TA3 - GA - Unit 10

UNIT 10: BREAK TIME ACTIVITIES
Lesson 1 – Period 1
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two communicative contexts
about school break time activities.
- correctly say the words and use I ______ at break time. to identify school
break time activities.
- enhance the correct use of I ______ at break time. to identify school break
time activities.
Core teamwork, motivation, communication, planning and organization

competencies
General Listening: look, listen and repeat
Competencies Critical Thinking: listen, point and say
Oral Communication: let’s talk
Written Communication: complete the sentence
Communication and collaboration: work in pairs or groups
Attributes Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about activities at break time
II. RESOURCES AND MATERIAL:
- Student’s book Page 68
- Audio Tracks 97, 98
- Teacher’s guide Pages 122, 123, 124
- Website sachmem.vn
- Flashcards/pictures, ppt and posters (Unit 10)
- Computer, projector…
III. PROCEDURE
Pupils’ Note
Procedure Teacher’s activities
activities
Warm-up and review: 5 minutes
Greet the class.

Chant and do activities (Unit 9) Whole class
- Ask pupils to chant and do the actions in Unit 9 in
groups.
- Give points to the groups and encourage them.
Individual
work/ Group
work
Group work
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two communicative
contexts about school break time activities
b. Input: – Context a: Ben says: It’s break time. Let’s play chess. Lucy says: OK!
– Context b: Lucy says: I play volleyball at break time. What about you,
Minh? Minh: I play basketball.
c. Outcome: Pupils can understand and correctly repeat the sentences in two
communicative contexts about school break time activities.
d. Step 1: Have pupils look at Pictures a and b and Whole class
Procedure: identify the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the Whole class
recording for them to listen. Play the recording again,
sentence by sentence, for pupils to listen and repeat.
Follow the same procedure with Picture b. Correct
their pronunciation where necessary.
Step 3: Play the recording again for pupils to listen and Whole class/
repeat in chorus sentence by sentence. Individual
Step 4: Invite a few pairs to the front of the class to work
listen and repeat the sentences in the recording. Pair work
Step 5: Draw pupils’ attention to the sentence pattern I
_____ at break time, e.g. I play volleyball at break
Individual
time. Tell them that the pattern is used to identify
work
school break time activities.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use I ______ at break time. To identify
school break time activities
b. Input: – Picture cues: a. a boy playing chess b. a girl playing volleyball
c. a boy playing basketball d. a girl playing badminton
– Speech bubble: I ______ at break time.
Audio script:
a. play chess b. play volleyball
c. play basketball d. play badminton
I play chess at break time.
c. Outcome: Pupils can correctly say the words and use I ______ at break time. to
identify school break time activities.
d. Step 1: Draw pupils’ attention to Pictures a to d. Elicit Whole class/
Procedure: the name of each break time activity. Check Individual
comprehension. Ask pupils to listen to the recording work
and repeat the names of the break time activities
several times until they feel confident.
Step 2: Draw pupils’ attention to the speech bubble.
Remind them that I ______ at break time. is used to Whole class/
Individual
identify break time activities. Point at Picture a and work
have pupils listen and repeat after the recording (I play
chess at break time.) several times.
Follow the same procedure with the other three
pictures.
Step 3: Put pupils into pairs. Tell them to point the Whole class/
pictures and talk about break time activities using the Individual
sentence pattern I _____ at break time. work
Step 4: Invite a few pairs to come to the front of the
class and talk about break time activities. If they
perform well, praise them.
Pair work
Game: Whisper
- Teacher divides the class into groups of 4.
- Teachers ask 2 groups to get in 2 lines and stand Group work
back to the board.
- Teacher asks the first pupil of each line to look at 1
out of 4 pictures and whisper to the next one.
- The last one of each line comes to the board and
chooses the picture and sticks it on the board.
- Change the position of the first pupil and repeat the
activities.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of I ______ at break time. to identify school
break time activities
b. Input – Picture cue: pupils doing different activities at break time
– Speech bubble: I ______ at break time.
c. Outcome Pupils can enhance the correct use of I ______ at break time to identify
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask Whole class/
questions to help them identify the context (see Input). Individual
Have pupils look at the bubble to understand how the work
sentence pattern is used.
Step 2: Have pupils practise in pairs. Make sure pupils
understand the structure and say them with the right Pair work
pronunciation and intonation. Go around to observe
and provide help.
Step 3: Invite some pupils to practise talking about
school break time activities in front of the class. Praise Individual
them if they perform well. work
Extension: For a more able class, have pupils talk
about what they do at break time using the structure Whole class/
learnt. Individual
work
Fun corner and wrap-up: 5 minutes
Game: Act and guess
- Teacher asks 4 pupils to come to the board and act
to describe 4 break time activities (play volleyball, Group work
play basketball, play chess, play badminton)
- Teacher asks the others to look at the pictures on
the board and guess which pupils go with which
picture.
- Show 4 pictures on the board and ask pupils to
repeat -> Wrap up.
BOARD PRESENTATION
......., .................. 2022
Unit 10: Break time activities

