TA3_GA_Unit 4

School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Unit 4: OUR BODIES

Lesson 1 – Period 1
(35 minutes)
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- use the words ear, eye, face, hair, hand, mouth, nose, open, touch in relation to
the topic “Our bodies”;
- understand and correctly repeat the sentences in two communicative contexts
(pictures) to talk about their body parts.
- use What’s this? – It’s ____. to identify parts of the body.
Core teamwork, motivation, communication, planning and organization
Competencies
General Listening: look, listen and repeat
Competences Critical Thinking: listen, point and say
Oral Communication: let’s talk
Attributes Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
II. RESOURCES AND MATERIAL

- Student’s book Page 28
- Audio Tracks 35, 36
- Teacher’s guide Pages 51, 52
- Website hoclieu.vn
- Flashcards/ pictures and posters (Unit 4)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk
PROCEDURE – Fun corner and wrap-up.
Teacher’s activities Interaction Note
Warm-up and review: 5 minutes
Greet the class.

Option 1: Sing the chant in Unit 4, Lesson 3. Whole class
- Listen to the recording.
- Ask pupils to sing the chant.
- Select some more able pupils to sing the chant in front
of the class.
Whole class
Option 2: Sing the song Head, Shoulders, Knees and Toes.
- Pupils can dance while they sing the song and touch
their heads, shoulders, knees, and toes in sequence to the
words.
Individual
Option 3: Game: Animal and body parts work/ Group
A really fun way to revise animal vocabulary and present work
new topic.
- Teacher gives a question (combined with descriptive
gestures), then asks pupils to answer which animal is it.
Which animal has long ears?
Rabbit – ears.
Which animal has round eyes?
Fish – eyes.
Which animal has a long nose?
Elephant – nose.
Which animal has small hands?
Monkey – hand.
Which animal has a big face?
Lion – face.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on identifying parts of the body.
b. Input: Context a: Bill: Let’s play a game! Mai: OK.

Context b: Bill: What’s this? Mai: It’s a nose.
c. Outcome: Pupils can understand and correctly repeat the sentences in two
communicative contexts about parts of the body.
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
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
repeat in chorus sentence by sentence.
Step 4: Invite a few pairs to the front of the classroom to Pair work/
listen and repeat the sentences in the recording. Individual
work
Step 5: Draw their attention to the question What’s this?
and the answer It's a nose. Tell pupils that they are a
question and an answer about a part of the body.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use What’s this? – It’s ________. to
identify parts of the body.
b. Input: - Picture cues: a. a face b. a hand c. an ear d. an eye
- Speech bubbles: What’s this?
It’s _____.
Audio script:
a. a face b. a hand c. an ear d. an eye
A: What's this?
B: It's a face.
c. Outcome: Pupils can correctly say the words and use What’s this? and give the
answer using It’s ____. to identify parts of the body.
d. Procedure: Step 1: Have pupils look at the pictures and elicit the Whole class/
parts of the body. Individual
work
Step 2: Have pupils point at Picture a (a face), listen to the
recording and repeat the phrase (a face). Follow the same
procedure with the other three pictures. Have the class
repeat the phrases several times.
Step 3: Point at the bubble and have pupils listen and
repeat after the recording (What’s this?). Point at Picture
a and have pupils listen and repeat after the recording
(It's a face.). Follow the same procedure with the other Pair work
three pictures.
Step 4: Have pairs practise asking and answering the
question What’s this? - It's __.
Step 5: Invite a few pairs to point at the pictures and say
the questions and answers in front of the class.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What’s this? and It’s ______. to identify
parts of the body in context.
b. Input – Picture cue: The picture of a body and arrows pointing to an eye, a nose,
a hand, a face, and an ear.
– Speech bubbles: What's this? - ______.
c. Outcome Pupils can enhance the correct use of What’s this? – It’s ______. to
identify parts of the body.
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 two bubbles to understand how work
the question and answer are used.
Pair work
Step 2: Have pupils practise asking the question and
giving their own answers in pairs. Make sure pupils
understand the structures and say them with the right
pronunciation and intonation. Go around the classroom
to observe and provide help.
Step 3: Invite some pairs to practise asking the question
and giving the answers in front of the class. Individual
Extension: For a more able class, have pupils point at work/ Whole
their body parts and ask and answer questions about class
them using the structures learnt. Group work
Game: Pass the ball
- Divide the class into 2 big groups, each group has a ball.
- While the music plays, pupils pass the ball around the
class.
- When the music stops, the pupil in each group with the
ball has to take turns to ask and answer: What’s this?
(point to body part). - It’s a ___.
Preparation for Tell pupils about the project on page 33. Ask them to
the project prepare for it at home by making flashcards of some body
parts. Remind them to bring their flashcards to class to
present them at Project time.
Fun corner and wrap-up: 5 minutes
Option 1: Whole class

