KHDH môn Tiếng Anh 3 - Global Success - Sách học sinh, Tập một và hai
Tuần,
tháng

Chương trình và sách giáo khoa

Nội dung điều Ghi
chỉnh, bổ sung (nếu chú
có)
(Những điều chỉnh
về nội dung, thời
lượng, thiết bị dạy
học và học liệu tham
khảo; xây dựng chủ
đề học tập, bổ sung
tích hợp liên mơn;
thời gian và hình
thức tổ chức...)

Chủ đề/ Tên
Mạch nội học
dung
Tuần 1

Me and
my
friends

bài Nội dung chi Tiết
tiết
học/

Thời
lượng
Làm quen với Chương trình 1 tiết
và sách giáo khoa Tiếng Anh
3 và các tài liệu bổ trợ liên
quan trên mạng
STARTER A. Numbers
1 tiết
STARTER
STARTER

Tuần 2

UNIT 1

Tuần 3

UNIT 2

B. The
Alphabet
C. Fun Time

1 tiết

Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –

Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6

1 tiết

1 tiết

1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết


Tuần 4

Tuần 5

UNIT 3


Tuần 6

UNIT 4

Tuần 7

Tuần 8

UNIT 5

Tuần 9

REVIEW 1

Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –

Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Activity 1 - 2


1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết


Tuần 10
Me and
my school


Activity 3 - 5

1 tiết

FUN TIME

Activity 1 - 3

1 tiết

UNIT 6

Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3

Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –

1 tiết

Tuần 11


UNIT 7
Tuần 12

Tuần 13
UNIT 8

Tuần 14

UNIT 9
Tuần 15

1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết

1 tiết
1 tiết


Tuần 16
UNIT 10

Tuần 17

REVIEW 2
Tuần 18
FUN TIME

Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6

Activity 1 - 2
Activity 3 - 5
Activity 1 - 3

Kiểm
tra
Học kì 1
Chữa bài
Tuần 19

Me and
my family

UNIT 11

Tuần 20

UNIT 12

Tuần 21

1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết

1 tiết
1 tiết
1 tiết
1 tiết

Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –

1 tiết
1 tiết
1 tiết

1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết


Tuần 22

UNIT 13

Tuần 23

UNIT 14

Tuần 24

Tuần 25

UNIT 15

Tuần 26

REVIEW 3

Tuần 27
Me and

the world

Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –

Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Activity 1 - 2

1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết

1 tiết
1 tiết
1 tiết

Activity 3 - 5

1 tiết

FUN TIME

Activity 1 - 3

1 tiết

UNIT 16

Lesson 1 –
Activity 1 - 3

1 tiết


around

Tuần 28

UNIT 17
Tuần 29

Tuần 30

UNIT 18

Tuần 31

UNIT 19
Tuần 32

Tuần 33

Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –

Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Lesson 1 –
Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6

1 tiết
1 tiết
1 tiết
1 tiết

1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết


UNIT 20

Tuần 34

REVIEW 4
Tuần 35
FUN TIME

Lesson 1 –

Activity 1 - 3
Lesson 1 –
Activity 4 - 6
Lesson 2 –
Activity 1 - 3
Lesson 2 –
Activity 4 - 6
Lesson 3 –
Activity 1 - 3
Lesson 3 –
Activity 4 - 6
Activity 1 - 2

1 tiết

Activity 3 - 5

1 tiết

Activity 1 - 3

1 tiết

Kiểm
tra
Học kì 2
Chữa bài

School:
Grade:

Teacher:
Date of
teaching:
Attendance:

1 tiết
1 tiết
1 tiết
1 tiết
1 tiết
1 tiết

1 tiết
1 tiết

____________________
____________________
____________________
____________________
____________________

REVIEW 1
Period 1
I. OBJECTIVES
Language focus:

By the end of the lesson, pupils will be able to review:


• Hello. / Hi. I’m ____. – Hello , / Hi, I’m ___.

• How are you? − _____, thank you.
• What's your name? − My name's ____.
• How old are you? – I’m _____ years old.
• Is this / that ? − Yes, it is. / No, it isn't. It's ___.
• What's your hobby? − It's ____.
• What do you like? – I like ____.
Core
competencies:

Decision making, teamwork, work standards, motivation, problemsolving.

