if necessary.
Activity 5. Let's write.
Goal: To read, understand
and complete a gapped text
Step1: Tell the class the goal
of this activity. Show them
how to complete the task.
They should read each gapped
sentence, guess the missing
information in the sentence to
complete
it.
Check
comprehension
and
give
feedback.
Step2: Give pupils time to
write the answers. Circulate
round the class during the
activity and offer help where

- An exchange with a
table to tick.

- Pay attention

- Do the task.

- Swap books with a
partner, then check
answers together as a
class.

- Pupils guess the
missing to complete

- Pupils do the task

- Pupils do the task
with teacher

necessary.
Step3: Get the pupils to swap
and correct their answers in
pairs.
Step4: Repeat Steps 1 to 3 for
the other sentences.
* For weaker pupils : Repeat
the meaning of words
* For stronger pupils:
Complete paragraph and
translate into Vietnamsese.
3. Production
Activity 6. Project.
Goal: To make a doll's house
and tell the class about it
Step1: Tell pupils about the
activity. Check their doll's
houses. Stick a sample of a
doll's house on the board, and
write
the
presentation
language under it. Check
comprehension
and
give
feedback. Have pupils repeat
the sentences until they can
say them by themselves.
Model the presentation a few
times.
Step2: Invite a pupil to the
front of the classroom to
model the presentation. Watch
and offer your support with
the language.
Step3: Put pupils into groups
to rehearse their presentation.
Go around the classroom to
offer support where necessary.
Step4: Invite a few pupils
from different groups to
present their doll's houses in
front of the classroom.
4. Wrap up
-Using hoclieu.vn, have pupils
look at the words in the
picture and repeat after the
recording.

- Swap and correct
their answers in pairs.

- Pupils copy
answer on their
book

- Two pictures
showing doll's houses
-Materials: white or
coloured cards,
scissors, felt-tip pens,
coloured pencils, etc.

- Complete the
sentences.

- Pupils pay
attention

- Listen and do
- Pupils present doll's
houses in front of the
classroom.
-Repeat
after
recording.

the

- Give comments
IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..............................................................................................................................…
_____________________________________
Week:23
Period:91

Date of planning:20/02/2026
Date of teaching:24/02/2026:3A
24/02/2026:3B(Hskt)
24/02/2026:3C
UNIT 14: MY BEDROOM
Lesson 1 - 1,2,3

I. Objectives
By the end of the lesson, pupils will be able to:
1. Knowledge:
- Understand and correctly repeat the sentences in two communicative contexts
(pictures) focusing on quantities of things in a room;
- Correctly say the words and use There's / There are _____ in the room. to
talk about quantities of things in a room;
- Enhance the correct use of There's / There are _____ in the room. to talk
about quantities of things in a room in a freer context..
- Vocabulary: quantities of things in a room
- Sentence Patterns: There's / There are _____ in the room.
2. Skills: Listening speaking
3.Attitudes/ Quality:
-Kindness: help partners to complete learning tasks
-Diligence: complete learning tasks
-Responsibility: appreciate kindness
4. Forming competence:
-Reliability, teamwork, work standards, motivation
* For disabled pupil: He/ She can review the vocabulary
II. Teaching aids
1. Student's preparation: Pupil's book Page 24
2. Teacher's preparation:
-Audio Tracks 32, 33
-Teacher's guide Pages 172, 173, 174
-Website hoclieu.vn
-Flashcards/pictures and posters (Unit 14)
-Computer, projector…
III. Teaching procedures
Teacher's activities
Students' activities
Disabled Students
1. Warm up
Game: What room is this?
- A picture is hidden behind - Play game
- Sing the song

some coloured squares.
- Pupils choose a square to
open then try to guess the
picture of the room hidden
behind.
-Teacher shows the whole
picture then asks pupils to say
out loud the name of the room.
-Give comments
2. Presentation
Activity 1. Look, listen and
repeat.
Goal: To understand and
correctly repeat the sentences
in two communicative contexts
(pictures)
focusing
on
quantities of things in a room
Step1: Draw pupils' attention
to the pictures. Point at each
picture, ask questions to help
them identify names of the
speakers in the pictures.
Step2: Play the recording for
Picture a. Play the recording
again for them to listen.
Step3: Play the recording
again, sentence by sentence, for
pupils to listen and repeat
individually and in chorus.
Correct their pronunciation
where necessary. Repeat the
same procedure with Picture b.
Step4: Invite a few pairs to the
front of the classroom to listen
and repeat the sentences in the
recording.
Step5: Draw pupils' attention
to the sentences Tell pupils that
they are used to talking about
quantities of things in a room.
3.Practice
Activity 2. Listen, point and
say.
Goal: To correctly say the
words and use There's / There

- Come to the board to
role play

- Pupils attention to
the pictures.

