Tiếng AnhLớp 3Phần 10. Unit 8: My school things

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to: name four school things: pencil, pencil case, notebook and eraser.
Ss will be able to ask and answer: Do you have a/an …? – Yes, I do. / No, I don't. (short answers use 'do', not 'is').
Ss will be able to tell the difference between book (sách) and notebook (vở), and understand the key words in short listening and reading texts.
Communicative competence in English through listening, speaking, reading and writing: Ss listen for and choose the correct word or sentence, read a short text to find information, complete and reorder sentences, and ask and answer in pairs with a response.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce pencil, pencil case, notebook and eraser clearly, use 'Do you have an eraser?' correctly, use 'an' before eraser, and use the short answers 'Yes, I do' and 'No, I don't'.

2. General competences

Self-control and independent learning: Ss check their own pronunciation by listening to the audio, repeat without looking at the model, and note the words they still need to practise.
Communication and collaboration: Ss work in pairs and groups to ask, answer, swap roles and survey classmates politely, using full sentences and short answers.
Problem-solving and creativity: Ss use key-word listening strategies, sentence ordering and a card game to solve tasks, and create their own dialogues by changing the objects.

3. Personal qualities

Diligence: Ss repeat and practise the words and sentence patterns until they say them accurately and fluently.
Responsibility: Ss take turns in pairs and groups, complete their own tasks and survey work, and help their partners when needed.
Kindness: Ss give positive feedback to their partners and encourage classmates who are shy or still learning.

II. Resources and materials

1. Teacher

Student's book Tiếng Anh 3 (Global Success), Unit 8 'My school things', Lesson 2 (pages for Look, listen and repeat; Listen, point and say; Let's talk; Listen and choose; Read and complete; Let's play)
Audio recording of Unit 8, Lesson 2 (for listening exercises and model pronunciation)
Real school things (a pencil, a pencil case, a notebook, an eraser) and a school bag
Picture flashcards or word cards: pencil, pencil case, notebook, eraser
Projector or screen to show the pictures and the exercises
Worksheet 1 and Worksheet 2 (printed, one set per pair or group)
NeoEdu lesson page for teacher and pupil use: neoedu.vn/learn/3/english/unit-8-lesson-2 (lesson content, examples and interactive exercises)

2. Pupils

Student's book Tiếng Anh 3, Unit 8, Lesson 2
Pencil, eraser and notebook (their own school things)
Four word cards per pair: pencil, pencil case, notebook, eraser
Worksheet 1 and Worksheet 2 (one set per pair or group)
A small paper or card for writing the survey results

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: What's in my school bag?

Aims

Ss revise the names of school things and get ready for the new words and the question 'Do you have…?'.

Content

T takes out real school things from a school bag one by one and chants a short chant with actions: 'What's in my bag? A pencil, a pencil case, a notebook, an eraser!' Ss chant and mime the objects.

Expected outcomes

Ss chant and identify at least three school things they see in the bag.

Procedure

Teacher's activities

Pupils' activities

Teacher
T greets the class and shows the school bag. T takes out a pencil and asks: 'What's this?'
Pupils
Ss look and answer: 'It's a pencil.'
Teacher
T takes out the other items and leads the chant with actions. T encourages Ss to clap and move with the rhythm.
Pupils
Ss chant together and do the actions. Some Ss name the objects by themselves, e.g. 'It's an eraser.'
Teacher
T puts the objects on the desk and asks: 'Who has a pencil case?'
Pupils
Ss raise their hands and answer: 'I have a pencil case.' / 'Me too!'
Teacher
T says: 'Today we will learn more school things and how to ask: Do you have…?' and writes the title on the board.
Pupils
Ss repeat the title and the words they have just said.

Activity 2.1: Exploration · 13 minutes

Look, listen and repeat: New words

Aims

Ss recognize, listen to and pronounce the four new words: pencil, pencil case, notebook, eraser, and understand the difference between book and notebook.

Content

Ss look at the pictures in the Look, listen and repeat part. Ss listen to the audio twice, then repeat in chorus, in groups and individually. Ss match each word with the correct picture. T explains: book (sách) is a book to read; notebook (vở) is for writing.

Pencil (bút chì)
Pencil case (hộp bút)
Notebook (vở)
Eraser (tẩy)

Expected outcomes

Ss pronounce the four words clearly and match each word with its picture. Ss can say which item is a notebook (vở) and which is a book (sách).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcards one by one and says each word. T asks: 'What's this?' and asks Ss to listen carefully to the audio.
Pupils
Ss look at the pictures and listen to the audio for the first time without speaking.
Teacher
T plays the audio a second time and pauses after each word. T models the word and asks Ss to repeat in chorus, then in groups and individually. T corrects the stress and sounds of pencil case and notebook.
Pupils
Ss listen, point to the pictures and repeat the words after T and the audio. Pairs check each other's pronunciation.
Teacher
T asks individual Ss to point to a picture and say the word: 'Where is the eraser?'
Pupils
Ss point and answer, e.g. 'It's the eraser.' Other Ss give a thumbs-up if the answer is correct.
Teacher
T shows a book and a notebook and asks: 'Is this a book or a notebook?' T clarifies: 'A book is for reading, a notebook is for writing.'
Pupils
Ss answer: 'It's a notebook.' Ss repeat: 'book – notebook' and copy the two words in their notebooks.