General
Competences:

Self-control & independent learning: perform listening tasks.
Communication and collaboration: work in pairs or groups.
Oral Communication: let’s talk.

Attributes:

Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: tell the truth about feelings and emotions.

II. RESOURCES AND MATERIAL:

III. PROCEDURE

Procedure


-

Student’s book Page 40

-

Audio Tracks 55,56
Teacher’s guide Pages 73,74,75
Website sachmem.vn
Computer, projector, …

Warm-up and review – Listen and tick – Listen and number – Let’s talk
– Fun corner and wrap-up.

Teaching and learning activities

Classroom
management

Warm-up and review: 5 minutes
Greet the class.
Option 1: Sing the song My hobby on page 37 Whole class
and say the chant on page 38.
Option 2: Matching pairs
- Divide the class into 2 groups: Boys and Girls
- Play Rock, Paper, Scissors to determine which
group goes first.

Group work


Note


- Spread out the cards randomly. One group asks
the questions and the other groupanswers.
Teacher sets time to start.
- In turn, pupils in each group read out what their
cards say to match questions with the answers.
- Then, they have to decide whether the question
and answer match. If so, they get 1 point. If not,
they will turn the cards face down.
- The winner is the group which correctly
matched all the sentences in the shortest time.
Option 3: The Telephone Game
Individual
- Ask pupils in each group to stand in a straight work/ Group
line. They need to be close enough so that work
whispering is possible.
- Divide the class into 2 groups.

- Teacher says a word or phrase to the first pupil
in line.
- Then, the first pupil whispers what she/ he hear
to the second person in line; the second one
whispers what he/ she hears to the third one and
so on until the last pupil in the group hears the
word or phrase.
- The last pupil says the word or phrase out loud.
- The faster group that has correct word or phrase
is the winner.

Activity 1. Listen and tick. 8 minutes
a. Goal:
b. Input:

To listen to and understand five communicative contexts and tick
the correct pictures.
– Picture cues:
1a. Minh and Lucy first meet each other.
1b. Lucy and Mai first meet each other.
2a. a birthday cake with number 6 on it
2b. a birthday cake with number 8 on it
3a. Lucy tells Ben to touch his face.
3b. Lucy tells Ben to touch his nose.
4a. Ben is singing on the stage.


4b. Bill is playing music on the stage.
5a. Ben tells Mai he likes dancing.
5b. Ben tells Mai he likes singing.
Audio script:
1. Lucy: Hi. I’m Lucy.
Mai: Hello, Lucy. I’m Mai.
2. Mai: Hi, I’m Mai. What’s your name?
Lucy: I’m Lucy.
Mai: How old are you?
Lucy: I’m eight years old.
3. Lucy: Touch your face, please!
4. Mai: Is that Ben?
Lucy: No, it isn’t. It’s Bill.
5. Mai: What's your hobby?

Ben: It's singing.
c. Outcome:

Pupils can listen to and understand five communicative contexts
and tick the correct pictures.
Key: 1. b 2. b 3. a 4. b 5. b

d. Procedure:

Step 1: Draw pupils’ attention to Pictures 1a and 1b. Whole class
Tell pupils about this activity. Elicit the names of the
characters in each picture and what they say. Then
play the recording for Question 1. Play the recording
again for pupils to do the task. Play the recording a
third time for pupils to check their answers.
Step 2: Repeat Step 1 for the rest of the pictures: 2a Whole class
and 2b, 3a and 3b, 4a and 4b, and 5a and 5b.
Step 3: Tell pupils to swap their books with their
partners, then check answers as a class. Write the Whole class
correct answers on the board.
Step 4: Play the recording for pupils to double-check Whole class/
their answers.
Individual
Extension: If time allows, play the recording sentence work
by sentence for the class to listen and repeat in
chorus. Correct their pronunciation where necessary.