Use hoclieu.vn, have pupils look at the words in the
picture of Activites 2, 3 and repeat after the recording.
Option 2: Roll and draw Group work
- Divide the class into 6 - 8 groups.
- Pupils in each group will roll a dice to see how many
eyes/ ears/ noses/ hands/ faces they will draw.
- Each group presents their picture in front of the
class.
Option 3: Game: Draw your monster.
- Ask pupils to draw a picture about their favourite Individual
monsters (with body parts that they learnt today). work
- Then ask pupils to work with their partners, tell their
friends about it.
BOARD PRESENTATION
......., .................. 2022

UNIT 4: OUR BODIES
LESSON 1 – PERIOD 1
1. Words:
a face an ear
a hand an eye
2. Model sentences:
What’s this?
It’s ________.
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
UNIT 4: OUR BODIES

(35 minutes)
I. OBJECTIVES
- use What’s this? – It’s ____. to identify parts of the body.
Core decision making, motivation, problem-solving
Competencies
General Self-control & independent learning: Perform listening and writing tasks.
Competences Communication and collaboration: Work in pairs or groups.
Attributes Kindness: help partners to complete learning tasks
Leadership: collaborate with teachers to enhance language skills

III. Warm-up and review – Listen and tick – Look, complete and read –– Let’s sing –
PROCEDURE Fun corner and wrap-up.
Greet the class.

Option 1: Spend a few minutes revising What’s this? – Whole class
It’s ___.
Option 2: Revising Lesson 1 by having a few pairs act out Group work
the exchanges in front of the class, pointing at their body
parts.
- Give points to the pairs and encourage them.
Group work
Option 3: Game “Who is faster?”
- Divide the class into 2 big groups: Boys and Girls.
- Have two pupils stand back to back. Give them each a
different flashcard to hold facing out and away from
them.
- When teacher says Go, they walk three steps, turn to
face each other and say what the other pupil has.
- The faster one will get a point.
PRACTICE
Activity 4. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts in which
pupils ask and answer questions to identify parts of the body.
b. Input: Picture cues:

1a. a hand 1b. an eye
2a. an ear 2b. a nose
Audio script:
1. A: What’s this?
B: It’s a hand.
2. A: What’s this?
B: It’s an ear.
c. Outcome: Pupils can listen to and understand two communicative contexts in
which pupils ask and answer questions to identify parts of the body.
Key: 1. a 2. a
d. Procedure: Step 1: Draw pupils’ attention to Pictures 1a and 1b. Whole class
Elicit the name of the body part in each picture.
Step 2: Play the recording for Question 1. Ask pupils to Whole
class/
listen and tick the correct picture, a or b. Play the
Individual
recording again for pupils to do the task. Play the
work
recording a third time to give pupils another listening
opportunity.
Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Pair work
Step 4: Tell pupils to swap their books with their
partners, then check answers together as a class. Write
the correct answers on the board.
Step 5: Tell pupils to return the books to their partners.
Play the recording for pupils to check their answers
again. Individual
work/
Extension: If time allows, play the recording, sentence by
Whole class
sentence, for the class to listen and repeat in chorus.
Correct their pronunciation where necessary.
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal: To complete four target sentence patterns with the help of the picture
cues.
b. Input: Four exchanges with the target sentences to complete.
c. Outcome: Pupils can complete four target sentence patterns with the help of the
picture cues.
Key: 1. an ear 2. an eye 3. a nose 4. a hand
d. Procedure: Step 1: Have pupils look at the pictures. Have them Whole
identify the body parts in the pictures. class/
Step 2: Have pupils look at the four incomplete Individual
dialogues. Draw their attention to the missing words in work
the sentences.
Step 3: Model with Picture 1. Have pupils look at the
dialogue. Ask them what is missing in the answer (an
ear). Then have them look at the picture and identify the
body part. Then have them complete the gap (What’s
this? - It's an ear.).
Step 4: Follow the same procedure with Pictures 2, 3 and
4. Individual
work
Step 5: Have pupils complete the dialogues individually
and ask a few pairs to read them aloud. Group work
Game: Matching friends
Step 1: Teacher asks 4 pairs (8 pupils) to join this game.
Divide them into 2 groups: A and B.
Step 2: Give randomly 4 pictures to each pupil in group A
and 5 words to each pupil in group B.
Step 3: Pupils have to find a matching pair as fast as they
can and say out loud their word.
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song Parts of the body with the correct pronunciation and
melody.
b. Input The lyrics and the recording of the song Parts of the body.
c. Outcome Pupils can sing the song Parts of the body with the correct
pronunciation and melody.
d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of Whole
the song. Encourage them to point at the pictures to class/
reinforce their understanding. Individual
Step 2: Play the recording all the way through for pupils work
to listen to the whole song. Encourage them to listen
carefully to the pronunciation and the melody.
Step 3: Play the recording line by line for pupils to listen
and repeat. Correct their pronunciation where
necessary.
Step 4: Play the recording all the way through for pupils
to sing along.
Step 5: Introduce actions for pupils to do while singing
along with the recording.
Group work
Extension: Put pupils into groups to make up their own
actions for the song. Invite groups to the front of the
class to perform, while the rest of the class sings and / or
claps along.
Encourage the class to cheer the performers. Individual
Mini game: Follow me! work/
- Teacher plays a song. Whole class
- Ask pupils to sing along as they continually pass a ball
(or any object).
- When the music stops, the pupil holding the ball (or any
object) has to sing one next sentence in the song.
Option 1: Use hoclieu.vn, have pupils look at the words Whole class
in the picture and repeat after the recording.
Option 2: Game: Lucky wheel Group work
- Divide the class into 6 - 8 groups.
- Each group has a pupil to spin the wheel. Teacher
pushes the button and let’s it spin until a pupil says
“Stop!”.
- Their group will get points when he/ she answers the
question correctly.
BOARD PRESENTATION
......., .................. 2022

UNIT 4: OUR BODIES
1. Listen and tick:
1. a 2. a
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
UNIT 4: OUR BODIES

(35 minutes)
I. OBJECTIVES
- use Open your ____! and Touch your ___! to give instructions;
- listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “Our bodies”.
Core Competencies Communication, planning and organization, stress tolerance and
initiative.
General Competences Listening: Look, listen and repeat
Critical Thinking: Listen, point and say
Oral Communication: Let’s talk
Attributes Honesty: show body languages
Communication and collaboration: work in pairs or groups

III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say –
Let’s talk – Fun corner and wrap-up

Greet the class.

Option 1: Sing the song Parts of the body on page 29. Whole class
- Listen to the recording.
- Ask pupils to sing the song.
- Select some more able pupils to sing the song in front
of the class. Pair work
Option 2: Spend a few minutes revising Lesson 1 by
getting some pairs to ask and answer questions about Whole
parts of the body, using What’s this? – It’s ______. class/
Option 3: Review Individual
work
Teacher: We use ... for listening (pretend to listen to
music)
Pupils: An ear!
Teacher: We use ... for looking (pretend to wear
glasses)
Pupils: An eye!
Teacher: We use ... for smelling (pretend to smell
something good)
Pupils: A nose!
Teacher: We put makeup on a ... (pretend to put on
makeup)
Pupils: A face!
Teacher: We hold something with ... (pretend to hold
heavy thing)
Pupils: A hand!
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal To understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on giving instructions.
b. Input – Context a: Ms Hoa: Touch your nose!

