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Unit 14: My bedroom | 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!
Tiếng Anh 3 (1.1 K)
Unit 14: My bedroom | 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
Thông tin:
Tác giả:
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School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ 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
decision making, teamwork, reliability, motivation, adaptability, problem-solving, competencies
integrity, communication, planning and organization General Listening: listen and repeat competencies
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 Pupils’ Note Procedure Teacher’s 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: Chant and do activities (Unit 13, Lesson 3). Group work
- 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? Individual
- A picture is hidden behind some coloured squares. work/
- Pupils choose a square to open then try to guess the Teamwork
picture of the room hidden behind.
- Teacher shows the whole picture then asks pupils to say
out loud the name of the room. 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 bedroom. There’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 a and b and identify the Whole class characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for Whole class them to listen.
Step 3: Play the recording again, sentence by sentence, for
pupils to listen and repeat individually and in chorus. Correct Whole class
their pronunciation where necessary. Repeat the same / Individual
procedure with Picture b. work
Step 4: Invite a few pairs to the front of the classroom to listen Pair work
to and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the sentences There’s a desk Individual
in the room and There are two chairs in the room. Tell pupils work
that they are used to talking about quantities of things in a room. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 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 a and elicit the name of the Whole class
thing in the room. Have the class listen to the recording and / Pair work
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 Whole class
There’s _____ in the room. in the first bubble. Have them / Individual
point at Picture a and elicit the missing words (e.g. a desk). work
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 Whole class
that the structure There are _____ in the room. is used with / Individual
more than one thing (e.g. Pictures c and d). Let pupils listen to work
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 Pair work
room. Go around and offer help.
Step 5: Invite a few pupils to point at the pictures and say the Individual
quantities of the things in the room in front of the class. work
Game: What’s missing? Group work
- T divides the class into 2 teams: BOYS and GIRLS.
- T shows 4 pictures on the board. For example: take out 1
picture then ask pupils to find out what it is.
- Members of each team try to say out loud the missing room as fast as possible. 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 Whole class
their names. Draw pupils’ attention to the singular things (e.g. / Individual
a bed, a desk) and multiple things (e.g. two chairs, two work windows). Whole class
Step 2: Model by getting pupils to point at the gapped
sentence There’s _____. in the first bubble. Then point at one / Individual
thing in the bedroom (e.g. a bed), and say There’s a bed in the work room / bedroom.
Step 3: Repeat the same procedure with the gapped sentence Individual
There are _____. in the second bubble and one plural thing work/
(e.g. two chairs) and say There are two chairs in the room / Whole class bedroom.
Step 4: Give pupils time to practise in pairs or groups. One Pair work/
pupil points at and says the quantities of things in the room / Group work
bedroom and the others listen and make comments. Individual
Step 5: Invite a few pupils to say the quantities of things in work 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. Group work
- Show the pictures on the screen. Ask pupils to look at the / Individual
picture, the arrows point to things in the room and pupils work say the sentences.
- One pupil from each team comes to the front and says.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the words in the
picture and repeat after the recording. Whole class Option 2:
Game: What can you see in the room? Individual
- Teacher shows pictures of rooms. work
- For example: Teacher asks pupils about the picture of the bedroom:
+ What can you see in the picture? + How many…..?
Option 3: Preparation for the project: Whole class
Tell pupils about the project on page 29. Ask them to find a
picture of any bedroom and tell the class about it. They need
to prepare the sentences that they are presenting. In Lesson
2, period 4, remind pupils of what they need to prepare for the project. BOARD PRESENTATION
......., .................. 2022 Unit 14: MY BEDROOM Lesson 1 – Period 1 1. Words: a desk a bed two doors two windows 2. Model sentence:
There’s a desk/bed in the room.
There are two windows/chairs in the room. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 14: MY BEDROOM 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 describe
things in the bedroom and tick the correct pictures.
- complete the four gapped sentence patterns with the help of picture cues.
