Unit 13: My house | Giáo án Tiếng Anh 3 | Global Success
Giáo án Tiếng Anh 3 sách Kết nối tri thức với cuộc sống trọn bộ cả năm, mang tới các bài soạn của cả năm học. Qua đó, giúp thầy cô tiết kiệm khá nhiều thời gian, công sức trong quá trình xây dựng kế hoạch bài dạy của mình. Giáo án được biên soạn kỹ lưỡng, trình bày khoa học theo tuần. Mời thầy cô cùng xem tham khảo nhé!
Chủ đề: Giáo án Tiếng Anh 3
Môn: Tiếng Anh 3
Sách: Global Success
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School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 13: MY HOUSE 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 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
teamwork, reliability, motivation, communication and initiative competencies General
Listening: listen and recognize the rooms in a house, then repeat competencies
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: - Student’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 Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Say the chant Unit 12 page 16. Whole class
- 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 the song from youtube (link is in the ppt) Group work
Option 3: Game: tic tac toe
Review the previous lesson by having the class play the game Individual
tic tac toe, using the words in unit 15. work/ Group
Pre-teach: New words about rooms in a house. 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. Whole class
Step 2: Have pupils look at Pictures a and b and identify the Whole class
characters (Mai and Linh) in the pictures.
Step 3: Ask pupils to look at Picture a. Play the recording for Whole class pupils to listen.
Step 4: Play the recording again, sentence by sentence, for Whole class/
pupils to listen and repeat individually and in chorus. Correct Individual work
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 Pair work
and repeat the sentences in the recording.
Step 6: Draw pupils’ attention to the question and answer Whole class
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. 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 Whole class/ the rooms. Individual
Step 2: Have pupils look at Picture a and the word living room work
under it. Listen to the recording and repeat the word. Have the Whole class/ class repeat the word. Individual
Step 3: Point at the question in the speech bubble and Picture work
a and have pupils listen and repeat after the recording Whole class/
(Where’s the living room?). Point at Picture a and have pupils Individual
listen and repeat after the recording (It’s here.). Repeat the work
same procedure with Pictures b, c and d.
Step 4: Have pairs practise asking and answering the question Pair work
- 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. Pair work PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To 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 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 the____? − 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 Whole class/
help them identify the context (see Input). Point at each room, Individual
elicit the missing words in the question and answer (for work
example, the living room). Tell pupils to pay attention to the
locations of the hands. Use here for the rooms near the hand,
and there for the rooms far from the hand. 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 Pair work
questions about their locations in the house. Go around the
classroom to offer support where necessary.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words in the picture Whole class
and repeat after the recording. Option 2:
Game: What’s behind the square. Group work
Option 3: Preparation for the project: Whole class
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. BOARD PRESENTATION
......., .................. 2022 Unit 13: My house Lesson 1 – Period 1 1. Vocabulary:
house bathroom kitchen living room bedroom 2. Model sentence: Where is the ________? It’s here/ there. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 13: MY HOUSE Lesson 1 – Period 2 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- listen to and understand two communicative contexts in which pupils ask and
answer questions about the location of a room in a house and circle the correct pictures.
- complete four gapped exchanges with the help of picture cues.
- sing the song Where is it? with the correct melody and pronunciation. Core
decision making, teamwork, work standards, reliability, motivation, competencies
communication, planning and organization General
Listening: listen and recognize the rooms in a house competencies
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 19 - Audio Tracks 24, 25
- Teacher’s guide Pages 163, 164, 165 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 13) - Computer, projector…
III. PROCEDURE Warm-up and review – Listen and circle – Look, complete and read – Let’s sing – Fun corner and wrap-up Pupils’ Note Procedure
Teaching and learning activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: noughts and crosses.
- Divide the class into 2 teams. Whole class
- Each team chooses a number, and answers the question.
- Each player takes turns to add O or X to the board. The first
player to line up three of their symbols in a row wins.
