Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 23 - Unit 13 + Unit 14 - Năm học 2024-2025 - Lê Thị Huyền

 Teaching planning: 11/02/2025
 WEEK: 23
 Period: 89
 UNIT 13: MY HOUSE
 Lesson 3: 1,2,3
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - correctly pronounce the sounds of the letter clusters ou 
 and ow in isolation, in the words house and brown, and in 
 the sentences Wow, it’s a big house! and Wow, it’s a 
 brown house!;
 - use the words living room, bedroom, kitchen, bathroom, 
 here, there, table, chair, book, lamp, in and on in the 
 target sentence patterns;
 - listen to and understand simple exchanges in relation to 
 the topic “My house”;
 - read and write about the location of rooms in a house and 
 things in a room;
 - make a doll’s house and tell the class about it.
Core motivation, adaptability, problem-solving, integrity, 
competencies communication
General Listening: listen and recognize the sounds, then repeat
competencies Oral Communication: speak about school things, ask and 
 answer the questions
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language 
 skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 22
 - Audio Tracks 29, 30, 31
 - Teacher’s guide Pages 169, 170
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 13) - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and 
PROCEDURE circle – Let’s chant – Fun corner and wrap up
 Pupils’ Note
Procedure Teaching and learning activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 13, Lesson 1 Whole class
 page 18.
 - Ask pupils to sing the song.
 - Invite some of them to come to the board 
 to role play, the rest of the pupils will 
 sing.
 Group work
 Option 2: Game: Lucky number
 Review the previous lesson by having the 
 class play the game lucky number, using the Individual 
 model sentences. work/ 
 Group work
 Option 3: Game: Look and guess
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sounds of the letter clusters ou and 
 ow in isolation, in the words house and brown, and in the 
 sentences Wow, it’s a big house! and Wow, it’s a brown 
 house! with the correct pronunciation and intonation
b. Input: – The letter cluster ou, the word house and the sentence 
 Wow, it’s a big house!
 – The letter cluster ow, the word brown and the sentence 
 Wow, it’s a brown house!
c. Pupils can correctly repeat the sounds of the letter clusters 
Outcome: ou and ow in isolation, in the words house and brown, and 
 in the sentences Wow, it’s a big house! and Wow, it’s a 
 brown house! with the correct pronunciation and intonation. d. Step 1: Draw pupils’ attention to the letter Whole class
Procedure: cluster ou, the word house and the sentence / Individual 
 Wow, it’s a big house! Play the recording and work
 encourage pupils to point at the letter cluster / 
 word / sentence while listening.
 Whole class
 Step 2: Play the recording again and 
 / Individual 
 encourage pupils to listen and repeat. Do this 
 work
 several times until they feel confident. Correct 
 their pronunciation where necessary.
 Step 3: Repeat Step 1 and 2 for the second 
 letter cluster ow.
 PRACTICE Activity 2. Listen and circle. 5 minutes
a. Goal: To identify the target words house and brown while 
 listening
b. Input: Two pairs of sentences
 Audio script:
 1. I like a brown house.
 2. I don’t like a brown house.
c. Pupils can identify the words house and brown while 
Outcome: listening.
 Key: 1. b 2. b
d. Step 1: Draw pupils’ attention to the Whole class
Procedure: sentences and the answer options. Tell them / Individual 
 about the activity. Play the recording for work
 pupils to listen. Play the recording again for 
 them to do the task. Play the recording a third 
 time for them to check the answers.
 Pair work/
 Step 2: Get pupils to swap books with a 
 Whole class
 partner then check the answers as a class. 
 Write the correct answers on the board for 
 Whole class
 pupils to correct their answers.
 Individual 
 Step 3: Play the recording again for pupils to work
 double-check their answers.
