NeoEdu
Giáo án Tiếng Anh 3
Tiếng AnhLớp 3Phần 17. Unit 14: My bedroom

Giáo án Lesson 3

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
  • Distinguish and pronounce the sound /uː/ in room and the sound /ɔː/ in door.
  • Read and understand a short description of a bedroom and find the information needed to answer questions.
  • Write 2–3 sentences about their own bedroom or an imagined bedroom, using the patterns It’s big/small/new/old and There is/are.
  • Introduce a drawing of a bedroom with the objects, the number of objects and two features.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce oo in room /uː/ and oo in door /ɔː/ correctly in words and in a chant; use the words room, door, bed, desk, window(s) and the patterns It’s small/new/old and There are two windows.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen and choose the correct word, read a short text to answer questions, write 2–3 sentences and present their project in 3 short turns.

2. General competences

  • Self-control and independent learning: Ss check their own pronunciation by listening to the audio, reread the text to find answers and check their own sentences with a checklist before handing in.
  • Communication and collaboration: Ss work in pairs and groups to chant, ask and answer, and comment politely on their partners’ sentences and presentations.
  • Problem-solving and creativity: Ss choose the details of their own bedroom project, draw it in a creative way and use given patterns to describe objects that they have imagined.

3. Personal qualities

  • Diligence: Ss practise the sounds and the chant repeatedly and finish their written sentences and project on time.
  • Responsibility: Ss keep the classroom tidy when they finish their drawing and clean their materials after the project.
  • Honesty: Ss give their own answers in the writing task and do not copy the sample sentences without changing the information.
  • Kindness: Ss listen politely to their classmates’ presentations and give encouraging comments.

II. Resources and materials

1. Teacher

  • Textbook Tiếng Anh 3 (Global Success), Unit 14, Lesson 3, pages for Listen and repeat, Let’s chant, Read and complete, Let’s write and Project
  • Audio recording of the sounds room, door, the chant and the reading text
  • Projector or interactive board, flashcards of room, door, bed, desk, window, a picture of a small bedroom
  • Digital resource: NeoEdu lesson page neoedu.vn/learn/3/english/unit-14-lesson-3 (lesson explanation, examples and interactive exercises)
  • Worksheet 1 and Worksheet 2 (printed for each pair or group)

2. Pupils

  • Textbook and notebook
  • Pencils, coloured pencils or crayons, A4 paper or coloured paper for the project
  • Glue, scissors (only if needed for the project)
  • A small whiteboard or a card with the words yes/no for quick responses (optional)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Guess the room

Aims

Ss revise the vocabulary about the bedroom and get ready for the lesson.

Content

T shows flashcards of room, door, bed, desk and window one by one. Ss guess the word from a short clue given by T, for example: 'You sleep here.' (bed) or 'You open it to go out.' (door). Ss then say the sentence It’s a bed / It’s a desk.

Expected outcomes

Ss name the five words correctly and say the word pairs aloud with correct stress.

Procedure

  1. Teacher

    T says: 'Today we will learn about my bedroom. Let’s play Guess the room. I will give you a clue, you guess the word.' T shows the first clue: 'You sleep here.'

    Pupils

    Ss listen to the instructions and look at the flashcards.

  2. Teacher

    T gives clues for room, door, bed, desk and window. T asks: 'What is it?' and models the answer: 'It’s a bed.'

    Pupils

    Ss raise hands and answer. Expected answers: 'It’s a bed.', 'It’s a door.', 'It’s a desk.', 'It’s a room.'

  3. Teacher

    T asks a few Ss to say the words again and corrects the stress and the pronunciation if needed.

    Pupils

    Ss repeat the words after T, such as 'room' and 'door'.

  4. Teacher

    T praises the class and says: 'Good! Today we will learn how to say the sounds in room and door.'

    Pupils

    Ss open their textbook at Unit 14, Lesson 3.

Activity 2.1: Exploration · 12 minutes

The oo sounds in room and door

Aims

Ss distinguish and pronounce /uː/ in room and /ɔː/ in door, and use the words in simple sentences.

Content

Look, listen and repeat: Ss listen to room and door, then repeat them slowly and then in the sentence There is a room. / There is a door. Listen, point and say: Ss listen to the words and point to the correct picture. The sound /uː/ in room: lips rounded, long and deep vowel. The sound /ɔː/ in door: an open long o sound in British English; in American English, the r is pronounced. Ss can use either accent accepted by the book.

Expected outcomes

Ss pronounce room with /uː/ and door with /ɔː/ and point to the correct pictures in the listening task.

Procedure

  1. Teacher

    T writes room and door on the board and says: 'Listen to the words. Look at my lips. Say the word after me.' T explains briefly that the letters oo do not always have the same sound.

    Pupils

    Ss look at the board and listen carefully to T.