- revise the target vocabulary items through the game Memory game. Core
decision making, teamwork, motivation, adaptability, problem-solving, integrity, and competencies initiative General
Listening: listen and respond by choosing correct answers (tick the correct one) competencies
Oral communication: memory game – let’s play
Written communication: complete the sentences
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups Attributes
Kindness: pupils wait for their turns to answer the questions
Diligence: complete learning tasks
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 25 - Audio Track 34
- Teacher’s guide Pages 174, 175, 176 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 14)
- Computer, projector…
III. PROCEDURE Warm-up and review – Listen and tick – Look, complete and read – Let’s play – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the Hello song. Whole class
- Ask pupils to sing the song.
- Let pupils do actions (waving, clapping, shaking hands…).
Option 2: Game: Pick a door Group work
- T divides the class into 2 teams: BOYS and GIRLS.
- Each member of 2 teams takes turns choosing 1 door and
uses the words (a bed, a desk, two windows, two doors)
and structures (There’s a……../ There are two……) to make correct sentences.
- Click the numbers on the door (1, 2, 3, 4) to choose.
- Click the BACK button to go back to THE DOORS.
Option 3: Invite a few pupils to stand up, look at the pictures Individual
in the book and say There is…There are…… work PRACTICE
Activity 1. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts in which pupils
describe things in the bedroom and tick the correct pictures b. Input: Picture cues:
1a. a bed in the bedroom 1b. a desk in the bedroom
2a. two doors in the bedroom 2b. two windows in the bedroom Audio script:
1. This is my bedroom. There is a bed in the room.
2. This is my bedroom. There are two windows in the room. c. Outcome:
Pupils can listen to and understand two communicative contexts in which
pupils describe things in the bedroom and tick the correct pictures. Key: 1. a 2. b
d. Procedure: Step 1: Have pupils look at Pictures 1a and 1b. Ask them some Whole class
questions such as What’s this? and Where is it? Then have
them point at the bed in Picture 1a and say the word bed or
the sentence There’s a bed in the room. Ask them to point at
the desk in Picture 1b and say the word desk or the sentence
There’s a desk in the room. Check comprehension.
Step 2: Play the recording of the first text for pupils to listen Whole class/
and tick the box next to the picture. Repeat the same Individual
procedure with Pictures 2a and 2b. work
Step 3: Get pupils to swap the answers with a partner, then Whole class/
check answers as a class. Write the correct answers on the Pair work board. Individual
Extension: If time allows, play the recording, sentence by work/
sentence, for the class to listen and repeat individually and in Whole class
chorus. Correct pronunciation if necessary. PRACTICE
Activity 2. Look, complete and read. 9 minutes a. Goal:
To complete the four gapped sentence patterns with the help of picture cues b. Input: – Four picture cues
– Four gapped sentences to complete c. Outcome:
Pupils can complete the four gapped sentence patterns with the help of picture cues.
Key: 1. bed 2. a desk 3. lamps 4. two windows
d. Procedure: Step 1: Have pupils look at the first picture. Ask them some Whole class/
questions such as What’s this? and Where is it? Draw pupils’ Individual
attention to the gap in the sentence and say what they should work
write. Check comprehension.
Step 2: Give pupils time to read the other gapped sentences
and look at the pictures and fill in the gaps independently. Whole class
Step 3: Ask pupils to swap and check the answers. Correct the / Individual answers if necessary. work
Step 4: Invite a few pupils to read the completed sentences Individual aloud in front of the class. work Game: Slap the board Group work
- T divides the class into 2 teams: BOYS and GIRLS.
- T shows a picture, 1 boy and 1 girl from each team comes
to the board, looks at the sentence under the picture and
chooses the best words to make correct sentences (Pupils slap the words on the board). PRACTICE
Activity 3. Let’s play. 8 minutes a. Goal:
To revise the target vocabulary items through the game Memory game b. Input:
Six cards, each with a target vocabulary item (bed, desk, door, window, picture)
or with a picture representing one of the target words. c. Outcome:
Pupils can play Memory game to revise the target vocabulary items learnt in the lesson.
d. Procedure: Step 1: Tell pupils that they are going to look at the cards for Whole class
60 seconds, memorise the words, then remember as many of / Individual
the words as possible. Explain how the game is played. Check work comprehension.