– Context b: The doctor: Open your mouth!
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on giving instructions.
d. Procedure: Step 1: Have pupils look at Pictures a and b and Whole
identify the characters in the pictures. class/
Step 2: Ask pupils to look at Picture a. Play the Individual
recording for them to listen. Play the recording again, work
sentence by sentence, for pupils to listen and repeat.
Follow the same procedure with Picture b. Correct
their pronunciation where necessary.
repeat in chorus sentence by sentence. Pair work
Step 4: Invite a few pairs to the front of the classroom
to listen and repeat the sentences in the recording. Individual
Step 5: Draw their attention to the instructions Touch work
your nose! and Open your mouth! Tell pupils that they
are used to give instructions.
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use Touch your ____! and Open your
____! to give instructions.
b. Input: – Picture cues:
a. a girl touching her hair b. a boy touching his ears
c. a boy opening his mouth d. a boy opening his eyes
– Speech bubbles: Touch your ___!
Open your ___!
Audio script:
a. touch / hair b. touch / ears
c. open / mouth d. open / eyes
Touch your hair!
Open your mouth!
c. Outcome: Pupils can correctly say the words and use Touch your ___! and Open
your ___! to give instructions.
d. Procedure: Step 1: Have pupils look at the pictures and elicit the Whole
actions and the body parts. class/
Step 2: Have pupils point at Picture a (a girl touching Individual
her hair), listen to the recording and repeat the word work
(touch / hair). Follow the same procedure with the
other three pictures. Have the class repeat the words a
few times.
Step 3: Point at the bubble and have pupils listen and
repeat after the recording (Touch your hair!). Point at
Picture a and have pupils listen and repeat after the
recording (Touch your hair!). Follow the same
procedure with the other three pictures. Pair work
Step 4: Have pairs practise giving the instructions using
the pictures.
Step 5: Invite a few pairs to point at the pictures and
giving the instructions in front of the class.
PRODUCTION
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Touch your ___! and Open your ___!
to give instructions
b. Input - Picture cues: A boy asks a girl to touch her hair and a doctor asks a
boy to open his mouth.
- Speech bubbles: Touch your ___!
Open your ___!
c. Outcome Pupils can enhance the correct use of Touch your ___! and Open your
___! to give instructions.
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask Whole
questions to help them identify the context (see class/
Input). Draw pupils’ attention to the two bubbles used Individual
to give instructions. Have them identify what is missing work
in the structures. Check comprehension.
Step 2: Put pupils into groups of four and ask them to Group work
give instructions using the speech bubbles and picture
cues. Go around the classroom to offer support.
Encourage pupils to give more instructions using the
words that they have learnt (e.g. nose, face, ear, ...).
Group work
Step 3: Invite some groups to the front of the class to
perform their instructions. Praise them if they perform
well.
Whole
Game: At the Doctor's Office class/
- Ask some volunteer pairs to play roles in front of Individual
class. work
- One pupil is a doctor and another is the patient, who
describes what hurts.
- When a patient says his/ her hurt, a doctor has to
listen carefully and touch/ open that correct body part.
Option 1: Use hoclieu.vn, have pupils look at the words Whole class
in the pictures of the lesson and repeat after the
recordings.
Option 2: Simon says Whole class
- Teacher is the “Simon” and calls out the actions.
Every student must follow and do the action, but only
when they hear “Simon says ...”.
- If teacher leaves out “Simon says” before giving
instruction, anyone who does the action is out.
- Then, teacher can choose one or more students as
the leader to continue a game.
Option 3: Can you touch ...? Whole
- Teacher starts the music, pupils sing and dance class/
around the room. Individual
- When teacher stops the music, puts up a body work
flashcard, or just yell out the vocabulary. Pair work
- Pupils must find a partner and touch the appropriate
body part on the other child.
BOARD PRESENTATION
......., ..................
2022
UNIT 4: OUR BODIES
1. Words:
nose mouth
hair ear
2. Model sentences:
Touch your _____.
Open your _____.
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
UNIT 4: OUR BODIES

(35 minutes)
I. OBJECTIVES
- listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “Our bodies”;
Core Decision making, work standards and problem-solving
competencies
General Self-control & independent learning: Perform listening tasks.
Competences Written Communication: Complete the sentence.
Communication and collaboration: Work in pairs or groups.
Attributes Diligence: complete learning tasks

- Audio Tracks 41
- Teacher’s guide Pages 56 - 58
III. Warm-up and review – Listen and number – Listen, match and read –
PROCEDURE Let’s play – Fun corner and wrap-up