1. Words:
play volleyball play basketball
play chess play badminton
2. Model sentence:
I …………….. at break time
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________
UNIT 10: BREAK TIME ACTIVITIES

I. OBJECTIVES
- listen to and understand two communicative contexts in which pupils talk about
what they do at break time.
- complete four target sentence patterns with the help of the picture cues.
- sing the song “It’s break time” with the correct pronunciation and melody.
Core teamwork, work standards, adaptability, communication, planning and organization

competencies
General Listening: listen and tick
competencies Written Communication: look, complete and read
Self-control & independent learning: perform listening tasks
Sociability: talk to each other, say good words to others
Honesty: tell the others about break time activities
- Teacher’s guide Pages 124, 125
- Flashcards/pictures and posters (Unit 10)
III. PROCEDURE Warm-up and review – Listen and tick – Look, complete and read – Let’s sing – Fun
corner and wrap up.
Pupils’ Note
Procedure Teacher’s activities
activities
Greet the class.

Option 1: Whole class
Greet the class. Invite a few pairs of pupils to the front of
the class to use the picture cue in Lesson 1, Activity 3 to
ask and answer questions to identify break time activities.
Option 2:
- Get pupils to open their books on page 68 and look at
Unit 10, Lesson 1 to repeat break time activities they Group work
learnt).
- Ask pupils to do the actions in Unit 10, lesson 1 in
groups.
- Give points for the groups and encourage them.
Option 3: Game: Act and Guess
Individual
- Teacher divides the class into 2 teams (Boys and Girls)
work/ Group
- 1 pupil of each team comes to the board and does
work
actions for their team to guess the names of break
time activities and sticks the right pictures.
- The first team to stick 4 correct pictures in the right
order is the winner.
PRACTICE
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts in which pupils
talk about what they do at break time
b. Input: Picture cues:

1a. Linh is playing chess. 1b. Linh is playing volleyball.
2a. Ben is playing basketball. 2b. Ben is playing badminton.
Audio script:
1. Linh: Hi. I’m Linh. I play volleyball at break time.
2. Ben: Hello. I’m Ben. I play basketball at break time.
c. Outcome: Pupils can listen to and understand two communicative contexts in which
pupils talk about break time activities.
Key: 1. b 2. A
d. Procedure: Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit Whole class
the action of the character in each picture.
Step 2: Ask pupils to listen carefully and play the
Whole class
recording for Question 1. Ask pupils to listen and tick the
correct box next to the picture. Play the recording a third
time to give pupils another listening opportunity.
Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Whole class/
Individual work
Step 4: Tell pupils to swap books with a partner, then Pair work
check answers as a class. Write the correct answers on
the board.
Extension: If time allows, play the recording sentence by
sentence for the class to listen and repeat in chorus. Whole class/
Correct their pronunciation where necessary. Individual work
PRACTICE
Activity 2. Look, complete and read. 9 minutes
a. Goal: To complete four target sentence patterns with the help of the picture cues
b. Input: Four pictures with four target sentence patterns to complete
c. Outcome: Pupils can read and complete four target sentence patterns with the help of
the picture cues.
Key: 1. play basketball 2. play chess 3. play volleyball 4. Play badminton
d. Procedure: Step 1: Draw pupils’ attention to the first picture. Ask Whole class/
them to identify the activity of the character. Individual work
Step 2: Write on the board: 1. I _____ at break time. Draw
pupils’ attention to the gap and say what they have to do.
Go around and offer help. If necessary, ask a pupil to
write play basketball on the board before having them
complete the answer.
Step 3: Give pupils time to complete Sentences 2, 3 and 4 Whole class/
individually. Write the sentences on the board and check Individual work
answers as a class.
Step 4: Invite a few pupils to read the completed
Individual work
sentences aloud. Correct their pronunciation where
necessary.
Game: matching
− Teacher divides the class into 2 teams.
− Pupils from each team take turns to choose the Whole class/
matching pictures and sentences to talk about break Individual work
time activities.
− Each matching pair will get 1 point.
(Click the numbers to show, click to the red circles to hide
the pictures and sentences.)
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal To sing the song “It’s break time” with the correct pronunciation and
melody
b. Input The lyrics and the recording of the song “It’s break time”
c. Outcome Pupils can sing the song “It’s break time” with the correct pronunciation and
melody.
d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the Whole class/
song. Check comprehension of the lyrics and give Individual work
feedback. Encourage pupils to answer questions such as
What is the song about? or identify the school activities.
Individual
Step 2: Play the recording all the way through. Encourage
work/ Whole
them to listen carefully to the pronunciation and melody.
Step 3: Play the recording line by line for pupils to listen class
and repeat. Correct their pronunciation where necessary. Individual
Step 4: Play the recording all the way through and have work/ Whole
pupils sing along. class
Step 5: Introduce actions for pupils to do while they sing
along to the recording.
Extension: Put pupils into groups to make up their own Whole class
actions for the song. Invite groups to the front of the class
to perform, while the rest of the class sings and / or claps Group work
along. Hide some words to let pupils remember the
words. Encourage the class to praise or cheer the
performers.
Fun corner and wrap up: 5 minutes
Option 1:
Use sachmem.vn, have pupils look at the words in the Whole class
picture and repeat after the recording.
Option 2:
Game: Guessing
- Teacher divides the class into groups of 4 or 5.
- Teacher calls members of 1 group to come to the Group work
board and write their answers (break time activities)
on the small boards.
- Have members of the group on the board make
sentences, then ask members of other groups to
guess YES or NO.
- The groups will get points for their correct answers.
Option 3: Practice
T shows 4 pictures on the board and asks pupils to repeat
-> Wrap up. Whole class
BOARD PRESENTATION
......., .................. 2022

1. Listen and tick:

1. b 2. a
2. Complete and read:

1. play basketball
2. play chess
3. play volleyball
4. play badminton
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________
I. OBJECTIVES

- understand and correctly repeat the sentences in two communicative contexts
(pictures) to ask and answer questions about school break time activities.
- correctly say the words and use What do you do at break time? – I ______. to
ask and answer questions about school break time activities.
- enhance the correct use of What do you do at break time? – I ______. to ask
and answer questions about school break time activities.
Core teamwork, work standards, adaptability, problem-solving, communication, planning

competencies and organization, stress tolerance
General Listening: look, listen and repeat
Competences Critical Thinking: listen, point and say
Oral Communication: let’s talk
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk
– Fun corner and wrap-up
Pupil’s Note
Procedure Teaching and learning activities
activities
Greet the class.

Option 1: Game: Stand and Sit Whole class
- Have the pupils listen to the song of period 2 and each
pupil chooses 1 activity in the song.
- When they hear the names of activities they’ve chosen,
they have to stand up, then sit down again
- Play the recording 3-4 times.
Option 2: Review the words of break time activities Individual work
- Teacher shows pictures of break time activities and
asks individual pupils to repeat.
Option 3: Chant and do activities (Unit 9)
Group work
groups.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two communicative
contexts (pictures) to ask and answer questions about school break time
activities
b. Input: – Context a: Mai asks Bill: What do you do at break time? Bill answers: I play
football.
– Context b: Bill asks Mai: What do you do at break time? Mai answers: I
play badminton.
c. Outcome: Pupils can understand and correctly repeat the sentences in two
communicative contexts to ask and answer questions about school break
time activities.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify Whole class
the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording Whole class
for them to listen. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Follow the same
procedure with Picture b. Correct their pronunciation
where necessary.
Step 3: Play the recording again for pupils to listen and Whole class/
repeat in chorus sentence by sentence. Individual work
Step 4: Invite a few pairs to the front of the class to listen Pair work
and repeat the sentences in the recording.
Step 5: Draw their attention to the question What do you
do at break time? and the answer I ______. Tell them that Individual work
these sentences are used to ask and answer questions
about break time activities.
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use What do you do at break time? – I
______. to ask and answer questions about school break time activities
b. Input: – Picture cues: a. a boy doing word puzzles