- Pay attention

- Pupils listen to the
recording

- Pupils listen to
the recording

- Pupils listen and
repeat in chorus,
sentence by sentence

- Pairs of pupils listen
and repeat in front of
the class.

- Pay attention

are _____ in the room. to talk
about quantities of things in a
room
Step1: Have pupils look at
Picture a and elicit the name of
the thing in the room. Have the
class listen to the recording and
repeat the word a few times.
Then let them work in pairs,
pointing at the pictures and
saying the words until they feel
confident.
Step2: Model by getting pupils
to point at the sentence There's
_____ in the room. in the first
bubble. Have them point at
Picture a and elicit the missing
words (e.g. a desk). Then get
pupils to listen to the recording
and repeat the sentence There's
a desk in the room. a few times
until they feel confident. Go
around and offer help or correct
pupils' pronunciation. Repeat
the same procedure with
Picture b.
Step3: Repeat Steps 1 and 2
with Picture c. Remind pupils
that the structure There are
_____ in the room. is used with
more than one thing (e.g.
Pictures c and d). Let pupils
listen to the recording and
repeat the sentence There are
two doors in the room. a few
times until they feel confident.
Repeat the same procedure
with Picture d.
Step4: Give pupils time to
work in pairs or groups,
pointing at the pictures and
saying the quantities of the
things in the room. Go around
and offer help.
Step5: Invite a few pupils to

- Pupils look at the
picture and elicit the
name of the things in
the room.

- Pupils look at the
picture.

- Pupils listen to the
recording then repeat
the sentence.

- Pupils pay
attention

- Pupils follow the
teacher's instructions
with the other three
pictures. Pupils repeat
the questions and
answers a few times.

- Pupils listen and
repeat

- Pupils work in pairs
then point at the
pictures and say.

- Pairs of pupils point

- Pupils repeat.

point at the pictures and say the
quantities of the things in the
room in front of the class.
4. Production
Activity 3. Let's talk.
Goal: To enhance the correct
use of There's / There are
_____ in the room. to talk
about quantities of things in a
room in a freer context.
Step1: Have pupils look at the
things in the bedroom and elicit
their names. Draw pupils'
attention to the singular things
(e.g. a bed, a desk) and
multiple things (e.g. two chairs,
two windows).
Step2: Model by getting pupils
to point at the gapped sentence
There's _____. in the first
bubble. Then point at one thing
in the bedroom (e.g. a bed), and
say There's a bed in the room /
bedroom.
Step3: Repeat the same
procedure with the gapped
sentence There are _____. in
the second bubble and one
plural thing (e.g. two chairs)
and say There are two chairs in
the room / bedroom.
Step4: Give pupils time to
practise in pairs or groups. One
pupil points at and says the
quantities of things in the room
/ bedroom and the others listen
and make comments.
Step5: Invite a few pupils to
say the quantities of things in
front of the class.
* For stronger students:
Make conversations in front of
the class
* For weaker students:
Repeat structures after the

at the pictures and ask
and answer in front of
the class.

- Pupils look at the
things in the bedroom
and elicit the names.

- Pupils look at the
things in the bed
room.

- Pupils follow
teacher's instructions.

- Pupils practise in
pairs.

- A few pupils say the
quantities of things in
front of the class.

- Pupils practise

teacher.
5. Wrap up
Game: What can you see in
the room?
- Teacher shows pictures of - Pupils look at the
- Pupils pay
rooms.
picture.
attention
- For example: Teacher asks
pupils about the picture of the
bedroom:
+ What can you see in the - Answer the
picture?
questions.
+ How many…..?
- Give comments
IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..............................................................................................................................…
_____________________________________
Week:23
Period:92

Date of planning: 20/02/2026
Date of teaching: 25/02/2026:3A
25/02/2026:3B(Hskt)
25/02/2026:3C
UNIT 14: MY BEDROOM
Lesson 1 - 4,5,6