Step 2: Put the cards on a desk or stick them on the board.
Then cover them with a piece of cloth. Do not let pupils see
what is beneath the piece of cloth.
Step 3: Divide the class into groups. Remove the cloth and Group work
show the cards for 60 seconds. Then cover them again. In their
groups, pupils try to say as many of the words as they can remember.
Step 4: Have the groups say the names of the things aloud. For Group work
each correct word, give them a star or a point. The group with the most stars / points wins.
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: Movement activity: Sing and Move Whole class
- Teacher asks the whole class to listen to the music, sing and move.
- Pupils will sing and dance/move to the song. When the
music stops, the pupils have to stop and point at the
pictures. (T stop the music at times when a room or objects Whole class is mentioned) Option 3:
Say goodbye to pupils and have them respond as they leave. BOARD PRESENTATION
......., .................. 2022 Unit 14: MY BEDROOM Lesson 1 – Period 2 1. Listen and tick: 1. a 2. b 2. Look, complete and read:
1. bed 2. a desk 3. lamps 4. two windows School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 14: MY BEDROOM 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) to describe things in the room.
- correctly say the words and use The _____ is _____. / The _____ are _____. to describe things in the room.
- enhance the correct use of The _____ is _____. / The _____ are _____. to
describe things in the room in a freer context. Core
problem-solving, decision making, teamwork, reliability, motivation, adaptability, competencies and initiative General
Listening: look, listen and repeat competencies
Critical thinking: listen, point and say
Oral communication: let’s talk
Sociability: talk to each other Attributes
Diligence: complete learning tasks
Responsibility: appreciate kindness
II. RESOURCES AND MATERIAL: - Student’s book Page 26 - Audio Tracks 35, 36
- Teacher’s guide Pages 176, 177 - 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 Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes
Option 1: Sing the song My bedroom of Unit 14, page 27.
- Ask pupils to sing the song. Whole class
- Invite some of them to come to the board to role play
and do action, the rest of the pupils will sing.
Option 2: Game: Who says fast?
- Teacher holds a flashcard and a sentence with a missing word. Whole class
- Ask pupils to guess the answer as fast as possible.
- Then have pupils do the same with the rest.
- This can be played in groups to make it more interesting. Option 3: -
Movement activity: Sing and dance along
- Divide the class into 4 groups. - Individual
Put the flashcards about rooms in the house on the board. work/ Group work
- T plays a song from Unit 13 and asks pupils to watch,
sing and dance along. When the music stops, pupils
have to stand still, then point and name the pictures on the board. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts (pictures) to describe things in the room b. Input:
– Context a: Mai: This is my bedroom. The door is big.
– Context b: Mai: And look! The windows are small. c. Outcome:
Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) to describe things in the room. d. Procedure:
Step 1: Have pupils look at Pictures a and b and identify the Whole class characters in the pictures.
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 Whole class
pupils to listen and repeat individually and in chorus. Correct / Individual
their pronunciation where necessary. Repeat the same work
procedure with Picture b. Whole class
Step 4: Invite a few pairs to the front of the classroom to / Pair work
listen to and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the sentences The door is Individual
big. and The windows are small. to describe things in the work room. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use The _____ is _____. / The _____ are
_____. to describe things in the room b. Input:
– Picture cues: a. a big door b. a small door
c. two new chairs d. two old chairs – Speech bubbles: The _____ is _____. The _____ are _____. Audio script:
a. door / big b. door / small c. chairs / new d. chairs / old The door is big. The chairs are new. c. Outcome:
Pupils can correctly say the words and use The _____ is _____. / The _____
are _____. to describe things in the room. d. Procedure:
Step 1: Have pupils look at the pictures and elicit the things Whole class
in the room. Have pupils point at the words under the / Individual
pictures, listen to the recording and repeat them. work
Step 2: Model by pointing to the gapped sentence The
_____ is _____. in the first bubble. Tell pupils that they Whole class
should fill in the name of the thing in the picture (e.g. door) / Individual
in the first gap and write an adjective under the picture (e.g. work
big) in the second gap. Then have them listen to the
recording and repeat the sentence The door is big. a few times.