Activity 2. Listen and number. 8 minutes
a. Goal:


To listen to and understand four communicative contexts and
number the correct pictures.


b. Input:

Picture cues:
a. Linh guesses that the running boy is Bill, but Mary says it is Ben.
b. The doctor tells Ben to open his mouth for him to check.
c. Linh wants to know what Ben likes. He says that he likes
swimming.
d. Lucy points at the eye of the robot and asks Minh what it is. He
answers that it is an eye.
Audio script:
1. Doctor: Open your mouth, please!
2. Linh: What’s your hobby?
Ben: I like swimming.
3. Lucy: What’s this?
Minh: It’s an eye.
4. Linh: Is that Bill?
Mary: No, it isn’t. It’s Ben.

c. Outcome:

Pupils can listen to and understand four communicative contexts
and number the correct pictures.
Key: 1. b

d. Procedure:


2. c3. d

4. a

Step 1: Draw pupils’ attention to the pictures. Tell Whole class/
them about this activity. Elicit the names of the Individual
characters in each picture and what they say. Play work
the recording for pupils to listen. Play the
recording again for them to do the task. Play the
recording a third time for pupils to check their
answers.
Individual
Step 2: Tell pupils to swap their books with their
work
partners, then check answers as a class. Write the
correct answers on the board.
Step 3: Play the recording again for pupils to Whole class/
Individual
check their answers again.
work
Extension: If time allows, play the recording
sentence by sentence for the class to listen and
repeat in chorus. Correct their pronunciation
where necessary.

Activity 3. Let’s talk. 8 minutes


a. Goal


To enhance the correct use of questions in context.

b. Input

Five communicative contexts in Activity 1.

c. Outcome

Pupils can practice the correct use of questions in context.

d. Procedure

Step 1: Draw pupils’ attention to the pictures. Tell Group work
them about the activity.
Step 2: Put pupils into groups (group of 6). Ask
each group to choose 6 pictures they like best.
Then encourage them to ask and answer
questions using the sentence patterns. Go around
the classroom to offer support where necessary.
Step 3: Invite some pairs randomly to stand up to Pair work
perform their work.

Fun corner and wrap up: 6 minutes
Option 1: A survey
− Pupils use the questions to interview their Whole class
friends.
+ What's your name? − My name's...
+ How old are you? – I’m _____ years old.
+ What's your hobby? − It's ____.
- Afterwards, pupils can tell the class what they

found out about their friends.
Name

Age

Hobby

Option 2: Blindfold Questions
- Put pupils in a circle.
- Then pick out one pupil, cover his/ her eyes.
Turn he/ she around a few times.
- Ask the he/ she to point at the person in front of
him/ her. Then asks he/ she a question. After
replying, the blindfolded one must guess the
name of the friend he/ she is talking to.

Whole class



BOARD PRESENTATION


School:
Grade:
Teacher:
Date of
teaching:
Attendance:


____________________
____________________
____________________
____________________
____________________

REVIEW 1
Period 2

I. OBJECTIVES
Language focus:

By the end of the lesson, pupils will be able to:
•

to read and fill in a gapped conversation.

Core
competencies:

decision making, motivation, problem-solving, communication, planning
and organization

General
Competences:

Written Communication: comeplete the sentence.
Communication and collaboration: work in pairs or groups.
Problem-solving and creativity: answer comprehension questions after
reading the story.


Attributes:

Kindness: help partners to complete learning tasks.


Diligence: complete learning tasks.
Honesty: tell the truth about feelings and emotions.
II. RESOURCES AND MATERIAL:
-

Student’s book Page 41

-

Teacher’s guide Pages 75,76
Website sachmem
Computer, projector…


III. PROCEDURE

Procedure

Warm-up and review – Read and match – Read and complete – Ask
and answer – Fun corner and wrap up.

Teaching and learning activities

Classroom

management

Warm-up and review: 5 minutes
Greet the class.
Option 1: Sing a Hello song

Whole class

Option 2: Odd one out
- Teacher displays four flashcards connected to Whole class/
a theme (names, numbers, hobby, body Group work
parts,...) with picture of different theme.
- Pupils say all the words together.
- Then, ask them to raise their hands when
they have found an odd one out and explain
their reasons.
Option 3: Is it me?
- Teacher hands out flashcards with sentences
Individual
in lesson (questions and answers) randomly for
work/ Group
8 -10 pupils.
work
- Say one of the sentence (example: How old
are you?). The pupil with the correct flashcard
stands up and says it again.
Activity 3. Read and match. 8 minutes
a. Goal:

To read and match pairs of target sentence patterns


b. Input:

Five pairs of sentence patterns, which together form simple
exchanges between two pupils.

c. Outcome:

Pupils can read and match pairs of target sentence patterns.
Key: 1. e 2. a 3. b 4. c

d. Procedure:

5. d

Step 1: Draw pupils’ attention to the sentences. Whole class
Tell them about this activity. Point at Sentence 1,
elicit the answer and give feedback. Draw a line to

Note


match Sentence 1 with the letter e.
Step 2: Give pupils time to do the task. Go around Whole class/
the classroom to offer support.
Individual
Step 3: Tell pupils to swap their books with their work
partners, then check answers together as a class.
Write the correct answers on the board for pupils Pair work
to correct their answers.

Extension: Invite pairs of pupils to stand up and
read the matched exchanges aloud.
Activity 4. Read and complete. 9 minutes
a. Goal:

To read and complete a gapped conversation between two
pupils.

b. Input:

A gapped conversation with word cues to complete

c. Outcome:

Pupils can read and complete a conversation with the words
relating to the topics “Names”, “Ages”, and “Hobbies”.
Key: 1. name
4. hobby

d. Procedure:

2. Hello

3. eight

5. singing

Step 1: Draw pupils’ attention to the words in Whole class/
the box and the conversation. Tell them about Individual
this activity. Point at the first sentence and work

read as a class. Elicit the missing word and give
feedback. Complete the sentence and get
pupils to read the completed sentence in
chorus.
Individual
Step 2: Give pupils time to do the task. Go
work
around the classroom to offer support where
necessary.
Step 3: Tell pupils to swap their books with
their partners, then check answers as a class. Pair work
Write the correct answers on the board for
pupils to correct their answers.
Extension: Invite pairs of pupils to stand up and
read the completed conversation aloud.
Mini game: Comprehension questions
- Ask pupils to read the conversation again


- Then work in pairs and answer the questions:
+ How many people in the conversation?
There are 2 people/ 2 people.
+ What are their names?
Their names are Minh and Mary.
+ How old is Mary?
She is eight years olds.
+ What is Mary’s hobby?
She likes singing.
+ What is Minh’s hobby?
He likes drawing.

Activity 5. Ask and answer. 8 minutes
a. Goal

To ask and answer questions using personal information.

b. Input

Four questions for pupils to ask and answer
Pupils can ask and answer questions using their personal
information.

c. Outcome
d. Procedure

Step 1: Draw pupils’ attention to the first Whole class/
question. Get the class to read it in chorus. Individual
Elicit the answer and give feedback. Then get work
pupils to role-play the exchange.
Step 2: Repeat Step 1 with the rest of the Group work
questions.
Step 3: Give pupils time to take it in turns to Individual
role-play the four exchanges. Go around the work
classroom to offer support where necessary.
Extension: Invite pairs of pupils to stand up
and take it in turns to role-play the target
exchanges.

Game: Matching game
Using pictures and flashcards, get 3 pupils to
hold the pictures and 3 more to hold the


Individual
work/ Whole
class


sentences. Ask them to find and match. Praise
the ones who finish matching. Then ask the
class to look and say aloud.
Fun corner and wrap-up: 5 minutes
Option 1: Using sachmem.vn, have pupils look Whole class
at the words in the picture and repeat after the
recording.
Option 2: Quiz game

Individual
- Pupils use their mini board to write A in one work
side and B in the other side.
- Teacher asks pupils to look at the question
and choose the correct answer in only 10
seconds. Then hold up their board.


BOARD PRESENTATION


School:
Grade:
Teacher:
Date of

teaching:
Attendance:

____________________
____________________
____________________
____________________
____________________

REVIEW 1
Period 3
I. OBJECTIVES
Language focus:

By the end of the lesson, pupils will be able to:
take part in three fun activities relating to their language knowledge and
competences.

Core
competencies:

decision making, teamwork, problem-solving, communication, stress
tolerance.

General
Competences:

Oral Communication: let’s talk.
Self-control & independent learning: perform reading tasks.
Communication and collaboration: work in pairs or groups.


Attributes:

Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.