b. a girl chatting with her friends
c. a boy playing football
d. a girl playing table tennis
– Speech bubbles: What do you do at break time? – I ______.
Audio script:
a. do words puzzles
b. chat with my friends
c. play football
d. play table tennis
A: What do you do at break time?
B: I do word puzzles.
c. Outcome: Pupils can correctly say the words and use What do you do at break time? –
I ______. to ask and answer questions about school break time activities.
d. Procedure: Step 1: Draw pupils’ attention to Picture a. Elicit the Whole class/
action of the character (a boy doing word puzzles). Then Individual work
ask pupils to look at the label: ‘do word puzzles’. Explain
the meaning of the phrase. Check comprehension. Ask
pupils to listen to the recording and repeat the phrase ‘do
word puzzles’ several times until they feel confident.
Step 2: Repeat Step 1 for Pictures b, c and d.
Step 3: Draw pupils’ attention to the speech bubbles. Tell Whole class
them that What do you do at break time? – I ______. are
used to ask and answer questions about break time
activities. Ask pupils to look at the bubbles and Picture a. Whole class
Play the recording for them to listen to and repeat the
sentences several times.
Step 4: Put pupils into pairs. Tell them to point at each
picture, ask and answer questions about break time Whole class
activities. Go around the classroom to offer support.
Step 5: Invite a few pairs to come to the front of the class,
ask and answer questions about break time activities, Pair work
using the speech bubbles and picture cues. If they
perform well, praise them.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of What do you do at break time? – I ______. to
ask and answer questions about school break time activities
b. Input: – Picture cue: pupils playing different games and sports at break time
– Speech bubbles: What do you do at break time? – ______.
c. Outcome: Pupils can enhance the correct use of What do you do at break time? – I
______. to ask and answer questions about school break time activities.
d. Procedure: Step 1: Draw pupils’ attention to the picture. Ask Whole class/
questions to help them identify the context (see Input). Individual work
Draw pupils’ attention to the two bubbles used to ask and
answer questions about break time activities. Have them
identify what is missing in the answer. Check
comprehension.
Step 2: Put pupils into groups of four. Encourage them to Whole class/
ask and answer questions about break time activities Individual work
using the speech bubbles and picture cue. Go around the
classroom to offer support.
Step 3: Invite some groups to come to the front of the
class to perform their dialogues. Praise them if they Group work
perform well.
Option 1: Game: Act and Guess
- Teacher shows pictures pupils have learnt in unit 10. Whole class
- T calls 1 pupil to come to the board and turn back to the
board so that they can’t see the pictures.
- The others will act to describe the pictures the teacher
points to.
Option 2:
- Talking chain: pupils stand in lines and face to face to Group work
practise asking and answering about break time
activities.
- After 1-2 minutes, the teacher rings the bell and the
pupils will move to change their partners (move 1
step).
Option 3: Practice:
Teacher shows pictures of activities and question the
Whole class
board and asks pupils to ask and answer, using the
sentence patterns.
BOARD PRESENTATION
......., .................. 2022

1. Words:
play volleyball play basketball
play chess play badminton
2. Model sentence:
What do you do at break time?
I …………….. at break time.
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

I. OBJECTIVES

- listen to and understand four communicative contexts in which pupils ask and
answer questions about school break time activities
- read and match four target sentence patterns with four pictures
- practise the target language by playing a Miming game.
Core decision making, teamwork, adaptability, problem-solving, communication, planning
competencies and organization and initiative
General Listening: listen and number
Competencies Critical Thinking: read and match
Oral Communication: let’s play
Awareness of sports and health: to spend time to play sport
Secure and Organized: keep sport things in the right ways
- Audio Tracks 103
III. PROCEDURE Warm-up and review – Listen and number – Read and match – Let’s play – Fun
corner and wrap-up
Pupil’s Note
activities
Greet the class.

