Giáo án Tiếng anh lớp 3 - Unit 3

cabulary: address, street
2. Sentence pattern: What’s your telephone number ? - It’s (798-2043).
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Role play, Singing.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 20 - 27.
2. Teaching aids: puppets, a library card, sub-boards.
V. PROCEDURES:
1. Warm up: (5’)
- Divide the class into 4 groups and give each group 4 cards. 
- Ask them to re-order the cards to the second paragraph of the song. 
- The first to find out the answer go to the board and hold up the cards with 4 Ss (they can make 1 line for one group) and the last has to sing the song. 
Ä Re-ordering and singing:
2. Presentation: (10’)
- Ask Ss to sit in 4 groups and give each group 9 sentences below .
- Ask them to make a song.
Ø Activity 1: re-present the song. The Telephone Number Song
1.  123-4456
2.  What's your telephone number?
3.  That's my telephone number.
4.  That's her telephone number.
5.  242-4668
6.  What's his telephone number?
7.  655-4321
8.   What's her telephone number?
9.  That's his telephone number.
FB: 2-1-3-6-7-9-8-5-4
3. Practice: (12’) Ss open their books
- Ss listen and sing along. F Activity 1: listen and sing along.
- Ss listen to the music and sing. F Activity 2: sing the song with the music.
- Ss listen to the music and sing the song in 4 big groups.
F Activity 3: sing in groups with the music.
4. Personalization: (8’) v Perform the song:
- A volunteer group comes before the class to perform the song.
- Three other groups take their turns to come before the class to perform the song.
5. Homework:
Week 22
Date: . . . . . . . . . . . . . . . . 
Period 44:
 Unit 3 - Lesson 1: LET’S LEARN 
I. AIMS: Students learn how to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: house, bedroom, kitchen, dining room, living room, bathroom
2. Sentence pattern: This is my house; Where’s the bed ?
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Show and tell, Singing.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 22 - 23.
2. Teaching aids: pictures
1. Warm up: (5’)
- Ask Ss to sing again the song in chorus. 
Ä Singing:
The telephone number song.
- T asks Ss some questions
1. Where do you live ?
2. What’s your address ?
3.What’s your telephone number ?
2. Presentation: (10’)
- T explains vocabulary by pictures
house
living room
bedroom
dining room
kitchen
bathroom
Ø Activity 1: introduce the vocabulary.
  Ø Activity 2: introduce the structure.
T: This is the bedroom.
- T aks Ss repeat several times in chorus.
- Ss repeat this procedure for the remaining rooms.
3. Practice: (12’) Ss open their books
- T ask Ss to look at the books, listen and point to the room.
- T reads again and asks Ss to listen and repeat the new vocabulary.
 Activity 1: listen and repeat.
- Ask Ss to look at the books, listen and repeat the sentences
Activity 2: practise the structure.
- Ss work in pair, point to the picture and introduce the house.
4. Personalization: (8’)
- Point to the picture on the board and say:
v Show and tell:
This is my house.
This is the 
5. Homework:Date: . . . . . . . . . . . . . . . . . . . . .
Period 45:
 Unit 3 - Lesson 2: LET’S LEARN (cont.) 
I. AIMS: Students learn how to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: house, bedroom, kitchen, dining room, living room, bathroom
2. Sentence pattern: This is my house; Where’s the bed ?
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Show and tell, Singing.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 20 - 27.
2. Teaching aids: TC (172-176), puppets.
V. PROCEDURES:
1. WARM UP: (5’)
Ä Show and tell:
- Stick TC 172-176 on the board. Have Ss to introduce the pictures. 
2. PRESENTATION: (10’)
- Use TC 177-186 to introduce household objects. Then stick them on the board. 
- Point to the pictures and say the words. Then have Ss repeat.
Ø Activity 1: introduce the vocabulary.
house
living room
bedroom
dining room
kitchen
bathroom
- Use the puppets to model the Wh-question-and-answer pattern.
Ø Activity 2: introduce the structure.
Puppet A:   Where's the bed? 
Puppet B:   It's in the bedroom.
- Stick TC 172-176 on the board. And place TC 177-186 on the board in the appropriate "rooms".
- Ask a student as puppet A, T as puppet B. Then  change the role. Divide the class into 2 groups, practice the sentences. Then change the role.
3. PRACTICE: (12’) Ss open their books
- Ask Ss to look at the books, listen and point to the objects.
F Activity 1: listen, repeat and point.
).- Ask Ss to listen and repeat the words.
- Ask Ss to work in pairs. Then in turn, ask and answer about the objects.
F Activity 2: ask and answer.
S1:(point to a bathtub in the book): Where's the bathtub ?
