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Giáo án Tiếng anh lớp 3 Unit 14: My bedroom
Lesson 1 – Period 1
I. OBJECTIVES |
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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: |
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- 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 |
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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
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EXPLORATION Activity 1. Look, listen and repeat. 8 minutes |
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a. Goal: |
To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on quantities of things in a room |
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b. Input: |
– Context a: Mai: This is my bedroom. There’s a desk in the room. – Context b: Mai: There are two chairs in the room. |
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c. Outcome: |
Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on quantities of things in a room. |
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d. Procedure: |
Step 1: Have pupils look at Pictures a and b 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 / Individual work Pair work
Individual work
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KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes |
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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 |
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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. |
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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. |
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d. Procedure: |
Step 1: Have pupils look at Picture a 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 a 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 2 with Picture c. Remind pupils that the structure There are _____ in the room. is used with more than one thing (e.g. Pictures c 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 |
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PRACTICE Activity 3. Let’s talk. 8 minutes |
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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 |
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b. Input: |
– Picture cue: some things in a bedroom – Speech bubbles: There’s _____. There are _____. |
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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. |
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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.
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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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