Option 2: Game: slap the board Group work
Option 3: Game: Pass the ball Group work
- Divide the class into 3 teams. /Individual
- Each team has 1 sticky ball. work
- Play the music, students in each team take turns to pass the
ball around. After the music ends, 3 students who have the
ball – stand up and name one room in the house. PRACTICE
Activity 4. Listen and circle. 8 minutes a. Goal:
To listen to and understand two communicative contexts in which pupils ask
and answer questions about the location of a room in a house and circle the correct pictures b. Input: Picture cues:
1a. a hand pointing at a nearby living room
1b. a hand pointing at a distant living room
2a. a hand pointing at a nearby bedroom
2b. a hand pointing at a distant bedroom Audio script:
1. Linh: Where’s the living room? Mai: It’s here.
2. Linh: Where’s the bedroom? Mai: It’s there. c. Outcome:
Pupils can listen to and understand two communicative contexts in which
characters ask and answer questions about the location of a room in a house
and circle the correct pictures. Key: 1. a 2. b
d. Procedure: Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them Whole class
about the activity. Elicit the name of the room in each picture
(living room) and play the recording of the first dialogue. Play
the recording again for pupils to do the task. Play the recording
a third time for pupils to check their answers. Repeat the same
procedure with Pictures 2a and 2b.
Step 2: Tell pupils to swap books with a partner, then check Whole class
answers as a class. Write the correct answers on the board. /Pair work
Step 3: Play the recording again for pupils to double-check their Whole class answers. / Individual work
Extension: If time allows, play the recording, sentence by Whole class
sentence, for the class to listen and repeat individually and in / Individual
chorus. Correct their pronunciation where necessary. work PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To complete four gapped exchanges with the help of picture cues b. Input:
Four picture cues and four gapped exchanges c. Outcome:
Pupils can complete four gapped exchanges with the help of picture cues.
Key: 1. living room 2. kitchen
3. bathroom; there 4. bedroom; here
d. Procedure: Step 1: Get pupils to look at the picture cues and gapped Whole class
exchanges. Get them to identify the rooms (a living room, a / Individual
kitchen, a bathroom and a bedroom). work
Step 2: Have pupils look at the four incomplete exchanges. Draw Whole class
their attention to the missing words in the sentences. / Individual
Step 3: Have pupils look at the first exchange. Ask them what is work
missing in the sentence (living room). Write the answer on the Whole class
board. Have them complete the gap in the question and ask and / Individual
answer the completed question and answer in chorus. Repeat work
the same procedure with Sentences 2, 3 and 4.
Step 4: Have pupils complete the sentences individually and ask Individual
a few pairs to stand up and read them aloud. work PRACTICE
Activity 6. Let’s sing. 8 minutes a. Goal:
To sing the song Where is it? with the correct melody and pronunciation b. Input:
The lyrics and the recording of the song Where is it? with picture cues. c. Outcome:
Pupils can sing the song Where is it? with the correct pronunciation and melody.
d. Procedure: Step 1: Draw pupils’ attention to the title and lyrics of the song. Whole class/
Model the title and lyrics line by line for pupils to repeat. Group work
Encourage them to point at the pictures to reinforce their understanding.
Step 2: Play the recording line by line for pupils to listen and Individual
repeat. Correct their pronunciation where necessary. work
Step 3: Play the recording all the way through for pupils to sing
along. Introduce actions for pupils to do while singing along with Individual
the recording, for example, use hand movements to show the work/
questions and location of the rooms. Whole class
Step 4: Put pupils into groups to practise the song and make up Group work
their own actions while singing.
Step 5: Give pupils time to practise singing and doing actions in Pair work/ pairs or groups. Group work
Extension: Put pupils into groups to make up their own actions
for the song. Invite groups to the front of the classroom to Group work
perform the song and the rest of the class sings and / or claps along the song.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words in the picture Whole class
and repeat after the recording. Option 2: Game: Group work -
Divide the pupils into equal teams of five or six. -
Have each team stand in a line. Hold up a flashcard and
make a sentence based on the picture. The teams then
repeat the sentence three times and sit down. -
The team that sits down first scores a point. Then, repeat
the game, but this time have the pupils add an action
before they sit down, e.g. clap and then sit, jump and then sit, etc. -
More action will be added the longer the game goes on. Option 3: Whole class/
Game: “Sing the song” challenge Group work BOARD PRESENTATION
......., .................. 2022 Unit 13: My house Lesson 1 – Period 2 1. Listen and circle: 1.a 2.b
2. Look, complete and read:
1. living room 2. kitchen
3. bathroom; there 4. bedroom; here School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 13: MY HOUSE Lesson 2 – Period 3 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 the question and answer about the locations of things in a room.
