Week: … – Period ……
Preparing date:……………………
Teaching date:…………………….

UNIT 8 – FOOD
Review and Practice (page 122)

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2.

3.

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III.

A.

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Objectives
By the end of this lesson, students will be able to review saying how many different food items there are,
asking and answering about the food, and making and responding to offers.
Language knowledge and skills
Vocabulary: chicken, egg, tomato, pizza, fish, cupcake, carrot, cake.
Sentence patterns: Is there any chicken?/ There is some chicken./ Would you like some pizza?
Skills: Listening, Reading, Writing, and Speaking.
Competences
Self-control and independent learning: review saying how many different food items there are, asking
and answering about the food, and making and responding to offers.
Communication and collaboration: work in pairs or groups to say how many different food items there
are, ask and answer about the food, and make and respond to offers.
Critical thinking and creativity: learn how to say how many different food items there are, ask and
answer about the food, and make and respond to offers.
Attributes
Kindness: support their friends to complete the learning tasks.
Diligence: focus on the lesson and work hard to complete all the tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
Teaching aids and materials
- Teacher's aids: Tiếng Anh 3 i-Learn Smart Start Student's Book and Teacher's book, Class CDs,
Flashcards, Digital Book (DCR & DHA on Eduhome), Projector/Interactive Whiteboard /TV (if any),
PowerPoint slides.
- Students' aids: Tiếng Anh 3 i-Learn Smart Start Student's Book, Workbook, Notebook.
Procedures
Warm up (5 minutes)
a. Objectives: To help the students review the previous lessons, generate the students' interests, and
lead in the Review and Practice lesson.
b. Content: Playing the game: “Go get it”.
c. Expected outcomes and assessment
- Task completed with excellence: Students quickly identify and get the correct flashcards.
- Task completed: Students can identify and get the correct flashcards.
- Task uncompleted: Students are unable to identify and get the correct flashcards.
d. Organization
Teacher's activities
Students' activities
Play the Go get it game.
Divide the class into two teams.
- Work with their teammates to
complete the task.
Place the flashcards around the class.
- Look at the flashcards around the
class.
Say the word twice so that the students can hear.
- Carefully listen to the word the
Say “Go get it” and then the student from each team
teacher said and quickly grab that
has to run quickly to find and grab the flashcard the
flashcard.
teacher said and they have to repeat the word.
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- The team with the most flashcards at the end wins.
B. Presentation (5 minutes)
a. Objectives: To help the students identify the pictures, name the food, and spell the names.
b. Content: Speaking.
c. Expected outcomes and assessment
- Task completed with excellence: Students can identify the pictures, name the food, and spell the
names correctly.
- Task completed: Students can identify the pictures, name the food, and spell the names.
- Task uncompleted: Students are unable to identify the pictures, name the food, and spell the names.
d. Organization
Teacher's activities
Students' activities
Answer the questions.
- Use DCR on Eduhome to show the class Task A.
- Look at Task A. Listen and draw
Listen and draw lines. on page 122.
lines. on page 122.
- Ask them to ask these questions.
- Answer their teacher's questions.
• How do you spell “Lucy/Tom/Jill/Alfie/Ben”?
• What food is it?/ What is it?
- Ask them to look at the pictures and guess the answers - Look at the pictures and guess the
answers to the questions 2-5.
to the questions 2-5 before listening to the audio.
- Walk round the class and support them if needed.
C. Practice (10 minutes)
a. Objectives: To practice listening and drawing lines and writing “Yes” or “No” in each blank.
b. Contents: Listening, Reading, Writing, and Speaking.
c. Expected outcomes and assessment
d. Task completed with excellence: Students can listen and draw the correct lines and write “Yes” or
“No” in each blank quickly.
- Task completed: Students can listen and draw the correct lines and write “Yes” or “No” in each
blank.
- Task uncompleted: Students fail to listen and draw the correct lines and write “Yes” or “No” in each
blank.
e. Organization:
Teacher's activities
Students' activities
A. Listen and draw lines. (CD3 Track 68)
- Have the students focus on the Listening task.
- Focus on the listening task.
- Play the audio and ask them to listen and draw lines.
- Listen and draw lines.
- Invite some students to give their answers.
- Present their answers in front of the
- Check the answers with the whole class using DCR.
class and check the answers with
their teacher and friends.
B. Look and read. Write “Yes” or “No”.
- Demonstrate the activity using the example.
- Look and follow their teacher's
instructions.
- Have the students look at the pictures, read each
- Look at the pictures, read each
statement, and write “Yes” if the statement is true, or
statement, and write “Yes” if the
“No” if the statement is false.
statement is true, or “No” if the
statement is false.
- Check the answers as a whole class using DCR.
- Check the answers as a whole class.
- Afterwards, have some students give a new true
- Give a new true statement for each
statement for each of the false statements.
of the false statements.
- Monitor the class and support if needed.
D. Production (10 minutes)
a. Objectives: To help them remember the vocabulary and sentence pattern.
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b. Content: Asking and answering the questions.
c. Expected outcomes and assessment
- Task completed with excellence: Students can confidently say how many different food items there
are, ask and answer about the food, and make and respond to offers.
- Task completed: Students are able to say how many different food items there are, ask and answer
about the food, and make and respond to offers.
- Task uncompleted: Students cannot say how many different food items there are, ask and answer
about the food, and make and respond to offers.
d. Organization
Teacher's activities
Students' activities
Ask and answer.
- Let the class work in pairs to complete the task.
- Work with their partner to complete
the task.
- Have the students practice using the structures to ask
- Follow their teacher's instructions.
and answer about how many different food items there
are (There are seven carrots.), ask and answer about
the food (Are there any cupcakes?), and make and
respond to offers (Would you like some pizza?).
- Show the flashcards to the class.
- Require them to look at the flashcards and use the
- Look at the flashcards and use the
appropriate structures to ask their friends.
appropriate structures to ask their
- Monitor the class and support them if necessary.
friends.
E. Consolidation and homework assignment (5 minutes)
a. Objectives: To help the students memorize the key language structures they learned.
b. Contents: Asking the questions and assigning homework in the Workbook.
c. Expected outcomes and assessment
- Task completed with excellence: Students can memorize the target sentence patterns correctly.
- Task completed: Students are able to memorize the target sentence patterns.
- Task uncompleted: Students fail to memorize the target sentence patterns.
d. Organization
Teacher's activities
Students' activities
Consolidation
- Give the students enough time to memorize the target
- Memorize the target language
language structures they learned.
structures they learned.
- Ask some students to say the language structures in
- Present the language structures in
front of the class.
front of the class.
- Correct the students if needed.
Homework Assignment
- Ask them to prepare the next lesson on page 123 in the
- Prepare the new lesson.
Student's Book.

IV. ADJUSTMENT:
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