S2: It's in the bathroom.
F Activity 3: listen and repeat.
- Divide the class into 2 big teams. Ask Ss to listen and repeat the questions (Team A) and the answers (Team B)
4. PRODUCTION: (8’)
- Keep TC 177-186 in the house drawing on the board
v The topsy-turvy house:
S1: Where's the (bed)?
S2: It's in the (bedroom
- Ask Ss to move the SC so that they are in the wrong "rooms": the bathtub in the bathroom, the stove in the bathroom, etc. Conduct a quick.
5. HOMEWORK:
Week 22
Date: . . . . . . . . . . . . . . . . 
Period 43:
 Unit 3 - Lesson 3: LET’S LEARN (cont.) 
I. AIMS: Students learn how to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: house, bedroom, kitchen, dining room, living room, bathroom
2. Sentence pattern: This is my house; Where’s the bed ?
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Show and tell, Singing.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 22 - 23.
2. Teaching aids: pictures
V. PROCEDURES:
1. WARM UP: (5’)
- Sing a song “ The telephone number song”
2. PRESENTATION: (10’)
- Use the picture to asks Ss
Ø Activity 1: The Yes/No question and answer.
A:  Is the bed in the bathroom? 
B: No, it isn't.
A:  Is the bed in the bedroom?
B: Yes, it is.
3. PRACTICE: (12’) Ss open their books
- T asks Ss to look at the books, listen and point to the objects.
- T asks Ss to listen and repeat the words.
F Activity 1: listen, repeat and point.
- T asks Ss to work in pairs, ask and answer about the objects.
F Activity 2: ask and answer.
S1: Where's the sofa?
S2: It's in the livingroom.
4. PRODUCTION: (8’)
- T asks 1 or 2 Ss to come before the class, ask and answer about “Yes or no ?”
Ex: is the desk in the bedroom ?
 Yes, it is
 No, it’s isn’t
5. HOMEWORK:
Date: . . . . . . . . . . . . . . . .
Period 44:
 Unit 3 - Lesson 4: LET’S LEARN (cont.) 
I. AIMS: Students learn how to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: house, bedroom, kitchen, dining room, living room, bathroom
2. Sentence pattern: This is my house; Where’s the bed ?
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Show and tell, Singing.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 23 - 23.
2. Teaching aids: 
V. PROCEDURES:
1. WARM UP: (5’) 
- T asks Ss decrible the Ss’s room
2. PRESENTATION: (10’)
- Use the puppets to review the sentences.
- Ss ask and answer.    
Ø Activity 1: review the sentences.
Puppet A: (point to the card 177) Where's the bed? 
Puppet B: It's in the bedroom.
Ø Activity 2: review the Yes/No question and answer pattern.
Puppet A:  Is the bathtub in the bathroom? 
Puppet B: No, it isn't.
Puppet A:  Is the bathtub in the bedroom?
Puppet B: Yes, it is.
3. PRACTICE: (12’) Ss open their books
- Ask Ss sit in groups of 4, look at the book, p. 23. Point to the objects & say.
F Activity 1: say these.
- Use the house drawn or placed on the board, rearrange objects so that some rooms contain the correct objects and others do not.
F Activity 2: ask and answer.
S1:(point to a bathtub in the book): Where's the bathtub ?
S2: It's in the bathroom.
- Ss work in pair and do the task.      
4. PRODUCTION: (8’)
- Tell each student to draw a simple plan of the Topsy-Turvy House.
v Draw and tell: Where's the bed ?
- The partner describe his/ her house to the other partner, who then draws that house plan on a blank piece of paper as he/ she listens.
v Workbook:
- They check the drawing together and then change roles.
5. HOMEWORK:
Week 23
Date: . . . . . . . . . . . . . . . .
Period 45:
 Unit 3 - Lesson 1: LET’S LEARN SOME MORE
I. AIMS: Students learn how to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: next to, in front of, behind.
2. Sentence pattern: There is a lamp next to the sofa 
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Walk and talk, Substitution drill.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 20 - 27.
2. Teaching aids: TC (172-189), puppets.
V. PROCEDURES:
1. WARM UP: (5’)
- Have Ss place TC 172-186 in various location around the room.
- Ss walk around the room and ask each other: 
Ä Walk and talk:
What's this? / What's that?
S1: What's this?           
S2: It's a sink.
S1: Where's the sink?   
S2: It's in the kitchen. What's that?
S1: It's a toilet. , etc.
- Point to the objects as you review the prepositions.
- Have the class repeat.  
Ä Review the prepositions in, on, under, by:
T: The book is on the table. The ball is under the table.
