Giáo án Tiếng Anh lớp 3 Unit 14 Lesson 3 Global Success

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 competencies

decision making, teamwork, motivation, adaptability, problem-solving, communication, planning and organization

General competencies

Listening: listen and repeat/ circle

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

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Invite some pupils to the front of the class to sing the song My bedroom. The class may sing along and do actions.

Option 2: Teacher may select one or two pupils to go to the 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.

• - Divide the class into 2-4 groups.
• - Pupils choose numbers from 1 to 6. Look at the pictures then read the sentences to choose the correct answers. If they answer correctly, their groups will get points.

Whole class

Individual work

Individual work/ Group work

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 the sentence There’s a bed in the room. Play the recording for them to listen and repeat in chorus and individually until 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 attention to the difference in pronouncing the letters oo in the word room and the word door. Check comprehension. Go around the class and correct the pronunciation if necessary.

Step 3: Let pupils work in pairs or groups, pronouncing the sounds, saying the words and reading the sentences.

Step 4: Ask a few pupils to say two lines in front of the class. The class listens and makes comments.

Game: Spelling bee

• - Teacher asks pupils to listen carefully, then choose the correct letters to make a word.
• - Ask pupils to spell the word again.
• - Check pupils’ pronunciation if needed.

Whole class

/ Individual work

Whole class

/ Individual work

Pair work/ Group work

Individual work

Whole class

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 have to listen to the recording and circle the correct options. Check comprehension.

Step 2: Get pupils to read the sentences and guess which option can be chosen to fill in the gaps. Then ask them to read the sentences and the words aloud.

Step 3: Play the recording once or twice for pupils to listen and circle the correct options.

Step 4: Let pupils swap and check their answers in pairs or groups before checking as a class.

Extension: Invite a few pupils to read the completed sentences aloud in front of the class.

Practice: I’m a speed reader!

• - First, the teacher asks pupils to read each sentence at a 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!

Whole class

Whole class

/ Individual work

Individual work

Whole class

/ Pair work

Individual work

Whole class

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 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 hands.

Step 3: Play the recording of the first verse again, more than once if necessary, for pupils to do choral and individual 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 necessary.

Step 5: Put the class into two groups to practise chanting and 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.

Whole class

Whole class

Group work/ Whole class

Group work/

Whole class

Group work

Fun corner and wrap-up: 5 minutes

Option 2: Finish the sentences

• - Divide the class into 4 groups.
• - Teacher writes a sentence on a board like "There are...," followed by a blank space.
• - The first pupil in group 1 adds one word to the sentence, such as “ There are two…”.
• - Then each pupil in group 1 repeats all the sentences before including words of 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 listen and answer the questions about their rooms.
• - Encourage them to practise with friends.

Group work

Individual work/

Group work