Giáo án Unit 13 Tiếng anh 3 global success

School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 13: MY HOUSE Lesson 1 – Period 1 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and
answering about the location of a room in a house
- enhance the correct use of Where’s the ? − It’s here /
there. to ask and answer questions about the location of a room in a house in a freer context
- enhance the correct use of Where’s the ? − It’s here /
there. to ask and answer questions about the location of a room in a house in a freer context. Core
teamwork, reliability, motivation, communication and initiative competenc ies General
Listening: listen and recognize the rooms in a house, then repeat competenc
Critical thinking: talk about rooms in a house ies
Oral communication: speak about rooms in a house, ask and answer the questions
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups Attributes
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Pupil’s book Page 18 - Audio Tracks 22, 23
- Teacher’s guide Pages 161, 162, 163 - Website sachmem.vn


- Flashcards/pictures and posters (Unit 13)
- Computer, projector… III.
Warm-up and review – Look, listen and repeat – Listen, PROCEDUR
point and say – Let’s talk – Fun corner and wrap-up E Pupils’ Not Procedur Teacher’s activities activitie e e s
Warm-up and review: 5 minutes Greet the class.
Option 1: Say the chant Unit 12 page 16. Whole - Ask pupils to say the chant. class
- Invite some of them to come to the board to
role play, the rest of the pupils will sing.
Option 2: Sing a song from youtube
(https://www.youtube.com/watch?v=nfBsIA5Lr0U) Whole
Option 3: Who is faster? class
Some pictures of rooms will pass the screen,
pupils have to guess the names of the rooms as Individual
fast as possible. For each correct answer, pupils work/
will get points for their teams. Group work EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and
answering about the location of a room in a house b. Input:
– Context a: Mai: Come in, please! Linh: Wow, I like your house!
– Context b: Linh: Where’s your bedroom? Mai: It’s here. c.
Pupils can understand and correctly repeat the sentences in Outcome:
two communicative contexts (pictures) focusing on asking and
answering about the location of a room in a house. d.
Step 1: Introduce the characters to pupils. Whole Procedure:
Step 2: Have pupils look at Pictures a and b and class
identify the characters (Mai and Linh) in the Whole pictures. class
Step 3: Ask pupils to look at Picture a. Play the


recording for pupils to listen. Whole
Step 4: Play the recording again, sentence by class
sentence, for pupils to listen and repeat
individually and in chorus. Correct their Whole
pronunciation where necessary. Repeat the same class/
procedure with Picture b. Individual
Step 5: Invite a few pairs to the front of the work
classroom to listen and repeat the sentences in the recording.
Step 6: Draw pupils’ attention to the question Pair work
and answer Where’s your bedroom? – It’s here.
Tell pupils that the sentences are used to ask and Whole
answer about the location of the bedroom in the class house. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use Where’s the? − It’s here /
there. to ask and answer questions about the location of a room in a house b. Input:
– Picture cues: a. living room b. bedroom
c. kitchen d. bathroom
– Speech bubbles: Where’s the______ ? − It’s here / there. Audio script:
a. living room b. bedroom c. kitchen d. bathroom
A: Where’s the living room? A: Where’s the kitchen?
B: It’s here. B: It’s there. c.
Pupils can correctly say the words and use Where’s the______? Outcome:
−It’s here / there. to ask and answer questions about the location of a room in a house. d.
Step 1: Have pupils look at the pictures and elicit Whole Procedure: the names of the rooms. class/
Step 2: Have pupils look at Picture a and the Individual
word living room under it. Listen to the recording work
and repeat the word. Have the class repeat the Whole word. class/
Step 3: Point at the question in the speech Individual
bubble and Picture a and have pupils listen and work
repeat after the recording (Where’s the living Whole
room?). Point at Picture a and have pupils listen class/


and repeat after the recording (It’s here.). Repeat Individual
the same procedure with Pictures b, c and d. work
Step 4: Have pairs practise asking and
answering the question - Where’s the ______? – Pair work It’s here / there.
Step 5: Invite a few pairs to point at the pictures
and say the questions and answers in front of the Pair work class. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of Where’s ? − It’s here
/ there. to ask and answer questions about the location of a
room in a house in a freer context b. Input:
– Picture cue: Two pupils are asking and answering questions
about the location of rooms in a house: the living room and
kitchen are downstairs, the bedroom and bathroom are upstairs.
– Speech bubbles: Where’s _____? – It’s _____. c.
Pupils can enhance the correct use of Where’s ____? − It’s Outcome:
here / there. to ask and answer questions about the location of
a room in a house in a freer context. d.
Step 1: Draw pupils’ attention to the picture. Ask Whole Procedure:
questions to help them identify the context (see class/
Input). Point at each room, elicit the missing Individual
words in the question and answer (for example, work
the living room). Tell pupils to pay attention to the
locations of the hands. Use here for the rooms
near the hands, and there for the rooms far from
the hands. Complete the sentence. Get pupils to
ask and answer the question Where’s the living
room? – It’s here. Where’s the kitchen? – It’s there. Pair work
Step 2: Put pupils into pairs. Encourage them to
point at each room in the house in the picture in
turn to ask and answer questions about their
locations in the house. Go around the classroom
to offer support where necessary.
Fun corner and wrap-up: 5 minutes Option 1: