Giáo án Tiếng Anh lớp 3 Unit 13 Lesson 1 Global Success

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 asking and answering about the location of a room in a house

- enhance the correct use of Where’s the? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context

- enhance the correct use of Where’s the? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context.

Core competencies

teamwork, reliability, motivation, communication and initiative

General competencies

Listening: listen and recognize the rooms in a house, then repeat

Critical thinking: talk about rooms in a house

Oral communication: speak about rooms in a house, ask and answer the questions

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Attributes

Diligence: complete learning tasks

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Pupil’s book Page 18
• Audio Tracks 22, 23
• Teacher’s guide Pages 161, 162, 163
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 13)
• 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: Say the chant Unit 12 page 16.

- Ask pupils to say the chant.

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

Option 2: Sing a song from youtube

(https://www.youtube.com/watch?v=nfBsIA5Lr0U)

Option 3: Who is faster?

Some pictures of rooms will pass the screen, pupils have to guess the names of the rooms as fast as possible. For each correct answer, pupils will get points for their teams.

Whole class

Whole class

Individual 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 (pictures) focusing on asking and answering about the location of a room in a house

b. Input:

– Context a: Mai: Come in, please! Linh: Wow, I like your house!

– Context b: Linh: Where’s your bedroom? Mai: It’s here.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering about the location of a room in a house.

d. Procedure:

Step 1: Introduce the characters to pupils.

Step 2: Have pupils look at Pictures a and b and identify the characters (Mai and Linh) in the pictures.

Step 3: Ask pupils to look at Picture a. Play the recording for pupils to listen.

Step 4: 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 5: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

Step 6: Draw pupils’ attention to the question and answer Where’s your bedroom? – It’s here. Tell pupils that the sentences are used to ask and answer about the location of the bedroom in the house.

Whole class

Whole class

Whole class

Whole class/ Individual work

Pair work

Whole class

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use Where’s the? − It’s here / there. to ask and answer questions about the location of a room in a house

b. Input:

– Picture cues: a. living room b. bedroom

              c. kitchen d. bathroom

– Speech bubbles: Where’s the______ ? − It’s here / there.

Audio script:

a. living room   b. bedroom   c. kitchen   d. bathroom

A: Where’s the living room?   A: Where’s the kitchen?

B: It’s here.   B: It’s there.

c. Outcome:

Pupils can correctly say the words and use Where’s the______? −It’s here / there. to ask and answer questions about the location of a room in a house.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the names of the rooms.

Step 2: Have pupils look at Picture a and the word living room under it. Listen to the recording and repeat the word. Have the class repeat the word.

Step 3: Point at the question in the speech bubble and Picture a and have pupils listen and repeat after the recording (Where’s the living room?). Point at Picture a and have pupils listen and repeat after the recording (It’s here.). Repeat the same procedure with Pictures b, c and d.

Step 4: Have pairs practise asking and answering the question - Where’s the ______? – It’s here / there.

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Pair work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of Where’s ? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context

b. Input:

– Picture cue: Two pupils are asking and answering questions about the location of rooms in a house: the living room and kitchen are downstairs, the bedroom and bathroom are upstairs.

– Speech bubbles: Where’s _____? – It’s _____.

c. Outcome:

Pupils can enhance the correct use of Where’s ____? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context.

d. Procedure:

Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Point at each room, elicit the missing words in the question and answer (for example, the living room). Tell pupils to pay attention to the locations of the hands. Use here for the rooms near the hands, and there for the rooms far from the hands. Complete the sentence. Get pupils to ask and answer the question Where’s the living room? – It’s here. Where’s the kitchen? – It’s there.

Step 2: Put pupils into pairs. Encourage them to point at each room in the house in the picture in turn to ask and answer questions about their locations in the house. Go around the classroom to offer support where necessary.

Whole class/ Individual work

Pair work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording.

Option 2: Game: What’s behind the square.

Option 3: Preparation for the project

Tell pupils about the project on page 23. Ask them to make a doll’s house and prepare the language to present it. Tell them to bring their work to class to present it at Project time.

Whole class

Group work

Whole class