- correctly say the words and use Where are the____? – They’re ___. to ask and
answer questions about the locations of things in a room.
- enhance the correct use of Where are the _____? – They’re _____ . to ask and
answer questions about the locations of things in a room in a freer context. Core
teamwork, motivation, adaptability, communication, and initiative competencies General
Self-control & independent learning: perform listening tasks competencies
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
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 20 - Audio Tracks 26, 27
- Teacher’s guide Pages 165, 166 - 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 Pupils’ Note Procedure
Teaching and learning activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 13, Lesson 1. Whole class
- 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: Spend a few minutes revising the previous lesson Group work
by asking the class to play the game Slap the board. Option 3: Individual
- Write any words on the board. work/ Group
- The first pupil has to take the last letter of that word and work form a new word.
- The second pupil does the same, and the chain continues
until a pupil is unable to form a word.
- The pupil who fails to form a word or misspells it is out of the game. 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 the question and answer about the locations of things in a room b. Input:
– Context a: Mai: This is the living room.
– Context b: Linh: Where are the chairs? Mai: They’re in the kitchen. c. Outcome:
Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on the question and answer
about the locations of things in a room.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class
characters (Mai and Linh) in the pictures. Whole class
Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Whole class/
Step 3: Play the recording again, sentence by sentence, for Individual
pupils to listen and repeat individually and in chorus. Correct work
their pronunciation where necessary. Repeat the same
procedure with Picture b. Pair work
Step 4: Invite a few pairs to the front of the classroom to
listen to and repeat the sentences in the recording. Whole class
Step 5: Draw pupils’ attention to the question and answer
Where are the chairs? – They’re in the kitchen. Tell pupils that
the sentences are used to ask and answer about the location of the chairs in the room. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use Where are the____? – They’re ___. to ask
and answer questions about the locations of things in a room b. Input: – Picture cues:
a. tables in the living room b. chairs in the living room
c. books on the table d. lamps on the table
– Speech bubbles: Where are the ____? – They’re _____. Audio script:
a. tables / in the living room b. chairs / in the living room
c. books / on the table d. lamps / on the table
A: Where are the tables? A: Where are the books?
B: They’re in the living room. B: They’re on the table. c. Outcome:
Pupils can correctly say the words and use Where are the_______? –
They’re ______. to ask and answer questions about the locations of things in a room. d. Procedure:
Step 1: Draw pupils’ attention to Pictures a to d. Tell them Whole class/
about the activity. Elicit the names of things in the room. Play Individual
the recording for pupils to repeat the words under each work
picture a few times until they feel confident.
Step 2: Point at Picture a and the words under the picture
(tables / in the living room), play the recording for pupils to Whole class
repeat the words a few times. Draw pupils’ attention to the / Individual
gapped question and answer. Explain the meaning. Elicit the work
missing words and write them on the board. Play the
recording for pupils to repeat the completed question and
answer a few times. Remind pupils to point at the relevant
things in the picture when they are repeating.
Step 3: Repeat the same procedure with Pictures b, c and d. Whole class
Step 4: Give pupils time to take turns asking and answering Whole class/
questions about the locations of things in Pictures a, b, c and Individual
d. Go around the classroom to offer support where work necessary.
Step 5: Invite a few pairs to come to the front of the Pair work
classroom, take turns pointing at the things in each picture
to ask and answer questions about their locations. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of Where are the _____? – They’re _____ . to ask
and answer questions about the locations of things in a room in a freer context b. Input:
– Picture cues: two tables, four chairs, two books and two lamps on a table
– Speech bubbles: Where are the ____? – They’re______. c. Outcome:
Pupils can enhance the correct use of Where are the ____? – They’re_____.
to ask and answer questions about the locations of things in a room in a freer context.
d. Procedure: Step 1: Draw pupils’ attention to the picture. Elicit the Whole class
context (see Input) and the missing words in the question / Individual
and answer. Write them on the board. Complete the work
question and relevant answer. Invite two pupils to take turns
pointing at the relevant things, ask and answer questions.