Option 1: Game: Who’s faster?
- Teacher calls 2 pupils to come to the board. Individual work
- Pupils on the board have a quick look at the break time
activities on the board.
- When the teacher says the sentences, who gets the
pictures of those sentences first will get the points.
Option 2: Chant and do activities (Unit 9).
- Ask pupils to chant and do the actions in Unit 9, Lesson Individual
3 in groups. work/ Group
- Give points to the groups and encourage them. work
Option 3: Sing the song in Unit 9
- Ask pupils to sing the song. Whole class/
- Invite some of them to come to the board to role play, Individual work
the rest of the pupils will sing.
PRACTICE
Activity 1. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative contexts in which pupils ask
and answer questions about school break time activities
b. Input: Picture cues: a. a girl playing table tennis b. a boy playing football
c. a girl doing word puzzles d. a boy chatting with his friends
Audio script:
1. A: What do you do at break time?
B: I play football.
B: I play table tennis.
B: I chat with my friends.
B: I do word puzzles.
c. Outcome: Pupils can listen to and understand four communicative contexts in which
pupils ask and answer questions about school break time activities.
Key: 1. b 2. a 3. d 4. c
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Elicit the Whole class
action of the character in each picture.
Step 2: Ask pupils to listen carefully and play the recording.
Step 3: Get pupils to listen and number the pictures. Play Whole class
the recording again for pupils to do the task. Play the Whole class/
recording a third time to give pupils another listening Individual work
opportunity.
Step 4: Check answers as a class. Play the recording again Whole class/
for pupils to double-check their answers and correct their Pair work
answers in pairs.
Extension: If time allows, play the recording sentence by
sentence for the class to listen and repeat in chorus. Whole class/
Correct their pronunciation where necessary. If they repeat Individual work
well, praise them.
PRACTICE
Activity 2. Read and match. 9 minutes
a. Goal: To read and match four target sentence patterns with four pictures
b. Input: Four target sentences with four pictures to match.
c. Outcome: Pupils can read and correctly match the sentences with the pictures.
Key: 1. b 2. c 3. d 4. a
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Elicit the Whole class/
characters’ actions. Check comprehension. Individual work
Step 2: Draw pupils’ attention to the first sentence I play
table tennis. Ask pupils to read the sentence and find the
correct picture on the right to match. When pupils answer Whole class/
correctly (Picture b), tell them to draw a line to match the Individual work
sentence and the picture.
Step 3: Repeat Step 2 for Questions 2, 3 and 4.
Step 4: Tell pupils to swap books with a partner, then check Whole class/
the answers as a class. Write the correct answers on the Pair work
board. Ask pupils to look at the board and check their
answers again.
Extension: Invite some pupils to stand up and read the
sentences aloud.
Game: Lucky numbers Individual work
- Teacher divides the class into 2 teams (Boys and Girls)
- 1 pupil in each team comes to the board, has a look at Team work
the pictures of break time activities and their
corresponding phrases.
- When the teacher points to the picture, the first one to
write the correct phrases matching with the pictures
will choose the lucky numbers to open the boxes and
get the hidden points.
PRODUCTION
Activity 3. Let’s play. 8 minutes
a. Goal: To practise the target language by playing a miming game
b. Input: A picture showing pupils how to play the game: Some pupils are standing in a
circle.
A girl is standing in the centre of the circle and miming the action of kicking a
ball.
The phrase ‘play football’ appears above a boy’s head in a speech bubble.
c. Outcome: Pupils can practise using the target language by playing a miming game.
d. Procedure: Step 1: Elicit the language that pupils need to talk about Whole class/
break time activities (play football, play chess, play Individual work
volleyball, do word puzzles, chat with friends, play table
tennis, etc.). When pupils answer correctly, write the
language on the board.
Step 2: Explain how the game is played: One pupil mimes Whole class/
the action of doing an activity. Other pupils look at him / Individual work
her, guess the action and what it is, e.g. play football. Check
comprehension and give feedback.
Step 3: Model the game with two pupils. Do the action of
Whole class
playing chess. Ask the pupils to look at the action, guess
what action it is and say play chess. Praise them if they
answer correctly.
Step 4: When pupils feel confident and are familiar with the
game, divide the class into four groups. In each group, Group work
choose a pupil to do the actions while the rest guesses the
words. Pupils get one point for each correct answer.
Step 5: Set a time limit for pupils to play the game. The
group with the most points wins. Group work