Step 3: Repeat Step 2 with Pictures b, c, d. Explain that for
plural things (e.g. chairs) they have to use the gapped Whole class
sentence The _____ are _____. in the second bubble.
Step 4: Give pupils a time limit to practise describing things Pair work/
in the bedroom in pairs or groups. Then invite a few pupils Individual
to point at the things in the pictures and describe them in work front of the class. Game: LUCKY WHEEL Whole class - Students choose a number.
- T then asks pupils to make sentences with the words, phrases and pictures given.
- Spin the wheel to get points. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of The _____ is _____. / The _____ are _____.
to describe things in the room in a freer context. b. Input:
– Picture cue: A bedroom with a bed, a desk, a door, two chairs and two windows – Speech bubbles: The _____ is _____. The _____ are _____. c. Outcome:
Pupils can enhance the correct use of The _____ is _____. / The _____ are
_____. to describe things in the room in a freer context. d. Procedure:
Step 1: Have pupils look at the things in a bedroom and say Whole class
their names. Then encourage them to describe the things in / Individual the bedroom. work
Step 2: Have pupils complete the first gapped sentence (e.g. Whole class
The bed is big.). Then have the class listen and repeat the / Individual sentence again. work
Step 3: Give pupils time to practise individually first and Individual
then in pairs or groups. Remind them that The _____ is work/ Pair
_____. is used with a singular thing and The _____ are work
_____. Is used with plural things. Check comprehension.
Step 4: Invite a few pupils to point at and describe the things Individual
in the picture in front of the class. Praise them if they work perform well.
Extension: If time allows, have pupils point at and describe Individual
the things in the classroom (e.g. The windows are big.). work
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: Look and choose
- Teacher divides the class into 2 teams BOYS and GIRLS. Team work
- 1 boy says 1 sentence using words and structures in the
lesson to describe 1 of 4 pictures (A, B, C, D) and 1 girl
says out loud the picture the boy is talking about.
- Then the girls team will read and the boys team will
guess. Repeat until there are no questions left.
Option 3: Preparation for the project:
Tell pupils about the project on page 29. Ask them to find a
picture of a bedroom and tell the class about it. They need Whole class
to prepare the sentences that they are presenting. In Lesson
2, period 4, remind pupils of what they need to prepare for the project. BOARD PRESENTATION
......., .................. 2022 Unit 14: MY BEDROOM Less on 2 – Period 3 1. Words: big small new old 2. Let’s write: - The bed is big.
- The door i s new. - The chairs are old.
- The windows are small. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 14: MY BEDROOM 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 characters
introduce and describe things in a bedroom and number the correct pictures.
- complete four gapped sentences with the help of picture cues.
- sing the song My bedroom with the correct pronunciation, rhythm and melody. Core
decision making, teamwork, motivation, problem-solving, integrity, communication, competencies planning and organization General Listening: listen and number 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
Responsibility: appreciate kindness
II. RESOURCES AND MATERIAL: - Student’s book Page 27 - Audio Tracks 37, 38
- Teacher’s guide Pages 178, 179 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 14)
- Computer, projector…
III. PROCEDURE Warm-up and review – Listen and number – Look, complete and read – Let’s sing
– Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Spend a few minutes revising the previous lesson Whole class
by letting a few pupils describe things in the picture in
Activity 3 or in the classroom.
Option 2: T may invite one or two groups of pupils to play Group work
the Memory game using the target vocabulary items such as
big, small, old and new in front of the class.
Option 3: Game: Bricks down Individual
- Divide the class into 2 groups: Boys and Girls work/
- Two pupils from each team will play rock, paper, scissors Group work
to determine who will go first.