Greet the class.
Option 1: Spend a few minutes revising the previous Whole class
lesson by calling a few pairs to come to the front of
the class to act out the instructions learnt, using
Touch your___! and Open your ___!
Individual
Option 2: Ask each pupil to say which body part they work/
like best. Use the sentence “I like my ...” Whole class
Ex: I like my eyes. Group work
Option 3: Hidden picture game
- Divide the class into 4 big groups.
- Each group takes turns to open a coloured box and
guess what is the picture hidden behind it.
- The fastest group who answers correctly is the
winner.
PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal To listen to and understand four communicative contexts in which
instructions are given.
b. Input Picture cues:

a. a boy touching his nose b. a girl opening her mouth
c. a boy opening his eyes d. a girl touching her hair
Audio script:
1. Open your mouth!
2. Touch your hair!
3. Touch your nose!
4. Open your eyes!
c. Outcome Pupils can listen to and understand four communicative contexts in
which instructions are given.
Key: 1. b 2. d 3. a 4. c
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Elicit Whole class
the action of the character in each picture.
Step 2: Play the recording for pupils to listen.
Whole
Step 3: Play the recording again for pupils to do the
class/
task. Play the recording a third time to give pupils Individual
another listening opportunity. work
Step 4: Check answers together as a class. Play the Whole
recording again for pupils to double-check their class/ Pair
answers and correct their answers in pairs. work
Extension: If time allows, play the recording,
Whole class
sentence by sentence, for the class to listen and
repeat in chorus. Correct their pronunciation where
necessary.
PRACTICE
Activity 5. Look, match and read. 9 minutes
a. Goal To correctly match the sentence halves to make complete
instructions and read them aloud.
b. Input Four picture cues with four pairs of sentence halves to match.
c. Outcome Pupils can correctly match the sentence halves and read them
aloud.
Key: 1. b 2. d 3. a 4. c
d. Procedure Step 1: Draw pupils’ attention to the pictures. Elicit Whole
the actions of the characters. Check comprehension. class/
Step 2: Draw pupils’ attention to the first picture and Individual
incomplete sentence. Ask pupils to read and match. work
When pupils answer correctly (Touch your face!), tell
them to draw a line to match the two sentence
halves.
Step 3: Repeat Step 2 for Questions 2, 3 and 4.
Step 4: Tell pupils to swap their books with their Pair work
partners, then check answers together as a class.
Write the correct answers on the board.
Step 5: Invite pairs of pupils to stand up and read the
matched instructions aloud. Group work
Game: Listen and circle.
- Pupils work in group of 4. Each pupil has different
coloured pens (red, blue, black and purple).
- Teacher gives out a worksheet with many body part
pictures on it.
- Ask pupils to listen and find the body part that they
heard. Then circle it.
The winner is the player with the most circles.
PRACTICE
Activity 6. Let’s play. 8 minutes
a. Goal To practise using target sentence patterns by playing the game
Touch your hair!
b. Input A picture of pupils making a circle. A girl is standing in the centre of
the circle and saying: Touch your hair! The pupils are touching their
hair.
c. Outcome Pupils can practise using target sentence patterns by playing the
game Touch your hair!
d. Procedure Step 1: Elicit the language that pupils need to give Whole
instructions (Touch your ___! and Open your___!). class/
When pupils answer correctly, write the language on Individual
the board. work
Step 2: Have pupils look at the picture. Get them to
say how to play the game. Explain the rules of the
game again:
A boy / girl standing in the centre gives an instruction
and other pupils have to follow it. If a pupil does not
follow the instruction, he or she will be "out". Check
pupils’ understanding by getting one pupil to repeat
what they have to do.
Step 3: Have the whole class play the game. Ask one Individual
or two pupils to be the observer(s) of the game. Give work/
out the instructions and monitor pupils while they Whole class
play the game. Pupils who cannot follow the rules of
the game will be “out” and become the observers.
Step 4: Divide the class into four teams. Each team Group work
plays the game. Pupils are eliminated if they do not
perform the correct actions. Give stars/ points to the
winner.
pictures of the lesson and repeat after the
recordings.
Option 2: Game: Listen and grab! Group work
- Pupils work in groups of 4.
- Teacher gives out a set of mini flashcards to each
group.
- Ask pupils to listen carefully, then grab (as fast as
they can) the correct flashcard that they heard.
- The winner is the player with the most cards at the
end of the game.
Option 3:
- Divide the class into 10 groups (4 pupils/ group). Group work
- Teacher calls out “I want to see ... 4 hands!” and
groups must show only 4 hands (other hands can be
hidden behind their backs).
- Teacher calls out “I want to see ... 6 eyes!” and
groups must show only 6 eyes (other eyes can be
closed).
- Teacher calls out “I want to see ... 1 mouth!” and
groups must show only 1 opened mouth (other
mouths can be covered).
- Teacher calls out “I want to see ... 3 faces!” and
groups must show only 3 faces (other mouth can be
covered by hand).
- Teacher calls out “I want to see ... 2 noses!” and
groups must show only 2 noses (other noses can be
covered by hand).
BOARD PRESENTATION
......., .................. 2022