2. PRESENTATION: (10’)
- Use a bag and a book to introduce next to
Ø Activity 1: introduce the prepositions.
T: The book is next to the bag
- Point to the two objects to show the spatial relationship as you make the statement emphasizing the preposition.
- Place the objects in the appropriate positions to introduce in front of and behind.
- Have the class repeat several times.     
3. PRACTICE: (12’)
- Ask Ss to look at the books, listen and point to the objects.
F Activity 1: listen and repeat.
- Have Ss repeat the words.
- Ask Ss to open the book, look at the pictures and describe.
F Activity 2: substitition drill.
- Arrange other classroom objects to cue Ss
4. PERSONALIZATION: (8’)
- Have Ss go around the classroom and describe the objects.
v Walk and talk:
5. HOMEWORK:
`
Date: . . . . . . . . . . . . . . . . .
Period 46 - Unit 3:
Lesson 2: LET’S LEARN SOME MORE (cont.)
I. AIMS: By the end of the lesson, students will be able to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: next to, in front of, behind.
2. Sentence pattern: There is a lamp next to the sofa 
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Walk and talk, Substitution drill.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 20 - 27.
2. Teaching aids: TC (172-189), puppets.
V. PROCEDURES:
1. WARM UP: (5’)
- Show TC 172-189. Have Ss describe the objects in the pictures.     
Ä Look and describe:
2. PRESENTATION: (10)’)
- Point to the bag and the book as you model the singular structure.
Ø Activity 1: present the THERE IS structure.
T: The book is next to the bag
T: There's a notebook in front of the book.
- Have Ss repeat several times in chorus.
- Leave the bag on the table. Place a notebook in front of the bag.
- Call on individual Ss to repeat the sentence.
3. PRACTICE: (12’)
- Write the paradigm on the board
- Write the explanation of the contraction on the board:
F Activity 1: write.
There is = There's
- Ask Ss to look at the books, listen.
- Read aloud several times and have Ss repeat.
F Activity 2: listen and repeat.
- Play the tape again and have Ss point to the pictures on page 24 as they listen.
4. PERSONALIZATION: (8’)
- Ask 1 or 2 volunteers to  make the rhythm and the class follow him/ her
v The best musician:
- Work in 2 team.
- Give each student volunteer a marker and one other object.
- Have the volunteers arrange their markers and objects on the table to illustrate either next to, in front of, or behind.
v Substitution drill:
T: (red marker)  
Ss: There is a (red marker) in front of the (cassette).
- Then point to each set of objects and have the class make the statements.
5. HOMEWORK:
Week 24
Date: . . . . . . . . . . . . . . . . . . 
Period 47 - Unit 3:
Lesson 3: LET’S LEARN SOME MORE (cont.)
I. AIMS: By the end of the lesson, students will be able to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: next to, in front of, behind.
2. Sentence pattern: There are lamps behind the sofa.
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Walk and talk, Substitution drill, Game.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 20 - 27.
2. Teaching aids: TC (172-189), puppets.
V. PROCEDURES:
1. WARM UP: (5’)
- Divide Ss into 4 groups (bands) and each group has 2 solo singers.
Ä Game: The best band:
- Ss perform the song. 
2. PRESENTATION: (10’)
- Use the puppets to review the sentences.- Have Ss repeat.
Ø Activity 1: review the THERE IS structure.
Puppet A: There's a sink next to the stove. 
Puppet B: There's a chair behind the table.
- Keep the bag on the table and place two books next to it.
- Model the plural structure. 
Ø Activity 2: introduce the structure THERE ARE.
There are lamps behind the sofa.
- Have the class repeat.
3. PRACTICE: (12’)
- Ask Ss to look at the books, listen.
F Activity 1: listen, repeat and point.
- Read aloud several times and have Ss repeat.
- Ss point to the pictures on page 25 as they listen.
- Have Ss take out of their book bags and place them on the table.
F Activity 2: practise both structures (GW)
S1: There's an eraser on the desk.
S2: adds one or more objects.
S2: There are two pencils next to the eraser.
- Encourage Ss to also use in, on, under, and by in their sentences.
4. PERSONALIZATION: (8’)
- Ask Ss to cover their eyes. Change the location of various objects.
v Walk and talk:
S1: There's a lamp by the window.   
S2: There are two chairs behind the desks.
- Have Ss walk around in pairs. They must describe the new location of object to each other.  
5. HOMEWORK:
Date: . . . . . . . . . . . . . . . .
Period 48 - Unit 3:
Lesson 4: LET’S LEARN SOME MORE (cont.)
I. AIMS: By the end of the lesson, students will be able to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: next to, in front of, behind.