Correct their pronunciation where necessary. Pair work/
Step 2: Put pupils into pairs to ask and answer questions. Go Whole class
around the classroom to offer support where necessary.
Step 3: Invite some pairs to the front of the classroom to take Pair work
turns pointing at the things in the pictures to ask and answer about their locations.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words in the Whole class
picture and repeat after the recording. Option 2:
Game: Pass the ball Group work
- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, students in each team take turns to pass
the ball. After the music ends, 3 students who have the
ball – stand up and say outloud any words about rooms
in the house they have learned, using the sentence model.
Option 3: Game: Lucky numbers (ppt) Group work
- Divide the class into 2 teams.
- Each team takes turns choosing a number then answer the question. BOARD PRESENTATION
......., .................. 2022 Unit 13: My house Lesson 2 – Period 3 1. Vocabulary: table -> tables chair -> chais lamp -> lamps book-> books 2. Model sentence:
- Where are the chairs ?
-They’re in the bedroom. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 13: My house Lesson 2 – Period 4 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- listen to and understand four communicative contexts in which two characters
ask and answer questions about the locations of things in a room and number the correct pictures.
- circle the correct answers to the gapped exchanges with the help of picture cues.
- review vocabulary and structure words in relation to the topic “My house”
and use them in the sentence patterns Where’s? − It’s here / there. and Where
are ?– They’re. by playing the game Bingo. Core
teamwork, work standards, motivation, adaptability, communication, and initiative competencies General
Communication and collaboration: work in pairs or groups competencies
Problem-solving and creativity: answer comprehension questions
Sociability: talk to each other Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 21 - Audio Tracks 28
- Teacher’s guide Pages 167, 168 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 13) - Computer, projector…
III. PROCEDURE Warm-up and review – Listen and number – Look, circle and read – Let’s play – Fun corner and wrap-up Pupils’ Note Procedure
Teaching and learning activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 13, Lesson 2. Whole class
- 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: Game: Slap the board Group work
Spend a few minutes revising the previous lesson by
asking the class to play the game Slap the board
Option 3: Game: trashcan basketball Individual
- Divide the class into 2 or 4 teams. work/
- Have each team take turns answering a vocabulary Group work question.
- If they can answer correctly, the team gets 1 point.
- Then, give that team a ball (a crumpled up piece of paper will do).
- If that team can throw the ball into the trash can,
reward that team an extra point.
- Repeat the game until all new words have been tested! PRACTICE
Activity 4. Listen and number. 8 minutes a. Goal:
To listen to and understand four communicative contexts in which two
characters ask and answer questions about the locations of things in a
room and number the correct pictures b. Input: Picture cues:
a. two lamps in the bathroom b. two lamps in the bedroom
c. two lamps in the living room d. two lamps in the kitchen Audio script:
1. Linh: Where are the lamps?
Mai: They’re in the living room.
2. Linh: Where are the lamps?
Mai: They’re in the kitchen.
3. Linh: Where are the lamps?
Mai: They’re in the bathroom.
4. Linh: Where are the lamps?
Mai: They’re in the bedroom. c. Outcome:
Pupils can listen to and understand four communicative contexts in which
two characters ask and answer questions about the locations of things in
a room and number the correct pictures.
Key: 1. c 2. d 3. a 4. b
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Tell them Whole class
about this activity. Elicit the location of the lamps in each
picture. Use Picture a as an example. Play the recording the
first time for pupils to listen and identify the order of
Picture a. Play the recording again. Elicit the order of
Picture a (3). Write Number 3 on the board. Play the
recording a third time for pupils to check their answer.
Step 2: Play the recording twice for pupils to do the task Whole class
with the rest of the pictures. Play the recording a third time
for them to check their answers.