UNIT 4: OUR BODIES
1. Listen and number.
1. b 2. d 3. a 4. c
2. Let’s say.
Open your mouth!
Touch your hair!
Touch your nose!
Open your eyes!
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
UNIT 4: OUR BODIES

(35 minutes)
I. OBJECTIVES
- correctly pronounce the sounds of the letters ai and ea in isolation, in the
words hair and ears, and in the sentences Touch your hair! and Touch your
ears!
Core Decision making, problem-solving and integrity
Competencies
General Self-control & independent learning: Perform listening tasks.
Competences Communication and collaboration: Work in pairs or groups

III. Warm-up and review – Look, listen and repeat – Listen, point and say –
PROCEDURE Let’s talk – Fun corner and wrap-up
Greet the class.

Option 1: Spend a few minutes revising Lesson 2 by Whole class
asking the class to play the game Touch your hair! again.
Option 2: Game: Jump and say Group work
Step 1: Ask 5 – 6 pupils to join the game. Line them up
in the line. Each pupil holds a flashcard.
Step 2: If the pupils hear that teacher has said the word
that matches their flashcard, they must jump and say Individual
out loud. work/
Option 3: Which is missing? Group work
Step 1: Teacher puts four or five flashcards on a board
and tells pupils to read out loud.
Step 2: Ask them to close their eyes. Teacher takes one
(or two/ three … - depending on the level of the class)
item away.
Step 3: Have pupils open their eyes, ask them to guess
what item is missing and say.
Activity 1. Listen and repeat. 8 minutes
a. Goal To repeat the sounds of the letters air and ear in isolation, the words
hair and ears, and the sentences Touch your hair! and Touch your ears!
with the correct pronunciation and intonation.
b. Input – The letters air, the word hair and the sentence Touch your hair!
– The letters ear, the word ears and the sentence Touch your ears!
c. Outcome Pupils can correctly repeat the sound of the letters air and ear in
isolation, the words hair and ears and the sentences Touch your hair!
and Touch your ears!
d. Procedure Step 1: Draw pupils’ attention to the group of letters air, Whole
the word hair and the sentence Touch your hair! Play class/
the recording and encourage pupils to point at the Individual
letters/ word/ sentence while listening. work
Step 2: Play the recording again and encourage pupils to
listen and repeat it. Do this several times until pupils
feel confident. Correct their pronunciation where
necessary, and praise them if their pronunciation is
good.
Step 3: Repeat Steps 1 and 2 for the letters ear, the
word ears and the sentence Touch your ears! Pair work/
Step 4: Let pupils work in pairs or groups to pronounce Individual
the sound of the groups of letters air and ear, say the work
words hair and ears, and read the sentences Touch your
hair! and Touch your ears! 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 hair and ears while listening.
b. Input Two gapped sentences with answer options
Audio script:
1. Touch your ears!
2. Touch your hair!
c. Outcome Pupils can identify the words hair and ears while listening.
Key: 1. c 2. b
d. Procedure Step 1: Draw pupils’ attention to the sentences and the Whole
answer options. Explain what pupils have to do. Check class/
comprehension. Individual
work
Step 2: Play the recording for pupils to listen.
circle the correct answers.
Pair work
Step 4: Tell pupils to swap their books with their
partners, then check the answers as a class. Write the
correct answers on the board. Play the recording for
pupils to check their answers again. Individual
Extension: Invite one or two pupils to stand up, listen work
and repeat the sentences.
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
Check comprehension. class/
Step 2: Play the recording all the way through for pupils Individual
to listen to the whole chant. Encourage them to listen work
carefully to the rhythm and pronunciation. Draw pupils’
attention to the sound of the groups of letters ear and
air, the words ears and hair, and the sentences Touch
your ears! and Touch your hair!
Step 3: Play the recording line by line for pupils to listen
and repeat. Correct their pronunciation where
necessary.
Step 4: Play the recording all the way through for pupils
to chant. Encourage them to clap along while chanting.
Extension: Divide the class into two or more groups to Group work
take turns to listen to and repeat the chant, while the
rest of the class claps along.
Game: Who is the best leader? Whole class
- Teacher can change the lyrics of the chant using many
other body part words.
- Then ask some volunteer pupils to do the gesture
(touch/ open/ point) while the rest of the class follow
along.
Fun corner and wrap up: 5 minutes
pictures of the lesson and repeat after the recordings.
Option 2: Self portraits Group work
- Teacher asks pupils to draw and colour a picture about
themselves.
- After they finish drawing, teacher can hang their
pictures on the board or around the room. Then allows
pupils to participate in a gallery walk to view their
friends’ work.
Option 3: Relax your body Whole class
This is a mini exercise for kids to relax after a lesson.
Pupils listen and do after teacher.
Shake your hands!
Look around (eyes)!
Open and close your mouth! And smile!
Take a deep breath (nose)!
Comb your hair (by fingers)!
Massage your face!
- Repeat the exercise a few times!
BOARD PRESENTATION
......., .................. 2022