  2. Teacher

    T plays the audio. Ss listen and repeat. T models the sound /uː/ with rounded lips and the sound /ɔː/ with an open mouth. T asks Ss to say the word in a sentence: 'There is a room.' 'There is a door.' Then T asks Ss to do the task Listen and choose: T says room, bed or door, and Ss choose the correct word (A. door; B. bed; C. room). Expected answer: C.

    Pupils

    Ss listen and repeat in chorus, then in pairs. Ss choose the word they hear. Expected answer: 'C. room.'

  3. Teacher

    T asks Ss to say their answer and asks: 'Which sound is in room?' Expected answer from Ss: '/uː/'. T asks: 'Which sound is in door?' Expected answer: '/ɔː/'.

    Pupils

    Ss answer: 'The sound is /uː/ in room.' and 'The sound is /ɔː/ in door.'

  4. Teacher

    T summarises: 'The same oo can have different sounds. Listen to the whole word and say it slowly, then say it in a sentence.' T reminds Ss not to add an extra vowel sound at the end of a consonant.

    Pupils

    Ss write the two words in their notebook with the sound symbols.

Activity 2.2: Exploration · 13 minutes

Read and find the information

Aims

Ss read a short text, find the information about the bedroom and answer questions by using the text.

Content

Ss read the text: My bedroom is small. There is a new bed. There are two windows. The desk is old but I like it. Ss use Worksheet 1 to underline the information, find the objects and the numbers, and complete the answers. Ss do not guess information that is not in the text.

Expected outcomes

Ss complete Worksheet 1 with correct answers: small, two, and the words describing the bed and the desk.

Procedure

  1. Teacher

    T shows the text on the board and says: 'Read the text. Underline the things in the bedroom and circle the numbers. Then answer the questions in Worksheet 1.' T gives Worksheet 1 to each pair.

    Pupils

    Ss read the text silently and look at the questions in Worksheet 1.

  2. Teacher

    T reads the text aloud once, then asks Ss to read it in pairs. T walks around and helps Ss find the answers. T asks: 'Is the bedroom big or small?' and 'How many windows are there?'

    Pupils

    Ss read in pairs and underline the key words. Expected answers: 'It is small.' and 'There are two windows.'

  3. Teacher

    T calls on two pairs to read their answers aloud and asks: 'Where is the information in the text?' Expected answer from Ss: 'It is in the first sentence / the third sentence.'

    Pupils

    Ss read their answers and show the sentence in the text that has the information.

  4. Teacher

    T confirms the answers and says: 'Always go back to the text to find the answer. Do not guess.' T points to the grammar box: 'It’s small. The desk is old.'

    Pupils

    Ss check and correct their answers in Worksheet 1.

Activity 3.1: Practice · 10 minutes

Chant and quick quiz

Aims

Ss practise the sounds in a chant and use the vocabulary and sentences from the unit in a quick quiz.

Content

Let’s chant: Ss clap the rhythm and say room — door in two beats. Then Ss chant the original lines: 'Say room, say door. Say them slowly, say them well.' Ss then replace the words with words from the unit in the chant, keeping the rhythm slow. Quick quiz: T asks questions from Exercises 1, 5 and 6: Listen and choose; Read and answer the number of windows and the size of the room.

Expected outcomes

Ss chant the rhyme with correct rhythm and sounds, and answer the quiz: 1. C (room); 2. B (small) ; 3. C (two).

Procedure

  1. Teacher

    T says: 'Let’s chant! Clap your hands with the rhythm: room – door.' T models the chant, slowly and clearly.

    Pupils

    Ss listen to T and watch the rhythm.

  2. Teacher

    T plays the chant recording. Ss chant in whole class, then in groups of four. T asks each group to change the last words, for example: 'Say bed, say desk. Say them slowly, say them well.' T then gives the quick quiz questions: 'Is the bedroom big or small?' Expected answer: 'small.' 'How many windows are there?' Expected answer: 'two.'

    Pupils

    Ss chant and clap in groups and answer the questions. Expected answers: 'C. room', 'B. small', 'C. two'.

  3. Teacher

    T invites one or two groups to chant in front of the class and gives feedback on the pronunciation of /uː/ and /ɔː/.

    Pupils

    Ss chant for the class and listen to T’s feedback.

  4. Teacher

    T says: 'Well done! Remember not to read too fast. Pronounce each word clearly.'

    Pupils

    Ss repeat the chant once more, slowly.

Activity 3.2: Practice · 10 minutes

Let’s write about my bedroom

Aims

Ss write 2–3 sentences about a bedroom, using two patterns of the unit and checking their own work with a checklist.

Content

Ss choose two patterns from the unit, such as There is a bed in the room. and It’s new. Ss change the information to suit their own bedroom or an imagined bedroom. Ss use Worksheet 2 (checklist) to check the topic, the number of sentences, the patterns and the capital letters and full stops. Ss then swap their work with a partner to check.