Option 1: review
T shows pictures of break time activities on the board and Whole class
asks pupils to make sentence using the model structure.
Option 2:
Use sachmem.vn, have pupils look at the words in the Whole class
pictures of the lesson and repeat after the recordings.
Option 3:
Game: Who’s faster? Individual work
- Teacher calls 4 pupils to come to the board.
- Pupils on the board have a quick look at the break time
activities on the board.
- On the four chairs, there are phrases written on pieces
of paper which match with the pictures.
- When the teacher points to the pictures, 4 pupils try to
run fast and look for the matching pieces of paper and
sit on the chairs having those pieces.
- There are 3 correct answers, so one pupil has to go
back to his or her seat.
- Repeat the game until the last picture.
BOARD PRESENTATION
.
......, .................. 2022

Words:
chat with my friends play table tennis
play volleyball play word puzzles
play chess play basketball
School: Model sentence: ____________________

Grade: ____________________
Teacher: What do you do at break time?
____________________
Date of teaching: I …………….. at break
____________________
time.
Attendance: ____________________

I. OBJECTIVES

- correctly repeat the sounds of the letters f and v in isolation, in the words
football and volleyball, and in the sentences “I play football at break time.” and
“I play volleyball at break time.” with the correct pronunciation and intonation.
- identify the target words football and volleyball while listening.
- say the chant with the correct rhythm and pronunciation.
Core teamwork, work standards, problem-solving, integrity, communication
competencies
General Listening: listen and repeat
Competencies Critical Thinking: listen and circle
Oral Communication: let’s chant
Sociability: talk to each other, say good words to others.
Leadership: collaborate with teachers to enhance language skills
- Audio Tracks 104, 105, 106
III. PROCEDURE Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun
corner and wrap up
Classroom Note
management
Greet the class.

Option 1:
Game: Who’s faster?
- Teacher divides the class into 2 teams (Boys and Group work
Girls).
- 1 pupil in each team comes to the board, looks at the
question and chooses a, b, c, or d.
- The first one to choose correct answers will get the
points.
- The ones who can't get points will go back to their
seats and other pupils will take their turns.
Option 2: Chant and do activities (Unit 9). Individual
work/ Group
work
groups.
Option 3: T asks pupils to write 1 break time activity on Individual work
their board and when they hear the word of their
activities in the song, they will stand up and raise their
board.
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sounds of the letters f and v in isolation, in the
words football and volleyball, and in the sentences “I play football at break
time.” and “I play volleyball at break time.” with the correct pronunciation
and intonation.
b. Input: – The letter f, the word football and the sentence I play football at break
time.
– The letter v, the word volleyball and the sentence I play volleyball at
break time.
c. Outcome: Pupils can correctly repeat the sound of the letters f and v in isolation, in
the words football and volleyball, and in the sentences “I play football at
break time.” and “I play volleyball at break time.” with the correct
pronunciation and intonation.
d. Procedure: Step 1: Draw pupils’ attention to the letter f, the word Whole class
football and the sentence “I play football at break time.”
Play the recording and encourage them to point at the
letter / word / sentence while they listen.
Step 2: Play the recording again and encourage pupils to Whole class/
listen and repeat. Do this several times until pupils feel Individual work
confident. Correct their pronunciation where necessary
and praise them if their pronunciation is good. Whole class/
Step 3: Repeat Steps 1 and 2 for the letter v. Individual work
Step 4: Let pupils work in pairs or groups to pronounce
the sounds of the letters f and v, say the words “football Pair work/
and volleyball” , and read the sentences “I play football Group work
at break time.” and “I play volleyball at break time.”
Invite a few pupils to listen to the recording and say the
language in front of the class. If they perform well, praise
them.
PRACTICE
Activity 2. Listen and circle. 9 minutes
a. Goal: To identify the target words ‘football’ and ‘volleyball’ while listening
b. Input: Two gapped exchanges with answer options.