II. RESOURCES AND MATERIAL:
-

Student’s book Page 42
Teacher’s guide Pages 76,77,78
Website sachmem
Computer, projector, …


III. PROCEDURE

Procedure

Warm-up and review – Find, circle and match – Quiz time – Look and
match – Fun corner and wrap up
Teaching and learning activities

Classroom
management

Warm-up and review: 6 minutes
Greet the class.
Option 1: Sing the song ABC
Whole class

- Ask pupils to sing the song
- Praise pupils and get the class to cheer or
clap hands.
Option 2: Who is faster?
- Divide the class into 2 big groups. Each Group work
group has a leader to check their group’s
work.
- Teacher sticks the flashcards and writes
numbers from 1-6 on the board.
- Teacher says a number, each member from
2 groups listen to, then say the word.
- The faster one to finish would be the winner.
Example:

Individual
Option 3: Word Scramble
- Using flashcards to review vocabulary from work/ Group
work
Unit 1 - unit 5.
- Then ask pupils to look at the given letter,
rearrange them to find the correct word.
- Teacher gives points or candies to fastest pupil
with correct answer.
Key: 1. Ben 2. face 3. eight 4. swimming

Note


Activity 1. Find, circle and match. 8 minutes
a. Goal:


To revise target vocabulary by doing a word search.

b. Input:

– The word search
– Picture cues: the number 9, an ear, a girl cooking, a boy
drawing, a hand
– Flash cards for nine, an ear, cooking, drawing and a hand

c. Outcome:

Pupils can find the words in the word search and match each of
them with the relevant picture.
Key:

d. Procedure:

Step 1: Have pupils look at the activity. Point at the
pictures and ask “What’s this?” or “What do you
see in the pictures?” Write the words or stick the
flash cards of the words, one by one, on the board.
Point at each word on the board and have pupils
say the word as a class.
Step 2: Point at the picture of an ear, and draw
pupils' attention to the word ear that has been
circled as an example. Tell pupils to find the rest of
the words in the word search.
Step 3: Have pupils match the words in the word
search with the pictures. Have them check and

correct their answers in pairs. Check the answers as
a class.
Step 4: Have pupils work in pairs, one points at the
pictures and the other points at the circled words in
the word search and say them aloud.

Whole class

Whole class/
Individual
work
Individual
work

Pair work

Activity 2. Quiz time. 10 minutes
a. Goal:

To revise vocabulary and sentence patterns learnt in Units 1–5.


b. Input:

– Two sets of flash cards showing different target words, e.g.
ear, face, eye, hand, nose, and name.
– Boxes for the flash cards labelled Box 1 and Box 2.

c. Outcome:


Pupils can demonstrate their understanding and ability to use
the target vocabulary and sentence patterns learnt in Units 1 –
5.

d. Procedure:

Step 1: Put pupils into two teams, Team 1 and Team
2.
Step 2: Have one representative of each team stand
next to their boxes, Box 1 and Box 2.
Step 3: Explain the rules: Two quiz masters will read
different dialogues for each pair of pupils.
Example:
Pupil 3 (showing the flash card): What’s this?
Pupil 4: It’s a hand. After listening to the
dialogue, Pupils 1 and 2 must race to find the
right flash card and put it in their team’s box.
Whoever is quickest earns one point for his /
her team. Other pairs then take turns to
compete. The quiz continues until the end of
the time limit (5 – 10 dialogues are
recommended). The team with most points
wins.

Group work
Individual
work

Group work


Activity 3. Look and match. 5 minutes
a. Goal

To learn the five senses and how they relate to our bodies.

b. Input

- Five pictures showing the body parts that we use for the five
senses, labelled eye, ear, nose, hand, mouth.
- Five pictures showing children tasting, smelling, seeing,
hearing and touching.

c. Outcome

Pupils have learnt the five senses and how they relate to our
bodies.

d. Procedure

Step 1: Draw pupils’ attention to Pictures 1 to 5
and elicit the names of the body parts: eye, ear,
nose, hand, mouth.
Step 2: Point to your eyes and ask pupils what
they do with their eyes. Encourage pupils to
share their ideas, then explain that we see with
our eyes. Write see on the board and model it
for pupils to repeat.

Whole class


Whole class/
Individual
work