Giáo án Tiếng Anh Lớp 3 (Global success) - Unit 14: My bedroom

 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 
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. 
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. 
 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
 - Flashcards/pictures and posters (Unit 14)
 - Computer, projector 
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