Giáo án Tiếng Anh 3 - Unit 14: My bedroom

Week 
Period 
UNIT 14: MY BEDROOM
Lesson 1 (1, 2, 3)
I. Objectives:
 * By the end of the lesson, students will be able to:
 + Use the words and phrases related to the topic rooms in the house.
 + Giving and responding to instruction, using There’s / There are _____ in the room.
 - Ss can develop some following competences: 
 + Communicative and collaborative competence: act 1, act 4
 + Problem-solving competence: act 1, act 3
 + Self-studying and self-control competence: act 2, act 3,...th about feelings and emotions
 + Responsibility: appreciate kindness
 + Leadership: collaborate with teachers to enhance language skills 
	 + Work individually, pairwork, groupwork
II. Materials:
 -Teacher’s: books, pictures, flashcards, CD.
 -Students’: books, notebooks, crayons, pens, boards
III. Method:
 -Communicative Language Teaching
 -Total Physical Response
 -Natural Approach
IV. Teaching activities:
 Activity 1: Warm up 
 - Sing the song: Where is it?
 Activity 2: Present...the pattern on the board
There’s _____ in the room.
There are _____ in the room.
 Activity 3: Practice
 -Content 2: Listen, point and say.
 - Procedure:
 + Point to each character in the picture & elicit his/ her name & the words to fill the gaps.
 + Write the whole sentences on the board.
 + Have Ss repeat the text in the bubbles a few times.
 + Repeat the procedure with the second picture.
 + Do choral & individual repetition, using the other actions as prompts.
 S1: There’s a desk ...rs to act out the greetings & response in front of the class 
t Consolidation:
- Content: Review vocabulary and form.
 + Vocabulary: Bedroom/ Room/ a chair/ a desk/ a bed/ a door/ a window.
There’s _____ in the room.
There are _____ in the room.
 + Form: 
- Procedure:
 + ask students to answer the following questions:
 What have you learnt from the lesson today? 
 What are the core values of the lesson? (if the teacher can take from the lesson). 
 + Praise some Ss who are hard-working...nd collaborative competence: act 1, act 4
+ Problem-solving competence: act 1, act 2, act 3
+ Self-studying and self-control competence: act 2, act 3, act 4
+ Problem-solving and creative competence: act 4
 *Language focus: 
 - Structure: There’s _____ in the room.
 There are _____ in the room.
 - Differentiated teaching:
+ Incomplete Ss: can hear the key words 
+ Well-completed Ss: can hear the whole sentences. 
 *Attributes:
 + Kindness: help partners to complete learning tasks
 + ...the pattern: There’s _____ in the room.
 	 There are _____ in the room.
-Play game: Who’s faster?
 Activity 2:
 -Content 4: Listen and tick 
 - Procedure:
 + Show Ss how to carry out the task & tick the box. 
 + Elicit the name s of the characters.
 + Have Ss repeat them.
 + Play the tape 3 times for Ss to listen. Do the task & check their answers.
 + Get Ss to swap & check their answers before checking as a class.
Activity 3: 
 -Content 5: Look, complete and read
Procedure:
 + Cal...Consolidation:
- Content: Review the form.
 + Form: There’s _____ in the room.
 	 There are _____ in the room.
- Procedure:
 + ask students to answer the following questions:
 What have you learnt from the lesson today? 
 What are the core values of the lesson? (if the teacher can take from the lesson). 
 + Praise some ss who are hard-working/ active/ good. as well as encourage others to try more.
 + Give feedback 
t Homework:
	 - Learn by heart the pattern. 
 t Adjustment:
-
	-
W...age focus: 
 - Vocabulary: big/ small/ new/ old.
 - Structure: The _____ is ______.
	 The _____ are ______.
 - Differentiated teaching:
	+ Incomplete Ss: can describe things in a room in the pictures.
	+ Well-completed Ss: can describe things in the classroom.
*Attributes:
 + Kindness: help partners to complete learning tasks
 + Diligence: complete learning tasks
 + Honesty: tell the truth about feelings and emotions
 + Responsibility: appreciate kindness
 + Leadership: collaborate w....
 b. Set the scene: 
	Procedure:
 - Show the picture and elicit the names of the characters.
 - Explain what happens in the picture. 
 - Have Ss repeat the text in the bubbles a few times.
 - Repeat the procedure with the picture b.
 - Do choral & individual repetition, pointing to the characters speaking.
 - Play the tape for Ss to listen & say along.
 - Write the pattern on the board.
The _____ is ______.
The _____ are ______.
Activity 3: Practice
 - Content 2: Listen, point and ...friends
 + Fill the bubbles & write the sentences on the board.
 + Get Ss to repeat the text a few times.
 + Have Ss practice in pairs.
S1: The _____ is ______.
S2: The _____ are ______.
 + Call a few pairs to act out the greetings & response in front of the class.
t Consolidation:
- Content: Review vocabulary and form.
 + Vocabulary: big/ small/ new/ old.
 + Form: 
The _____ is ______.
The _____ are ______.
 - Procedure:
 + ask students to answer the following questions:
 What ha