Audio script:
B: I play football.
B: I play volleyball.
c. Outcome: Pupils can identify the words football and volleyball while listening.
Key: 1. c 2. c
d. Procedure: Step 1: Draw pupils’ attention to the exchanges and the Whole class/
answer options. Explain what pupils have to do. Check Individual work
comprehension.
Step 2: Play the recording for pupils to listen to. Play the
recording again for pupils to listen and circle the correct Whole class/
options. Individual work
Step 3: Tell pupils to swap books with a partner, then
check the answers as a class. Write the correct answers Pair work/
on the board. Play the recording again so that pupils can Whole class
check their answers again.
Extension: Invite one or two pupils to stand up, listen Individual work
and repeat the exchanges.
Game: Bang Bang

Pair work/
- Teacher calls many pairs to come to the board, lets team work
them stand back to back. When they turn back to
look at the pictures the teacher shows them, they
have to say out loud the phrases corresponding to
those pictures + Bang Bang.
- The first one to say correctly will get the points.
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct rhythm and pronunciation
b. Input The lyrics and recording of the chant

c. Outcome Pupils can say the chant with the correct rhythm and pronunciation.
d. Procedure Step 1: Draw pupils’ attention to the lyrics of the chant. Whole class/
Check comprehension of the lyrics and give feedback. Individual work
Step 2: Play the recording all the way through so that
pupils can listen to the whole chant. Encourage them to
listen carefully to the rhythm and pronunciation. Draw Individual work
their attention to the sounds of the letters f and v in the
words football and volleyball in the chant.
Step 3: Play the recording line by line for pupils to listen Individual
and repeat. Correct their pronunciation where necessary. work/ Whole
Step 4: Play the recording all the way through for pupils class
to say the chant. Encourage them to clap along while
they chant.
Extension: Divide the class into two or more groups to Whole class
take turns listening to and repeating the chant, while the
rest of the class claps along. Group work
Option 1: Game: Racing car Teamwork
- Teacher divides the class into 4 teams (4 cars).
- Teacher shows the pictures of break time activities
and asks pupils in each team to make sentences with
pictures using “I ……………at break time”.
- When pupils give correct sentences, the car will
move 1 step.
- The first team to finish the race will be the winner.
Option 2: Practice:
T shows 8 pictures on the board and asks pupils to make Whole class
sentences using the model structure.
BOARD PRESENTATION
......., .................. 2022

Listen and repeat:

f football I play football at break time.
v volleyball I play volleyball at break time.
Model sentence:
- What do you do at break time?
- I …………….. at break time.
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

I. OBJECTIVES

- read the exchange and tick the correct boxes in the table about Mary’s, Lucy’s,
Bill’s and Minh’s break time activities.
- use the target language in real context by completing a gapped text about their
- revise the target language by asking and answering questions about school break
time activities and talking about them to the class.
Core teamwork, reliability, motivation, adaptability, problem-solving, communication,
competencies planning and organization
General Critical Thinking: read and tick
competencies Written Communication: let’s write
Problem-solving and creativity: answer comprehension questions after reading the
story
Leadership: collaborate with teachers to enhance language skills
- Teacher’s guide Pages 131, 132, 133
III. PROCEDURE Warm-up and review – Read and tick – Let’s write – Project – Fun corner and wrap-
up
Classroom Note
management
Greet the class.