UNIT 4: OUR BODIES
1. Listen and repeat.
2. Listen and circle.

1. c 2. b
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
UNIT 4: OUR BODIES

(35 minutes)
I. OBJECTIVES
- read and write about parts of the body and instructions;
- make flashcards of the body parts and present them to the class.
Core Problem-solving, integrity, communication, planning and organization
Competencies
General Written Communication: Complete the sentence
Competences Self-control & independent learning: Perform writing tasks
Secure and organized: arrange words to make sentences

III. Warm-up and review – Read and match – Let’s write – Project – Fun corner and
PROCEDURE wrap-up
Greet the class.
Option 1: Spend a few minutes revising the previous Whole class
lesson by asking pupils to say the chant on page 32.
Divide the class into groups and get them to do actions
while they say the chant
Individual
Option 2: Arrange words to make sentences. work/ Group
- Divide the class into 6 - 8 groups. work
- Pupils try to make a sentence using the given words.
Then write their answers on a group board.
1. an/ It’s/ eye/ .
-> It’s an eye.
2. your/ touch/ nose/ !
-> Touch your nose!
3. mouth/ open/ !/ your
-> Open your mouth!
4. a/ and/ face/ a/ hand/ . Whole class
-> A face and a hand.
Option 3: Bodiless
Review body parts with the students and introduce the
“No (body part)” concept.
- Teacher says “No (body part)!”.
- Pupils listen carefully, then cover this body part that
they heard by hands.
a. Goal To read the four sentences/ exchanges on the left and match them with
the pictures on the right correctly.
b. Input Four exchanges/ sentences with four pictures to match.
c. Outcome Pupils can read four sentences/ exchanges and match them with the
pictures correctly.
Key: 1. d 2. c 3. b 4. a
d. Procedure: Step 1: Draw pupils’ attention to the first exchange and Whole class/
read it as a class. Draw pupils’ attention to Pictures a to d Individual
and identify the correct picture to match. work
Step 2: Ask pupils to read the first exchange again and
draw a line to match.
Step 3: Repeat Steps 1 and 2 for the other sentences.
Step 4: Tell pupils to swap their books with their partners,
then check answers as a class. Write the correct answers Pair work/
on the board. Ask pupils to look at the board and check Individual
their answers again. work
PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal To read, understand and complete four target sentences / exchanges with
picture cues.
b. Input Four exchanges/ sentences with the target sentences to complete.
c. Outcome Pupils can read, understand and complete four target sentences/
exchanges correctly with the picture cues given.
Key: 1. a hand 2. an eye 3. nose 4. Open
d. Procedure Step 1: Write the first exchange on the board: Whole class/
1. A: What’s this? B: It’s ____. Individual
work
Read the question together as a class. Draw pupils’
attention to the picture (a hand) to elicit the answer.
Encourage pupils to say the answer (It’s a hand.). Give
pupils time to write the answers in their notebooks.
Step 2: Repeat Step 1 for the second, third and fourth
sentences/ exchanges. Pair work
Step 3: If time allows, invite a few pairs to act out or read
the sentences/ exchanges they have completed aloud in
front of the class. The class observes and praises their
Individual
work.
work
Game: Who is the fastest writer?
- Teacher asks 6 - 8 pupils to join this game.
- Teacher says out loud a word (twice).
- Pupils have to write as fast as they can.
PRODUCTION
Activity 6. Project 8 minutes