Step 3: Get pupils to swap books with a partner, then play Whole class
the recording to check answers together as a class. Write / Individual the answers on the board. work
Step 4: Play the recording all the way through for pupils to Whole class double-check their answers.
Extension: If time allows, play the recording, sentence by Individual
sentence, for the class to listen and repeat individually and work
in chorus. Correct their pronunciation, where necessary. PRACTICE
Activity 5. Look, circle and read. 9 minutes a. Goal:
To circle the correct answers to the gapped exchanges with the help of picture cues b. Input:
Picture cues and four gapped exchanges c. Outcome:
Pupils can circle the correct answers to the gapped exchanges with the help of picture cues.
Key: 1. b 2. b 3. a 4. b
d. Procedure: Step 1: Get pupils to look at the picture cues, incomplete Whole class
exchanges and their answer options. Get them to identify / Individual
the rooms and things in the pictures. work Whole class
Step 2: Have pupils read the four incomplete exchanges. / Individual
Draw their attention to the missing word(s) in each work sentence. Whole class
Step 3: Have pupils read Sentence 1, the answer options / Individual
and look at the relevant picture. Ask them what is missing work
in the question (tables) and read the answer options. Tell
them to circle the correct answer and read the completed
exchange in chorus. Repeat the same procedure with
Exchanges 2, 3, 4. Individual
Step 4: Have pupils complete the exchanges individually work
and ask a few pairs to read completed exchanges aloud. PRODUCTION
Activity 6. Let’s play. 8 minutes a. Goal:
To review vocabulary and structure words in relation to the topic “My
house” and use them in the sentence patterns Where’s? − It’s here /
there. and Where are ?– They’re. by playing the game Bingo. b. Input:
A 3 x 3 Bingo grid with the words there, in, on, tables, chairs, lamps, living
room, bedroom and kitchen to support your instructions c. Outcome:
Pupils can review the vocabulary and structure words in relation to the
topic “My house”, and use them in the sentence patterns Where’s? − It’s
here / there. and Where are ? – They’re. by playing the game Bingo.
d. Procedure: Step 1: Explain how to play the game: Draw a 3 x 3 Bingo Whole class/
grid on the board and a list of the vocabulary words for Individual
reviewing. Get pupils to copy the grid onto a paper sheet work
and fill their grids with the vocabulary words. Pupils need
to listen carefully for the words that you’ll be calling out
from the list on the board. If they have a word that is called
out, then they need to cross it out on their grids.
Eventually, one pupil will have crossed out all of his or her
words and shout out “Bingo!” to show that he / she has
finished. You should then check the pupil’s grid to see that
he / she has all the words you’ve called out.
Step 2: Give pupils time to play the game in pairs or groups. Pair work
Go around the classroom to offer support where / Group work necessary.
Step 3: When time runs out, invite a few pairs to stand up Pair work
and take turns asking and answering questions using the
sentence patterns Where’s? − It’s here / there. and Where
are they? – They’re.
Fun corner and wrap up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words in the Whole class
picture and repeat after the recording.
Option 2: Game: Pass the ball
- Divide the class into 3 teams. Group work
- Each team has 1 sticky ball.
- Play the music, students in each team take turns to
pass the ball. After the music ends, 3 students have the
ball – stand up and say the name, using the sentence model.
Option 3: Game: Spin the Wheel Group work
- Divide the class into teams.
- Teacher calls one pupil to answer the question.
- Pupils/ teachers click the “spin” button to get points. BOARD PRESENTATION
.............................................2022 Unit 13 : MY HOUSE Lesson 2 – Period 4 Vocabulary: table-> tables chair-> chais lamp -> lamps book-> books Model sentences:
- Where are the chairs ?