Option 1: Whole class
- Spend a few minutes revising the previous lesson by
inviting two groups of three pupils to the front of the
class to take turns to say the chant and clap their hands
at the same time.
- The rest of the class claps their hands with the rhythm of
the chant.
Option 2:
Individual
- Get pupils to open their books on page 73 and look at
work/ Whole
Unit 10. Tell them what they will learn in this lesson.
class
Option 3: Game: Picking flowers
Group work
- Teacher divides the class into groups of 4-5.
- Teacher lets the pupils choose the question numbered 1-
8 (click to the flowers next to the numbers).
- When the members of groups can answer correctly, they
will get points by spinning the wheel.
- Click the three flowers at the top right corner to go back
to the wheel.
PRACTICE
Activity 1. Read and tick. 8 minutes
a. Goal: To read the exchange and tick the correct boxes in the table about Mary’s,
Lucy’s, Bill’s and Minh’s break time activities
b. Input: An exchange and a table about Mary’s, Lucy’s, Bill’s and Minh’s break time
activities for pupils to tick
c. Outcome: Pupils can read the exchange and tick the correct boxes in the table.
d. Procedure: Step 1: Draw pupils’ attention to the question What do you Whole class
do at break time?, the four answers and read them as a class.
Step 2: Draw pupils’ attention to the table about Mary’s,
Lucy’s, Bill’s and Minh’s break time activities. Have them look Whole class/
at the column headed Mary and the tick in the row for chess. Individual work
Check comprehension.
Step 3: Ask pupils to read Lucy’s, Bill’s and Minh’s answers, Individual work
then tick the correct boxes for them.
Step 4: Tell pupils to swap books with a partner, then check
Pair work
answers as a class. Write the correct answers on the board.
Ask pupils to look at the board and check their answers again.
PRODUCTION
Activity 2. Let’s write. 9 minutes
a. Goal: To use the target language in real context by completing a gapped text about
their school break time activities
b. Input: A short gapped text
c. Outcome: Pupils can complete the text with their school break time activities.
d. Procedure: Step 1: Write the first gapped sentence on the board: I am in Whole class/
the school ______. Read the sentence as a class. When you Individual work
reach the gap, point at it and encourage pupils to say what is
missing (playground). Give pupils time to write the answer.
Step 2: Repeat Step 1 for the other sentences. Give pupils Whole class/
time to complete the text independently. Go around the Individual work
classroom and offer help if necessary.
Step 3: If time allows, invite a few pupils to read the
sentences they have completed aloud in front of the class.
The class observes and praises their work.
Individual work
PRODUCTION
Activity 3. Project. 8 minutes
a. Goal To revise the target language by asking and answering questions about school
break time activities and talking about them to the class
b. Input A table showing columns of break time activities and the names of pupils
c. Outcome Pupils can find out their friends’ break time activities and talk about them to the
class using the language learnt.
d. Procedure Step 1: Draw the table on the board. Ask pupils to look at it Whole class/
as an example. Elicit the language needed to do the task: Individual work
What do you do at break time? – I _____. Write it on the
board. Ask pupils to repeat it several times.
Step 2: Choose a pupil and model the activity with him / her,
asking: What do you do at break time? The pupil answers, e.g. Individual work
I play football. Put a tick in the column football in the table.
Check pupils’ comprehension.
Step 3: Ask pupils to work in groups of six. Remind pupils to
Group work
be friendly and supportive when they work together. Give
them time to do the task. Go around the classroom and offer
help if necessary.
Step 4: Invite some pupils to report their work using the Individual
language learnt. Have pupils stick their notes on the walls of work/ Whole
the classroom as a display. class
Step 5: If there is not enough time, ask pupils to do the
project as homework and check it by giving pupils time to
Whole class
share their work in the next lesson.
Option 1:
Game: Who says fast? Group work
Game:
- Teacher divides the class into 2 groups.
- Teacher lets the pupils in each group take turns to stand
up and say out loud their break time activities.
- Show the picture on the screen with 4 answers (there’s
only one correct answer). Who can say the correct answer
quickly will get points for his/her group.
Option 2: Practice: Whole class
T shows 8 pictures and model structure on the board and
asks pupils to repeat -> Wrap up
BOARD PRESENTATION
......., .................. 2022

1. Read and tick:
2. Let’s write:
It is break time. I am in the school playground. I play football. I like playing
chess.

TA3 - GA - Unit 10

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UNIT 10: BREAK TIME ACTIVITIES

Core teamwork, motivation, communication, planning and organization

Greet the class.

......., .................. 2022

Unit 10: Break time activities

UNIT 10: BREAK TIME ACTIVITIES

Core teamwork, work standards, adaptability, communication, planning and organization

Greet the class.

b. Input: Picture cues:

b. Input: Four pictures with four target sentence patterns to complete

Unit 10: Break time activities

1. Listen and tick:

2. Complete and read:

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

Core teamwork, work standards, adaptability, problem-solving, communication, planning

Greet the class.

b. Input: – Picture cues: a. a boy doing word puzzles

......., .................. 2022

Unit 10: Break time activities

Unit 10: Break time activities

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

Greet the class.

b. Input: Four target sentences with four pictures to match.

Fun corner and wrap-up: 5 minutes

Unit 10: Break time activities

School: Model sentence: ____________________

Unit 10: Break time activities

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

Greet the class.

b. Input: Two gapped exchanges with answer options.

Game: Bang Bang

b. Input The lyrics and recording of the chant

......., .................. 2022

Unit 10: Break time activities

Listen and repeat:

Unit 10: Break time activities

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

Greet the class.

b. Input: A short gapped text

......., .................. 2022

Unit 10: Break time activities

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