- Teacher clicks the bricks. This will reveal a part of the
picture hidden behind. As the bricks disappear, pupils can try to guess the picture. PRACTICE
Activity 4. Listen and number. 8 minutes a. Goal:
To listen to and understand four communicative contexts in which
characters introduce and describe things in a bedroom and number the correct pictures b. Input: Picture cues:
a. a big bed in a bedroom b. a small bed in a bedroom
c. two big chairs in a bedroom d. two small chairs in a bedroom Audio script:
1. There’s a bed in my bedroom. It’s small.
2. There’s a bed in my bedroom. It’s big.
3. There are two chairs in my bedroom. They’re big.
4. There are two chairs in my bedroom. They’re small. c. Outcome:
Pupils can listen to and understand four communicative contexts in which
characters introduce and describe things in a bedroom and number the correct pictures.
Key: 1. b 2. a 3. c 4. d
d. Procedure: Step 1: Have pupils look at the pictures and ask them some Whole class
questions such as What is this? and What are these? You may
explain that they can see a bed in Pictures a and b, but that
the bed in Picture a is big and the bed in Picture b is small.
Ask them to talk about the chairs in Pictures c and d. Check comprehension.
Step 2: Play the recording all the way through so that pupils Whole class
can get familiar with the characters’ voices. Then play the / Individual
recording for them to listen and number the pictures. work
Step 3: Let them swap and check the answers before Pair work
checking as a class. Correct the answers as necessary. Whole class/
Step 4: If time allows, play the recording, sentence by Individual
sentence, for the class to listen and repeat in chorus. Correct work pronunciation if necessary.
Extension: For a more able class, invite a few pupils to point Individual
at and describe the pictures (e.g. a. The bed is big.). The class work
praises them if they perform well.
Game: Listen and choose the correct answer. Whole class/
- Teacher shows 2 pictures, and plays the recording twice. Individual
- Teacher asks pupils to listen carefully, then choose the work correct answer (A or B).
- If time allows, ask pupils to say the correct sentence again. (ppt game) PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To complete four gapped sentences with the help of picture cues b. Input: – Four picture cues – Four gapped sentences c. Outcome:
Pupils can complete four gapped sentences with the help of picture cues.
Key: 1. bed 2. two lamps 3. big 4. small
d. Procedure: Step 1: Have pupils read the first gapped sentence. Ask them: Whole class
What is missing from sentence 1? (e.g. the thing in the
bedroom). Then have them look at the picture. Ask: What’s
this? (e.g. It’s a bed.). Ask pupils what word they should use
to fill the gap (e.g. bed). Check comprehension.
Step 2: Give pupils a time limit to read the other gapped Whole class
sentences, look at the pictures, and fill in the gaps / Individual
independently. Go around the classroom and give further work
support to pupils who find it difficult to do the task.
Step 3: Ask pupils to swap and check their answers. Correct Pair work the answers. Individual
Step 4: Invite a few pupils to read the completed texts aloud work in front of the class.
Mini game: Sentence correction game Group work
- Divide the class into 4 groups.
- Ask pupils to look at the pictures and read the sentences
carefully. Give pupils 5 seconds to identify by pointing or
circling the incorrect word. Then ask them to say the correct word. PRODUCTION
Activity 6. Let’s sing. 8 minutes a. Goal:
To sing the song My bedroom with the correct pronunciation, rhythm and melody b. Input:
The lyrics and the recording of the song My bedroom. c. Outcome:
Pupils can sing the song with the correct pronunciation, rhythm and melody.
d. Procedure: Step 1: Have pupils read the first verse of the lyrics. Then Whole class
have them say its main idea. Draw their attention to the thing
in the bedroom (e.g. bed) and how it is described (e.g. new).
Check comprehension and give feedback.
Step 2: Have pupils listen to the whole verse, drawing their
attention to the pronunciation, the rhythm and the melody. Individual
Then let pupils listen to the verse and practise singing it, line work
by line first while clapping their hands.
Step 3: Repeat Steps 1 and 2 with the second verse. Draw Whole class
pupils’ attention to the things in the bedroom (e.g. two
windows) and how they are described (e.g. small).