Activity 2.2: Exploration · 14 minutes

Listen, point and say and Let's talk: Do you have…?

Aims

Ss use the question 'Do you have a/an…?' and the short answers 'Yes, I do' and 'No, I don't' to ask and answer about school things with a partner.

Content

Ss listen to the model dialogue in the Listen, point and say part and point to the things they hear. Then Ss practise the Let's talk model in pairs: one student asks, the other answers. Sample dialogue:

Do you have an eraser?
No, I don't.
Ss then change the object (a pencil, a pencil case, a notebook) and swap roles.

Expected outcomes

Ss ask and answer correctly in pairs with 'Yes, I do' or 'No, I don't' and use 'an' before eraser. Ss can explain why the answer uses 'do', not 'is'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a pencil and a pencil case and asks a student: 'Do you have a pencil?' Then T models the answer: 'Yes, I do.'
Pupils
Ss listen and watch T and the student. Ss repeat the question and the answer in chorus.
Teacher
T plays the audio of Listen, point and say. T asks Ss to point to the correct picture as they listen. Then T asks pairs to practise the dialogue. T walks around and gives feedback on the answers.
Pupils
Ss listen, point and say the sentences. In pairs, one student asks 'Do you have an eraser?' and the partner answers 'No, I don't.' Then they swap roles and use the other objects.
Teacher
T calls on four pairs to present their dialogues in front of the class. T asks the class: 'Does she say is or do?'
Pupils
Pairs present their dialogues. Ss in the class answer: 'Do! Do you have... Yes, I do.'
Teacher
T summarizes: 'We ask: Do you have a/an…? We answer: Yes, I do or No, I don't. We use do, not is. We use an before eraser.' T writes the pattern on the board.
Pupils
Ss repeat the pattern and copy the structure into their notebooks.

Activity 2.3: Exploration · 10 minutes

Listen and choose: Catching the key words

Aims

Ss listen for the key word and then check the whole sentence to choose the correct answer.

Content

Ss complete Exercise 1 and Exercise 2 in the Listen and choose part. Strategy: the first listening is to catch the key word (pencil, pencil case, 'No, I don't'); the second listening is to check the whole sentence. Ss do not look at the answers before they listen.

Exercise 1: Listen to a word or a phrase and choose the correct spelling. A. pencil case; B. pencil; C. notebook.
Exercise 2: Listen to a sentence and choose what you hear. A. I have a ruler.; B. No, I don't.; C. Do you have an eraser?

Expected outcomes

Ss choose B for Exercise 1 (pencil) and B for Exercise 2 (No, I don't.). Ss explain the key word they used to decide.

Procedure

Teacher's activities

Pupils' activities

Teacher
T reads the instructions for Exercise 1 and tells Ss to cover the answers. T says: 'First listen for the key word. Second listen for the whole sentence.'
Pupils
Ss cover the answers with their hands and get ready to listen.
Teacher
T plays the audio for Exercise 1 and Exercise 2 twice. T pauses between items and asks Ss to write or raise their hand for their choice.
Pupils
Ss listen the first time and catch the key words. Ss listen the second time to check the whole sentence and choose the answer.
Teacher
T asks: 'What word did you hear in Exercise 1?' and 'What did you hear in Exercise 2?' T checks answers with the class.
Pupils
Ss answer: 'I heard pencil.' (Exercise 1, answer B) and 'I heard No, I don't.' (Exercise 2, answer B).
Teacher
T praises Ss who used key words well and reminds them: 'Do not guess from one word. Check the whole sentence.'
Pupils
Ss repeat the strategy: 'Listen for the key word, then check the whole sentence.'

Activity 3.1: Practice · 12 minutes

Read and complete: Sentence pattern and reading

Aims

Ss complete and reorder sentences with 'Do you have a…?' and find information in a short text.

Content

Ss work in pairs on Worksheet 1. Part A: Exercise 4 (fill in the blank), Exercise 5 (choose the correct sentence), Exercise 6 (reorder the cards). Part B: Exercise 7 (read the short text and answer the question). Ss read the answer aloud after writing the full sentence.