Expected outcomes

Ss write 2–3 correct sentences about a bedroom and check them with Worksheet 2. Sample answer: 'My bedroom is small. There is a new bed. There are two windows.'

Procedure

  1. Teacher

    T shows the sample text and says: 'Write 2–3 sentences about your bedroom. Use two patterns from the unit. Then check with the checklist in Worksheet 2.'

    Pupils

    Ss read the sample and look at the checklist.

  2. Teacher

    T walks around and helps Ss choose words. T asks: 'Which patterns do you want to use?' Expected answers: 'There is a bed in the room.' and 'They are new.' T reminds Ss to start each sentence with a capital letter and end with a full stop.

    Pupils

    Ss write their sentences in notebooks. Ss ask T about spelling of the words like window or desk.

  3. Teacher

    T asks two or three Ss to read their sentences aloud to the class and asks: 'Is there a capital letter at the beginning?' Expected answer: 'Yes.'

    Pupils

    Ss read their sentences and check their friends’ work with Worksheet 2.

  4. Teacher

    T gives praise and says: 'Good writing. Check your capital letters and full stops before you submit.'

    Pupils

    Ss correct their mistakes and hand in their work.

Activity 4: Application · 20 minutes

My bedroom project

Aims

Ss draw a bedroom and introduce it to the class, using the objects, numbers and two features in simple English.

Content

Ss draw their own bedroom or an imagined bedroom on A4 paper. Ss label three to four objects and write the key words. Ss then present their drawing in three short turns: greet the class and say what they see (There is a bed in the room.); show the number of objects (There are two windows.) ; describe two features (It’s new. They’re small.). Ss invite one classmate to ask one question. The project is not assessed for the beauty or cost of the drawing.

Expected outcomes

Ss present a drawing with at least two details, speak in 3 short turns and answer one question from a classmate. Sample presentation: 'Hello everyone. This is my bedroom. There is a bed in the room. It’s new. There are two windows. Do you have a question?'

Procedure

  1. Teacher

    T says: 'Now you will draw your bedroom and introduce it. Follow three steps: prepare your materials, write key words and practise, then present and invite one question.' T shows a sample drawing.

    Pupils

    Ss listen to the instructions and look at the sample drawing.

  2. Teacher

    T gives Ss 10 minutes to draw and write key words. T reminds Ss to keep the materials safe and to work quietly. Then T asks pairs to practise the presentation with each other.

    Pupils

    Ss draw, label objects and practise their presentation with a partner. Expected key words: bed, desk, door, window, new, old, small, big.

  3. Teacher

    T invites four to five Ss to present in front of the class. T asks the class to listen politely and to ask one question. Expected question from classmates: 'What is on the desk?' or 'Is your bedroom big?'

    Pupils

    Ss present their drawings. Listeners ask questions and answer politely.

  4. Teacher

    T comments on the information, the English used and the way the class listened. T says: 'Your bedroom is nice. Thank you for listening carefully to your friends.'

    Pupils

    Ss clap for their friends and tidy their materials.

Worksheets

Phiếu học tập số 1

Worksheet 1: Read and find the information

Read the text: My bedroom is small. There is a new bed. There are two windows. The desk is old but I like it.

Answer the questions:

    1. Is the bedroom big or small? ______
    1. How many windows are there? ______
    1. What is new in the room? ______
    1. Is the desk new or old? ______
    1. Which sentence in the text helps you answer question 2? Write the sentence: ______

Tick (✓) the right answer:

  • Listen and choose: A. door B. bed C. room → ______
  • Sound in room: /uː/ or /ɔː/? → ______
  • Sound in door: /uː/ or /ɔː/? → ______

Phiếu học tập số 2

Worksheet 2: Checklist for my writing

Write 2–3 sentences about your bedroom. Then check each point:

  • The topic is my bedroom or an imagined bedroom. (Yes / No)
  • I have 2–3 sentences. (Yes / No)
  • I use two patterns from the unit, such as There is a bed in the room. or They’re new. (Yes / No)
  • I use the words room, bed, desk, door, window correctly. (Yes / No)
  • The first word of each sentence starts with a capital letter. (Yes / No)
  • Each sentence ends with a full stop. (Yes / No)

Teacher and adult comment: ______

Homework

  • Finish your bedroom drawing and label at least three objects with the words from the unit.
  • Practise the chant Say room, say door at home with a family member. Clap the rhythm and say the words slowly.
  • Say the words room /uː/ and door /ɔː/ aloud five times each. Then say the sentence There is a door in my room.
  • Write 2–3 sentences about your bedroom in your notebook, using It’s small/new/old and There are two windows. Check your capital letters and full stops.
  • Optional: Listen to the Unit 14 Lesson 3 audio on the NeoEdu page neoedu.vn/learn/3/english/unit-14-lesson-3 and repeat the sounds.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.