a. Goal To revise the target vocabulary items by making flashcards of the body
parts pupils have learnt and presenting them to the class.
b. Input – Pictures and flashcards of body parts, e.g. eye, mouth, hand.
– Materials: white or coloured cards, scissors, felt-tip pens, coloured
pencils, etc.
c. Outcome Pupils can make flashcards of the body parts they have learnt and present
them to the class.
d. Procedure Step 1: Ask pupils to look at the picture of an eye in the Whole class/
book. Demonstrate how to make a flashcard of an eye. Individual
Draw an eye on a card and write the word eye under the work
picture.
Step 2: Show pupils your flashcard of an eye. Tell them to
pass it around so that they can see what they are going to
make.
Step 3: Put pupils into groups and give each group a set
of materials for making flashcards of the body parts. Group work/
Step 4: Give pupils enough time to make flashcards. Individual
Encourage them to decorate their flashcards. work
Step 5: When pupils have finished making their
flashcards, give them time to present the flashcards to
their classmates. Go around the classroom to monitor
and offer support.
Extension: Create a class display using the flashcards and
vote for the most creative. If there is not enough time to
complete the Project in class, set it as homework and
check by giving pupils time to share their work in the next
lesson.
pictures of the lesson.
Option 2: The Memory Circle Group work
Step 1: Divide the class into 6 groups (work in group of
6).
Step 2: The first pupil says a body part and touches it
(e.g. face).
Step 3: The second pupil touches and says the first
one’s word (face) but then adds their own (ears).
The game continues until someone makes a mistake
and then they’re out.
Option 3: Body Parts Memory Game Group work
Step 1: Divide the class into 4 groups.
Step 2: Teacher asks each group to choose a pair of
numbers.
Step 3: Click on the box to reveal the hidden word.
Then click on another box to reveal the picture.
Step 4: Once a correct match is made, this group will
get 10 points. The group who has the most points is
the winner!
BOARD PRESENTATION
......., .................. 2022

UNIT 4: OUR BODIES
1. Review
What’s this? It’s a nose.
Touch your hair.
Open your mouth.
2. Project
Parts of the body

TA3_GA_Unit 4

Uploaded by

Copyright:

Available Formats

TA3_GA_Unit 4

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

TA3_GA_Unit 4

Uploaded by

Copyright:

Available Formats

School: ____________________

Unit 4: OUR BODIES

II. RESOURCES AND MATERIAL

Warm-up and review: 5 minutes

Greet the class.

b. Input: Context a: Bill: Let’s play a game! Mai: OK.

Option 1: Whole class

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

UNIT 4: OUR BODIES

II. RESOURCES AND MATERIAL

Warm-up and review: 5 minutes

Greet the class.

b. Input: Picture cues:

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

UNIT 4: OUR BODIES

II. RESOURCES AND MATERIAL

Let’s talk – Fun corner and wrap-up

Greet the class.

b. Input – Context a: Ms Hoa: Touch your nose!

UNIT 4: OUR BODIES

II. RESOURCES AND MATERIAL

Warm-up and review: 5 minutes

b. Input Picture cues:

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

UNIT 4: OUR BODIES

II. RESOURCES AND MATERIAL

Warm-up and review: 5 minutes

Greet the class.

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

2. Listen and circle.

UNIT 4: OUR BODIES

II. RESOURCES AND MATERIAL

b. Input Four exchanges/ sentences with four pictures to match.

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

You might also like