- They’re in the bedroom. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 13: MY HOUSE Lesson 3 – Period 5 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- correctly pronounce the sounds of the letter clusters ou and ow in isolation, in the
words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house!;
- identify the target words house and brown while listening
- say the chant with the correct rhythm and pronunciation. Core
motivation, adaptability, problem-solving, integrity, communication competencies General
Listening: listen and recognize the sounds, then repeat competencies
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 22 - Audio Tracks 29, 30, 31
- Teacher’s guide Pages 169, 170 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 13) - Computer, projector…
III. PROCEDURE Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap-up Pupils’ Note Procedure
Teaching and learning activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 13, Lesson 1 page 18. Whole class
- 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: Game: Lucky number Group work
Review the previous lesson by having the class play the game
lucky number, using the model sentences. Individual
Option 3: Game: Look and guess work/ Group work KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sounds of the letter clusters ou and ow in isolation,
in the words house and brown, and in the sentences Wow, it’s a big house!
and Wow, it’s a brown house! with the correct pronunciation and intonation b. Input:
– The letter cluster ou, the word house and the sentence Wow, it’s a big house!
– The letter cluster ow, the word brown and the sentence Wow, it’s a brown house! c. Outcome:
Pupils can correctly repeat the sounds of the letter clusters ou and ow in
isolation, in the words house and brown, and in the sentences Wow, it’s a
big house! and Wow, it’s a brown house! with the correct pronunciation and intonation.
d. Procedure: Step 1: Draw pupils’ attention to the letter cluster ou, the Whole class
word house and the sentence Wow, it’s a big house! Play the / Individual
recording and encourage pupils to point at the letter cluster / work
word / sentence while listening.
Step 2: Play the recording again and encourage pupils to listen Whole class
and repeat. Do this several times until they feel confident. / Individual
Correct their pronunciation where necessary. work
Step 3: Repeat Step 1 and 2 for the second letter cluster ow. Whole class PRACTICE
Activity 2. Listen and circle. 5 minutes a. Goal:
To identify the target words house and brown while listening b. Input: Two pairs of sentences Audio script: 1. I like a brown house.
2. I don’t like a brown house. c. Outcome:
Pupils can identify the words house and brown while listening. Key: 1. b 2. b d. Procedure:
Step 1: Draw pupils’ attention to the sentences and the Whole class
answer options. Tell them about the activity. Play the / Individual
recording for pupils to listen. Play the recording again for work
them to do the task. Play the recording a third time for them to check the answers. Pair work/
Step 2: Get pupils to swap books with a partner then check Whole class
the answers as a class. Write the correct answers on the board
for pupils to correct their answers. Whole class
Step 3: Play the recording again for pupils to double-check their answers. Individual
Extension: Invite one or two pupils to stand up, listen to and work 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 the 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. Check Whole class their comprehension. / Individual
Step 2: Play the recording all the way through. Encourage work
them to listen carefully to the rhythm and pronunciation. Whole class
Draw pupils’ attention to the sounds of the letter clusters ou / Individual
and ow in the words house and brown. work
Step 3: Play the recording line by line for pupils to listen and Whole class
repeat. Correct their pronunciation where necessary.
Step 4: Play the recording all the way through for pupils to Whole class
chant. Encourage them to clap along while chanting. / Individual
Extension: Divide the class into two or more groups to listen work
to and repeat the chant in turn while the rest of the class Group work claps along.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words in the Whole class
picture and repeat after the recording. Option 2: Game: Chant Group work
- T can create a small competition for the pupils.
- Pupils will work in groups and try to learn the chant by heart.
- The group that can perform the best is the winner.
Option 3: Preparation for the project:
Tell pupils about the project on page 23. Prepare for the Whole class
presentation in class. Guide them with the presentation language. BOARD PRESENTATION
......................................2022 Unit 16: MY PETS Lesson 3 – Period 5 Listen and repeat:
ow /aʊ/ - dog - Wow, it’s a brown house!
ou /aʊ/ - goldfish - Wow, it’s a big house! Listen and circle: 1. b 2. b School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ Unit 13: My house Lesson 3 – Period 6 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- read a paragraph and complete sentences with the words from the paragraph
- read, understand and complete a gapped text using the information from a picture cue
- make a doll’s house and tell the class about it. Core
motivation, adaptability, problem-solving, integrity, communication competencies General
Reading: read a passage and fill in the gap competencies
Oral Communication: speak about a doll’s house
Communication and collaboration: work in pairs or groups Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 23
- Teacher’s guide Pages 170, 171 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 13) - Computer, projector…
III. PROCEDURE Warm-up and review – Read and complete – Let’s write – Project – Fun corner and wrap up Pupils’ Procedure
Teaching and learning activities Note activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 13, Lesson 1. Whole class
- 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: Let’s chant Unit 13, Lesson 3 track 31 . Group work
- Ask pupils to chant and do the actions.