Step 4: When pupils are familiar with the tune and melody,
ask them to sing the whole song and clap their hands. You Whole class
may get groups of pupils to sit face to face to practise singing and clapping their hands.
Step 5: Invite a few groups to the front of the class to sing Group work
the song. The class may sing along and clap hands to reinforce the activity.
Mini Game: CLICK THE BOX TO SHOW THE ANSWER (ALONG Whole class WITH A SONG)
- Ask students to close their student’s book. Look at the
picture and the lyrics on the screen.
- Listen and write the missing words on their mini board.
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: Write your song Individual work
Ask pupils to write their own song lyrics about things in the
room, based on the melody of the song My bedroom in Activity 6. Group work/
Option 3: Let’s decorate your dream bedroom! Whole class
- Ask pupils to work in pairs/ groups of four.
- Pupils will draw things in his/her bedroom. Then
introduce the picture to their friends. BOARD PRESENTATION
......., ................. 2022 Unit 14: MY BEDROOM Lesson 2 – Period 4
1. Listen and number: 1. b 2. a 3. c 4. d
2. Look, complete and read:
1. bed 2. two lamps 3. big 4. small School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 14: MY BEDROOM Lesson 3 – Period 5 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- correctly repeat the sounds of the letters oo in isolation, in the words room and
door, and in the sentences There’s a bed in the room. and The doors are big. with
the correct pronunciation and intonation.
- identify the target words room and door while listening.
- say the chant with the correct rhythm and pronunciation. Core decision making, teamwork, motivation, adaptability, problem-solving, competencies
communication, planning and organization General
Listening: listen and circle (repeat) competencies
Communication and collaboration: work in pairs or groups Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning task
II. RESOURCES AND MATERIAL: - Student’s book Page 28 - Audio Tracks 39, 40, 41
- Teacher’s guide Pages 179, 180, 181 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 14)
- 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 Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Invite some pupils to the front of the class to sing Whole class
the song My bedroom. The class may sing along and do actions. Individual
Option 2: Teacher may select one or two pupils to go to the work
front of the class and describe things in the classroom.
E.g: There are two doors in the classroom. They’re big.
Option 3: Lucky number. Individual
- Divide the class into two/four groups. work/ Group
- Pupils choose numbers from 1 to 6. Look at the pictures work
then read the sentences to choose the correct answer. If
they answer correctly, their group will get points. KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sounds of the letters oo in isolation, in the words
room and door, and in the sentences There’s a bed in the room. and The
doors are big. with the correct pronunciation and intonation b. Input:
– The letters oo, the word room and the sentence There’s a bed in the room.
– The letters oo, the word door and the sentence The doors are big. c. Outcome:
Pupils can correctly repeat the sounds of the letters oo in isolation, in the
words room and door, and in the sentences There’s a bed in the room. and
The doors are big. with the correct pronunciation and intonation. d. Procedure:
Step 1: Have pupils look at the letters oo, the word room and Whole class
the sentence There’s a bed in the room. Play the recording / Individual
for them to listen and repeat in chorus and individually until work
they feel confident. Invite a few pupils to listen to and repeat
the sound, the word and the sentence in front of the class.
Step 2: Repeat Step 1 for the second line. Draw their Whole class
attention to the difference in pronouncing the letters oo in / Individual
the word room and the word door. Check comprehension. work
Go around the class and correct the pronunciation if necessary. Pair work/
Step 3: Let pupils work in pairs or groups, pronouncing the Group work
sounds, saying the words and reading the sentences. Individual
Step 4: Ask a few pupils to say two lines in front of the class. work
The class listens and makes comments. Game: Spelling bee Whole class
- Teacher asks pupils to listen carefully. Then choose the
correct letters to make a word. - Spell the word again.
- Check pupils’ pronunciation if needed. PRACTICE
Activity 2. Listen and circle. 9 minutes a. Goal:
To identify the target words room and door while listening b. Input:
Two gapped sentences, each with three options Audio script: 1. The door is there. 2. The room is big. c. Outcome:
Pupils can identify the target words room and door while listening.