I. Objectives
By the end of the lesson, pupils will be able to:
1. Knowledge:
- Listen to and understand two communicative contexts in which pupils describe
things in the bedroom and tick the correct pictures.
- Complete the four gapped sentence patterns with the help of picture cues.
revise the target vocabulary items through the game Memory game.
- Vocabulary: Revision
- Sentence Patterns: Revision
2. Skills: Speaking, listening, reading and writing
3.Attitudes/ Quality:
-Kindness: pupils wait for their turns to answer the questions
-Diligence: complete learning tasks
-Responsibility: appreciate kindness
-Leadership: collaborate with teachers to enhance language skills
4. Forming competence:
-Decision making, teamwork, motivation, adaptability, problem-solving,
integrity, and initiative
* For disabled pupil: He/ She can review the vocabulary

II. Teaching aids
1. Student's preparation: Pupil's book Page 25
2. Teacher's preparation:
-Teacher's guide Pages 174, 175, 176
-Website hoclieu.vn
-Flashcards/pictures and posters (Unit14)
-Computer, projector…
III. Teaching procedures
Teacher's activities
Students' activities
1. Warm up
Game: Pick a door ( PP
slide)
- T divides the class into 2 - Pupils listen to the
teams: BOYS and GIRLS.
teacher's instruction.
- Each member of 2 teams
takes turns choosing 1 door - Play game
and uses the words (a bed, a
desk, two windows, two doors)
and
structures
(There's
a……../ There are two……) to
make correct sentences.
- Click the numbers on the
door (1, 2, 3, 4) to choose.
- Click the BACK button to go
back to THE DOORS.
2.Practice
Activity 4. Listen and tick.
Goal: To listen to and
understand two communicative
contexts in which pupils
describe things in the bedroom
and tick the correct pictures
Step1: Have pupils look at - Pupils look at the
Pictures 1a and 1b. Ask them pictures. Pupils answer
some questions such as What's the question to identify
this? and Where is it? Then name of thing in
have them point at the bed in bedroom.
Picture 1a and say the word
bed or the sentence There's a
bed in the room. Ask them to
point at the desk in Picture 1b
and say the word desk or the
sentence There's a desk in the
room. Check comprehension.
Step2: Play the recording of - Pupils listen and tick

Disabled Students

- Pay attention

the first text for pupils to listen
and tick the box next to the
picture. Repeat the same
procedure with Pictures 2a and
2b.
Step3: Get pupils to swap the
answers with a partner, then
check answers as a class. Write
the correct answers on the
board.
Key: 1. a 2.
Activity 5. Look, complete
and read.
Goal: To complete the four
gapped sentence patterns with
the help of picture cues
Step1: Have pupils look at the
first picture. Ask them some
questions such as What's this?
and Where is it? Draw pupils'
attention to the gap in the
sentence and say what they
should
write.
Check
comprehension.
Step2: Give pupils time to
read
the
other
gapped
sentences and look at the
pictures and fill in the gaps
independently.
Step3: Ask pupils to swap and
check the answers. Correct the
answers if necessary.
Step4: Invite a few pupils to
read the completed sentences
aloud in front of the class.
* For weaker pupils : Repeat
the meaning of words
* For stronger pupils:
Complete paragraph and
translate into Vietnamsese.
3. Production
Activity 6. Let's play.
Goal: To revise the target
vocabulary items through the
game Memory game

- Swap books with a
- Swap books
partner. Listen the
recording again to
check answers together.

- Pupils look at the
picture. Answer the
question.

- Pupils look at the
picture

- Pupils to the task
independently.

- Pupils pay
attention

- Swap and check the
answers.

- Pupils copy
answer on their
notebook.

Step1: Tell pupils that they - Listen how to play
are going to look at the cards game
for 60 seconds, memories the
words, then remember as many
of the words as possible.
Explain how the game is
played. Check comprehension.
Step2: Put the cards on a desk - Point at the characters'
or stick them on the board. pictures to reinforce
Then cover them with a piece their understanding.
of cloth. Do not let pupils see
what is beneath the piece of
cloth.
Step: Divide the class into - Pupils work in groups - Pupils work in
groups. Remove the cloth and
groups
show the cards for 60 seconds.
Then cover them again. In
their groups, pupils try to say
as many of the words as they
can remember.
Step4: Have the groups say
- Pupils play game
- Play game with
the names of the things aloud.
class
For each correct word, give
them a star or a point. The
group with the most stars /
points wins.
4. Wrap up
- Using sachmem.vn, have - Repeat after the
pupils look at the words in the recording.
picture and repeat after the
recording.
- Give comments
IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..
_____________________________________
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