Giáo án Tiếng anh lớp 3 Unit 14: My bedroom - Global Success

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Giáo án Tiếng anh lớp 3 Unit 14: My bedroom

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 (pictures) focusing on quantities of things in a room;

-        correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room;

-        enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context.

Core competencies

decision making, teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication, planning and organization

General competencies

Listening: listen and repeat

Oral communication: let’s talk

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Responsibility: appreciate kindness

II. RESOURCES AND MATERIAL:

 

-        Student’s book Page 24

-        Audio Tracks 32, 33

-        Teacher’s guide Pages 172, 173, 174

-        Website sachmem.vn

-        Flashcards/pictures and posters (Unit 14)

-        Computer, projector…

III. PROCEDURE

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

 

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

 

Greet the class.

Option 1: Sing the song in Unit 13, Lesson 1.

-        Ask pupils to sing the song.

-        Invite some of them to come to the board to role play, the rest of the pupils will sing.

 

Option 2: Chant and do activities (Unit 13, Lesson 3).

-        Ask pupils to chant and do the actions in Unit 13, Lesson 3 in groups.

-        Give points and encourage them.

 

Option 3: Game: What room is this?

-        A picture is hidden behind some coloured squares.

-        Pupils choose a square to open, then try to guess what the room behind is.

-        Teacher shows the whole picture then asks pupils to say out loud the name of the room.

 

Whole class

 

 

 

 

Group work

 

 

 

 

Individual work/ Teamwork

 

 

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 quantities of things in a room

 

b. Input:

– Context a: Mai: This is my bedroomThere’s a desk in the room.

– Context b: Mai: There are two chairs in the room.

 

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on quantities of things in a room.

 

d. Procedure:

Step 1: Have pupils look at Pictures and and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen.

Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the sentences There’s a desk in the room and There are two chairs in the room. Tell pupils that they are used to talking about quantities of things in a room.

Whole class


Whole class

 

Whole class

/ Individual work

Pair work

 

Individual work

 

 

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say9 minutes

a. Goal:

To correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room

 

b. Input:

– Picture cues: a. a desk           b. a bed

                           c. two doors     d. two windows

– Speech bubbles:

There’s _____ in the room.

There are _____ in the room.

Audio script:

a. a desk         b. a bed             c. two doors        d. two windows

There’s a desk in the room.

There are two doors in the room.

 

c. Outcome:

Pupils can correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room.

 

d. Procedure:

Step 1: Have pupils look at Picture and elicit the name of the thing in the room. Have the class listen to the recording and repeat the word a few times. Then let them work in pairs, pointing at the pictures and saying the words until they feel confident.

Step 2: Model by getting pupils to point at the sentence There’s _____ in the room. in the first bubble. Have them point at Picture and elicit the missing words (e.g. a desk). Then get pupils to listen to the recording and repeat the sentence There’s a desk in the room. a few times until they feel confident. Go around and offer help or correct pupils’ pronunciation. Repeat the same procedure with Picture b.

Step 3: Repeat Steps 1 and with Picture c. Remind pupils that the structure There are _____ in the room. is used with more than one thing (e.g. Pictures and d). Let pupils listen to the recording and repeat the sentence There are two doors in the room. a few times until they feel confident. Repeat the same procedure with Picture d.

Step 4: Give pupils time to work in pairs or groups, pointing at the pictures and saying the quantities of the things in the room. Go around and offer help.

Step 5: Invite a few pupils to point at the pictures and say the quantities of the things in the room in front of the class.

 

Game: What’s missing?

-        T divides the class into 2 teams: BOYS and GIRLS.

-        T shows 4 pictures on the board. Take out 1, then 2 pictures then ask pupils to find out what is/ are missing.

-        Members of each team try to say out loud the missing room as fast as possible.

Whole class

/ Pair work

 

 

Whole class

/ Individual work

 

 

 

Whole class

/ Individual work

 

 

 

Pair work

 

Individual work

 

Group work

 

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context

 

b. Input:

– Picture cue: some things in a bedroom

– Speech bubbles:

There’s _____.

There are _____.

 

c. Outcome:

Pupils can enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context.

 

d. Procedure:

Step 1: Have pupils look at the things in the bedroom and elicit their names. Draw pupils’ attention to the singular things (e.g. a bed, a desk) and multiple things (e.g. two chairs, two windows).

Step 2: Model by getting pupils to point at the gapped sentence There’s _____. in the first bubble. Then point at one thing in the bedroom (e.g. a bed), and say There’s a bed in the room / bedroom.

Step 3: Repeat the same procedure with the gapped sentence There are _____. in the second bubble and one plural thing (e.g. two chairs) and say There are two chairs in the room / bedroom.

Step 4: Give pupils time to practise in pairs or groups. One pupil points at and says the quantities of things in the room / bedroom and the others listen and make comments.

Step 5: Invite a few pupils to say the quantities of things in front of the class.

 

Extension: If time allows, encourage pupils to point at and say about the things in the classroom.

E.g. There is a board in the classroom.

 

Game: Look and say

-        Divide the class into 2-4 teams.

-        Show the pictures on the screen. Ask pupils to look at the arrows pointing to things in the room. Pupils have to say the corresponding sentences.

-        One pupil from each team comes to the front and says.

 

Whole class

/ Individual work

Whole class

/ Individual work

 

Individual work/ Whole class

 

Pair work/ Group work

Individual work

 

 

 

 

 

 

Group work

/ Individual work

 

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