2. Sentence pattern: Is there/ Are there . . .? - Yes/No 
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Guessing game.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 20 - 27.
2. Teaching aids: TC (172-189), puppets.
V. PROCEDURES:
1. WARM UP: (5’)
- Use pictures to ask Ss to do the task.
Ä Review the sentences: 
There is a (lamp next to the sofa ). 
There are (lamps behind the sofa).
2. PRESENTATION: (10’)
- Put one book and one bag on the table.
- Model the singular Yes/No question-and-answer pattern.
- Have Ss repeat.
Ø Activity 1: present the singular Yes/No question and answer pattern.
T:   Is there a ruler next to the bag?   
Ss: No, there isn't.
T:   Is there a book next to the bag? 
Ss: Yes, there is.
T:   Is there a chair in front of the table?
 Ss:   Yes, there is.
- Continue with question about other classroom objects. 
Ø Activity 2: present the plural Yes/No question and answer pattern.
T:   Are there any rulers next to the bag?  
Ss: No, there aren't.
T:   Are there any  books next to the bag? 
Ss: Yes, there are.
- Use two books and one bag to model the plural question-and-answer pattern.
- Have Ss repeat.
3. PRACTICE: (12’)
- Ask Ss to look at the books, listen.
F Activity 1: listen, repeat and point.
- Read aloud several times and have Ss repeat.
- Ss point to the pictures on page 25 as they listen.
- Have Ss take turn asking questions about the location of objects on the desk.
F Activity 2: ask and answer.
4. PERSONALIZATION: (8’)
- S1: Draw a picture (e.g. a cat) in one of the rooms. Don't show a picture. Ask S2
- S2: Guess by asking, when S2 guesses correctly, turn S1's paper around the class.
v Guessing game: (PW)
S1: Where is the cat ?
S2: Is it in the bedroom ?
5. HOMEWORK:
Week 25
Date: . . . . . . . . . . . . . . . . 
Period 49 - Unit 3:
Lesson 1: LET’S READ 
I. AIMS: By the end of the lesson, students will be able to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: next to, in front of, behind.
2. Sentence pattern: Is there/ Are there . . .? - Yes/No 
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Guessing game.
IV. RESOURCE AND TEACHING AIDS: 
1. Resource: Student book Let’s go 2A, Unit 3 page 20 - 27.
2. Teaching aids: TC (172-189), puppets.
V. PROCEDURES:
1. WARM UP: (5’)
- Write a sentence from page 16 of the SB on the board, but leave one word out of the sentence. Ask Ss to insert the word.               
Ä Review the sentences: 
E.g.    Ted is in the red bed.
- Repeat for other sentences and other words.
2. PRESENTATION: (10’)
- Use realia, magazine pictures to introduce the new vocabulary.
Ø Activity 1: introduce the new vocabulary.
- Hold up objects or pictures, say the word twice, and have Ss repeat.
- Write -in on the board.
- Read the -in combination aloud as you draw your finger under both letters. Write f next to the -in combination (fin).
Ø Activity 2: introduce the -in word family.
- Beneath fin on the board, again write - in. Write p next to the -in combination (pin). Do the same with thin.
Ø Activity 3: introduce the -it; -ig word families.
- Follow the procedures in Act 2 to introduce the -it and -ig  word families.
3. PRACTICE: (12’)
- Ask Ss to look at the book, listen & point to the suitable pictures. Get Ss to listen again and repeat
F Activity 1: listen and repeat 
- Have Ss work in pairs.  S1 says the words in random order, S2 listens & points.
F Activity 2: listen and point.
- Reserve roles.
- Erase the board and ask Ss to close their book.
- Use teacher-made word cards, drill all the words with -in, -ig, -it & their families.
F Activity 3: Repetition drill.
4. PERSONALIZATION: (8’)
- Use a set of alphabet cards and several word family cards from Unit 1-3. 
v Word families race: (GW)
- Use their cards to form many words as possible. At the end of three minutes each team reads aloud the words they mad. The team with the most correct words wins.
5. HOMEWORK:
Date: . . . . . . . . . . . . . . . . .
Period 50 - Unit 3: Lesson 2: LET’S READ (cont.)
I. AIMS: By the end of the lesson, students will be able to identify rooms in a house; ask about the location of household objects; describe the location of household objects.
II. LANGUAGE CONTENTS:
1. Vocabulary: fin, pin, thin, hit, sit, big, fig, twig.
2. Sentence pattern: Is there/ Are there . . .? - Yes/No 
3. Skill: Listening - Speaking - Reading - Writing.
III. TECHNIQUES: Original sentences.
IV. RESOURCE AND TEACHING AIDS: 
1. Resour