Key: 1. b 2. c d. Procedure:
Step 1:Tell pupils the goal of the activity. Explain that they Whole class
have to listen to the recording and circle the correct options. Check comprehension. Whole class
Step 2: Get pupils to read the sentences and guess which
option can be chosen to fill in the gaps. Then ask them to / Individual
read the sentences and the words aloud. work
Step 3: Play the recording once or twice for pupils to listen Individual
and circle the correct options. work
Step 4: Let pupils swap and check their answers in pairs or Whole class
groups before checking as a class. / Pair work
Extension: Invite a few pupils to read the completed
sentences aloud in front of the class. Individual work
Practice: I’m a speed reader!
- First, the teacher asks pupils to read each sentence at a Whole class slow speed.
- Next, ask them to read a little bit faster.
- Then, ask them to get ready and read it faster.
- And finally, ask them to read as fast as possible! 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 pronunciation and rhythm. d. Procedure:
Step 1: Have pupils read the first verse of the chant and elicit Whole class
its meaning. Draw pupils’ attention to the sounds of the
letters oo and in the words door and bedroom. Check their comprehension.
Step 2: Play the recording for pupils to listen and repeat the
first verse, line by line. Show them how to chant and clap Whole class hands.
Step 3: Play the recording of the first verse again, more than Group work/
once if necessary, for pupils to do choral and individual Whole class
repetition. Then invite one or two groups of pupils to listen
and repeat the verse in front of the class. Praise them to encourage their performance.
Step 4: Repeat Steps 1, 2 and 3 for the second verse of the
chant. Go around the class and correct pronunciation if Group work/ necessary. Whole class
Step 5: Put the class into two groups to practise chanting and Group work
clapping hands. Each of the groups should sing one verse of
the chant. Then invite a few groups to the front of the class
to chant and clap hands. The rest of the class may clap 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: Finish the sentences activity
- Divide the class into 4 groups. Group work
- Teacher writes a sentence on a board like "There are...," followed by a blank space.
- The first pupil in group 1 adds a word to the sentence,
such as “ There are 2…”.
- Then each pupil in group 1 repeats all the sentences
before including their own, such as “There are 2 windows ...”.
- Suggested sentence: There are 2 windows in my bedroom. They are new.
- Repeat this process with other groups.
Option 3: Speaking
- Teacher asks some pupils to stand in front of the class to Individual
listen and answer the questions about their room. work/
- Encourage them to practice with friends. Group work BOARD PRESENTATION
......., .................. 2022 Unit 14: MY BEDROOM Lesson 3 – Period 5 1. Listen and repeat:
oo room There’s a bed in the room.
oo door The doors are big. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 14: MY BEDROOM Lesson 3 – Period 6 I. OBJECTIVES
By the end of the lesson, pupils will be able to: Language
- read the text and complete the gapped sentences.
- read the text and complete the gapped sentences.
- complete a gapped paragraph with the help of the picture cue. Core Decision making, teamwork, motivation, adaptability, problem-solving, competencies
communication, planning and organization General
Listening: listen to the teacher and classmates in communicating competencies
Critical thinking: complete a task in reading a text
Oral communication: presenting a project
Sociability: talk to each other Attributes
Self-confidence: ability to work as a team member and practice speaking in front of the class
II. RESOURCES AND MATERIAL: - Student’s book Page 29
- Teacher’s guide Pages 181, 182 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 14)
- Computer, projector…
III. PROCEDURE Warm-up and review – Read and complete – Let’s write – Project – Fun corner and wrap up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Invite one or two groups of pupils to the front of Group work
the class to sing the chant in lesson 3. The rest of the class
may chant along and clap hands. Individual
Option 2: Brainstorming work/
- Divide the class into four groups. Group work
- Each group chooses one pupil to be the 'runner'. The
runners go to the teacher's desk and read the category.
- E.g. Find objects/things in your bedroom/living room.
- The runners then go back to their group and tell their
group members the category. Their group brainstorms
words from that category and writes them down.