- Give points for the groups and encourage them.
Option 3: Game: Lucky number game (ppt) Group work PRACTICE
Activity 4. Read and complete. 8 minutes a. Goal:
To read a paragraph and complete sentences with the words from the paragraph b. Input:
A paragraph and four gapped sentences c. Outcome:
Pupils can read a paragraph and complete four gapped sentences with the
correct words from the paragraph. Key: 1. the bedroom 2. the kitchen 3. the kitchen 4. the table d. Procedure:
Step 1: Tel l Step 1: Pupils about this activity. Read the four gapped Whole class
sentences as a class. Draw pupils’ attention to the blank in
Sentence 1. Get pupils to scan the paragraph and find the
missing words. When pupils give the correct answer, write
it on the board and get the class to read the completed sentence together. Individual
Step 2: Give pupils time to do the rest of the sentences work
individually. Go around the classroom to offer support.
Step 3: Get pupils to swap their answers with a partner. Pair work/
Then check answers as a class. Write the correct answers Whole class
on the board for pupils to correct their answers.
Extension: Invite a few pupils to stand up and read the Individual
completed sentences. Praise them and get the class to clap work
or cheer if they have good pronunciation. PRODUCTION
Activity 5. Let’s write. 9 minutes a. Goal:
To read, understand and complete a gapped text using the information from a picture cue b. Input:
- A picture cue of a bedroom. There is a table in the bedroom. On the
table is an open school bag showing a book, a pencil case, and a ruler.
- The writing frame with three blanks to complete. c. Outcome:
Pupils can read, understand and complete the gapped text with the
information from a picture cue.
d. Procedure: Step 1: Write the writing frame on the board. Tell pupils Whole class/
about this activity. Read the sentences as a class. When Individual
you reach the first gap, elicit the missing word and give work
feedback. Tell pupils to read and look at the picture cue to
guess the missing words and complete the sentences.
Step 2: Give pupils time to do the task. Go around the Individual
classroom to offer support where necessary. work
Step 3: Invite a few pupils to stand up and read their Individual sentences aloud. work PRODUCTION
Activity 6. Project. 8 minutes a. Goal
To make a doll’s house and tell the class about it b. Input
- Two pictures showing doll’s houses
- Materials: white or coloured cards, scissors, felt-tip pens, coloured pencils, etc. c. Outcome
Pupils can make a doll’s house and tell the class about it. d. Procedure
Step 1: Tell pupils about the activity. Check their doll’s Whole class/
houses. Stick a sample of a doll’s house on the board, and Individual
write the presentation language under it. Check work
comprehension and give feedback. Have pupils repeat the
sentences until they can say them by themselves. Model the presentation a few times.
Step 2: Invite a pupil to the front of the classroom to model Individual
the presentation. Watch and offer your support with the work language.
Step 3: Put pupils into groups to rehearse their Group work
presentation. Go around the classroom to offer support where necessary. Whole class/
Step 4: Invite a few pupils from different groups to present Individual
their doll’s houses in front of the classroom. work
Extension: Create a class display of doll’s houses and vote for the best decorated one.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words in the Whole class
picture and repeat after the recording.
Option 2: Game: lucky number Whole class
Option 3: Sentence Puzzle Group work
- Divide the class into groups of four.
- Give each group a sentence that is broken/cut into pieces.
- Ask them to arrange the words to make a complete sentence, then read it aloud.
- The group that makes it first will be the winner. BOARD PRESENTATION
...............................................2022 Unit 13: OUR HOUSE Lesson 3 – Period 6 1. Words: 1. the bedroom 2. the kitchen
3. the kitchen 4. the table 2. Model sentence:
Wow, it’s a big house! and Wow, it’s a brown house! This is..., that is...
They are in the ... room.
The ... is/are on the ...