Giáo án Tiếng Anh Lớp 3 (Global success) - Unit 13: My house

 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
 - Flashcards/pictures and posters (Unit 13)
 - Computer, projector 
 Step 5: Invite a few pairs to the front of the classroom to listen 
 and repeat the sentences in the recording. Pair work
 Step 6: Draw pupils’ attention to the question and answer 
 Where’s your bedroom? – It’s here. Tell pupils that the Whole class
 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 
 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. 
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 
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 
 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
 - 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