- The first group to finish shouts 'stop' and then calls out
their answers. If their answers are correct, they score one
point for each word in the category.
- The group with the highest score at the end of the game wins. PRACTICE
Activity 4. Read and complete. 8 minutes a. Goal:
To read the text and complete the gapped sentences b. Input:
A paragraph and four gapped sentences. c. Outcome:
Pupils can read the text and complete the gapped sentences.
Key: 1. desk 2. chairs 3. big 4. small d. Procedure:
Step 1: Tell the class the goal of this activity. Tell pupils Whole class
how to complete the task: They should read the text and
find the information to fill the gaps in the sentences. Check
comprehension and give feedback.
Step 2: Do Sentence 1 as an example. First, have pupils Whole class/
read the sentence, focusing on the gap. Ask them what Individual
word is missing (one thing in the bedroom). Then have work
them read the text and find the appropriate word (e.g.
desk) to fill in the gap. Check comprehension.
Step 3: Set a time limit for pupils to do the activity
independently. Go around and offer help if necessary. Individual work
Step 4: Let pupils swap and check their answers. Correct the answers if necessary. Pair work
Step 5: Select one or two pupils to read the completed Whole class/
sentences in front of the class. The class makes comments. Individual
You may ask one or two pupils to read the text aloud in work
front of the class and check pronunciation if needed. Read and choose
- Teacher asks pupils to read the text again.
- Pupils look at the questions and write answers on their Whole class mini board. PRODUCTION
Activity 5. Let’s write. 8 minutes a. Goal:
To complete a gapped paragraph with the help of the picture cue b. Input: – Picture cue
– The writing frame with five blanks to complete. c. Outcome:
Pupils can complete the gapped paragraph using the picture cue correctly.
Suggested answer: first gap: small; second gap: bed / desk; third gap: small
/ old; fourth gap: chairs; fifth gap: old / new d. Procedure:
Step 1: Tell the class the goal of this activity. Have pupils Whole class
read the gapped paragraph and say what is missing. Let
them look at the picture and find appropriate words to fill
in the gaps. Check comprehension.
Step 2: Let pupils complete the first gap together as an
example. Ask them to answer some questions such as Individual
What does the word It mean? (e.g. It means the bedroom), work
What is missing? (e.g. big or small). Then let them look at
the picture and fill in the gap (e.g. small).
Step 3: Give pupils time to complete the paragraph. Go Whole class
around and offer help if necessary.
Step 4: In pairs or groups, ask pupils to swap their
completed paragraphs before checking answers as a class. Group work
Extension: If there is enough time, invite one pupil to read Individual the completed text. work PRODUCTION
Activity 6. Project. 9 minutes a. Goal
To find a picture of a bedroom and tell the class about things in the room b. Input
A picture of a bedroom (cut from newspapers or magazines) as homework. c. Outcome
Pupils can find a picture of a bedroom and tell the class about things in the room. d. Procedure
Step 1: Tell pupils to find a photo of a bedroom in a Whole class
newspaper or a magazine as homework. They should bring their photos to class.
Step 2: Have them work in groups. Each member
introduces the picture of the bedroom using the structures Group work they have learnt in the unit.
Step 3: Invite one or two pupils to show their photos and Individual
describe them in front of the class. work
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: Gallery walk Whole class
- Teacher asks pupils to stick their bedroom pictures on the classroom wall.
- Pupils walk around and look at their classmates' pictures.
- Encourage them to ask their friends about his/her bedroom.
Option 3: Which is my bedroom? Group work
- Divide the class into 2 groups. Have pupils in 2 groups take turns choosing a number.
- Ask one pupil to read a sentence. Groups will listen
carefully and choose the correct picture.
- Have points/candies/flowers as given rewards for excellent answers. BOARD PRESENTATION
......., .................. 2022 Unit 14: MY BEDROOM Less on 3 – Period 6
1. Read and complete:
1. desk 2. chairs 3. big 4. small 2. Let’s write: This is my bedr
oom. It is small. There is a desk/bed. It
is small. There are two chairs. They are old.