Expected outcomes

Answer key: Exercise 4: have (Do you have a pencil?). Exercise 5: B. Do you have a pencil? Exercise 6: Do → you → have → a → pencil? Exercise 7: C. eraser (Son says: 'I don't have an eraser.'). Ss rewrite the full sentence and read it aloud.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows Worksheet 1 on the screen and explains the task. T asks: 'Which word is missing in Exercise 4?' and reminds Ss to look at the question first.
Pupils
Ss read the instructions and the sentence in Exercise 4. Ss say: 'It's have.'
Teacher
T gives pairs time to complete Exercises 4 to 7. T walks around and checks sentences. T asks pairs to read the answers aloud.
Pupils
Pairs fill in the blank, choose the correct sentence, reorder the cards and answer the reading question. Ss read the full sentences aloud. Sample answers: 'Do you have a pencil?' and 'C. eraser.'
Teacher
T asks: 'Why is B correct in Exercise 5?' and 'Why is the answer to Exercise 7 eraser?'
Pupils
Ss explain: 'Do you have a pencil? is correct. Do you has and Do you is are wrong.' / 'The text says: I don't have an eraser.'
Teacher
T highlights the common mistakes: has, is and dịch từng từ. T says: 'Always use do for questions with you.'
Pupils
Ss write the correct sentence in their notebooks and read it aloud once more.

Activity 3.2: Practice · 8 minutes

Let's play: Card game and speaking

Aims

Ss listen, choose the correct card and use 'No, I don't' or 'Yes, I do' with the correct object in a game.

Content

Ss play the card game in groups of three or four. Each pair has four word cards: pencil, pencil case, notebook, eraser. One student says a word; the other student finds the card and answers with 'No, I don't' or 'Yes, I do'. A correct word and correct sentence pattern earns one point. After four turns, the students swap roles. For Exercise 8, pairs practise the speaking task with 'Do you have an eraser? – No, I don't.'

Expected outcomes

Ss earn points for correct words and sentences. Speaking rubric (3 points): correct pattern and information (1); clear pronunciation of key words (1); correct response and role switch (1).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the game rules on the screen and demonstrates with one student. T says: 'Say a word, your partner finds the card and answers with No, I don't.'
Pupils
Ss listen to the rules and watch the demonstration.
Teacher
T gives each group a set of four cards and monitors the game. T encourages Ss to use full sentences and change roles after four turns.
Pupils
Ss play the game. One student says: 'Pencil case.' The partner finds the card and says: 'Yes, I do.' Ss swap roles and keep a score.
Teacher
T asks each group: 'What was your score? Which word was difficult?'
Pupils
Ss report: 'Our score is 7. The hardest word is eraser.' Ss say the word they still need to practise.
Teacher
T gives the speaking rubric and asks pairs to self-check: 'Did you use the right pattern? Did you say the words clearly?'
Pupils
Ss check their own speaking with the rubric and write one word they need to practise at home.

Activity 4: Application · 8 minutes

Fun corner: My school bag survey

Aims

Ss use 'Do you have…?' in real life by asking classmates about their school things and reporting the results.

Content

Ss walk around the class and ask at least five classmates: 'Do you have a pencil?' / 'Do you have an eraser?' Ss record the answers on Worksheet 2 with 'Yes, I do' or 'No, I don't'. Then Ss report to the class: 'Five of us have a pencil. Two of us don't have an eraser.'

Expected outcomes

Worksheet 2 completed with at least five classmates' answers and one short report sentence in English.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows Worksheet 2 on the screen and models the survey with a student. T says: 'Ask your classmates and write Yes or No.'
Pupils
Ss listen and watch the model. Ss repeat the question and answer.
Teacher
T asks Ss to move around the class and ask at least five classmates. T monitors and helps Ss who are stuck.
Pupils
Ss walk around, ask: 'Do you have a notebook?' and write the answers on Worksheet 2.
Teacher
T calls on four or five Ss to report the results: 'Three of us have a notebook.'
Pupils
Ss read their reports aloud, e.g. 'Three of us have a notebook. Two of us don't have an eraser.'
Teacher
T praises the class and summarizes: 'Today you learned new school things and how to ask and answer: Do you have…?' T gives homework.
Pupils
Ss repeat the key sentence patterns and say goodbye.

Worksheets

Worksheet 1

Part A. Read and complete.

Exercise 4: Do you ____ a pencil? (have / has / is)
Exercise 5: Choose the correct sentence.
A. Do you has a pencil?
B. Do you have a pencil?
C. Do you is a pencil?
Exercise 6: Put the cards in order to make a correct sentence.
Do / you / have / a / pencil?

Part B. Read the text and answer the question.
I'm Son. I have a school bag, a book and a ruler. I don't have an eraser.
Question: What doesn't Son have?
A. book
B. ruler
C. eraser

Part C. Rewrite the full sentence after you complete Exercise 4 and read it aloud.

Worksheet 2

My school bag survey
Ask at least five classmates: Do you have a/an…?
Record the answers with Yes, I do or No, I don't.

Name:
Pencil:
Pencil case:
Notebook:
Eraser:

Report sentence (write one sentence in English):

Example: Three of us have a notebook.

Homework

Look at your school bag at home. Ask a family member: 'Do you have a pencil?' Write the answer, e.g. 'Yes, I do.' or 'No, I don't.'.
Practise the dialogue 'Do you have an eraser? – No, I don't.' with a partner or a family member, then change the objects and swap roles.
Read the Look, listen and repeat words aloud five times and write down the words you find hard to pronounce.

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