 Extension: Invite one or two pupils to stand 
 up, listen to and repeat the sentences. PRACTICE Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct rhythm and pronunciation
b. Input The lyrics and the recording of the chant
c. Pupils can say the chant with the correct rhythm and 
Outcome pronunciation.
d. Step 1: Draw pupils’ attention to the lyrics of Whole class
Procedure the chant. Check their comprehension. / Individual 
 Step 2: Play the recording all the way work
 through. Encourage them to listen carefully Whole class
 to the rhythm and pronunciation. Draw / Individual 
 pupils’ attention to the sounds of the letter work
 clusters ou and ow in the words house and 
 brown. Whole class
 Step 3: Play the recording line by line for 
 Whole class
 pupils to listen and repeat. Correct their 
 / Individual 
 pronunciation where necessary.
 work
 Step 4: Play the recording all the way Group work
 through for pupils to chant. Encourage them 
 to clap along while chanting.
 Extension: Divide the class into two or 
 more groups to listen to and repeat the chant 
 in turn while the rest of the class claps along.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the Whole class
 words in the picture and repeat after the 
 recording.
 Option 2:
 Game: Chant Group work
 - T can create a small competition for the 
 pupils. 
 - Pupils work in groups. Try to learn the 
 chant by heart. 
 - Teacher can ask them to say the chant 
 loudly/quietly/ happily/ sadly.
 - The group that can perform the best is the 
 Whole class winner. 
 Option 3: Preparation for the project:
 Tell pupils about the project on page 21. Ask 
 them to prepare three school things at home 
 and the language to present them. Tell them 
 to bring their school things to the classroom 
 at the project time to talk with their 
 classmates. Guide them with the presentation 
 language.
Adjustment
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 Teaching planning: 11/02/2025
Period: 90
 UNIT 13: MY HOUSE
 Lesson 3: 4,5,6
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - correctly pronounce the sounds of the letter clusters ou 
 and ow in isolation, in the words house
 - and brown, and in the sentences Wow, it’s a big house! 
 and Wow, it’s a brown house!;
 - use the words living room, bedroom, kitchen, bathroom, 
 here, there, table, chair, book, lamp, in
 - and on in the target sentence patterns;
 - listen to and understand simple exchanges in relation to 
 the topic “My house”; - read and write about the location of rooms in a house 
 and things in a room;
 - make a doll’s house and tell the class about it.
Core motivation, adaptability, problem-solving, integrity, 
competencies communication
General Listening: listen and recognize the sounds, then repeat
Competencies Oral Communication: speak about school things, ask and 
 answer the questions
 Self-control & independent learning: perform listening 
 tasks
 Communication and collaboration: work in pairs or groups
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks.
 Leadership: collaborate with teachers to enhance language 
 skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 23
 - Teacher’s guide Pages 170, 171
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 13)
 - Computer, projector 
III. Warm-up and review – Read and complete – Let’s 
PROCEDURE write – Project – Fun corner and wrap up
 Pupils’ 
Procedure Teaching and learning activities Note
 activities
Warm-up and review: 5 minutes Greet the class.
 Option 1: Sing the song in Unit 13, Lesson Whole class
 1.
 - Ask pupils to sing the song.
 - Invite some of them to come to the board 
 to role play, the rest of the pupils will 
 sing. Group work
 Option 2: Let’s chant Unit 13, Lesson 3 
 track 31 .
 - Ask pupils to chant and do the actions. Group work
 - Give points for the groups and encourage 
 them.
 Option 3: Game: Lucky number game 
 (ppt)
PRACTICE Activity 4. Read and complete. 8 minutes
a. Goal: To read a paragraph and complete sentences with the 
 words from the paragraph
b. Input: A paragraph and four gapped sentences
c. Pupils can read a paragraph and complete four gapped 
Outcome: sentences with the correct words from the paragraph.
 Key: 1. the bedroom 2. the kitchen
 3. the kitchen 4. the table
 Stepd. 1: Tel l Step 1: Pupils about this activity. Read the Whole class
Procedure: four gapped sentences as a class. Draw 
 pupils’ attention to the blank in Sentence 1. 
 Get pupils to scan the paragraph and find the 
 missing words. When pupils give the correct answer, write it on the board and get the Individual 
 class to read the completed sentence work
 together.
 Step 2: Give pupils time to do the rest of the Pair work/
 sentences individually. Go around the Whole class
 classroom to offer support.
 Individual 
 Step 3: Get pupils to swap their answers 
 work
 with a partner. Then check answers as a 
 class. Write the correct answers on the board 
 for pupils to correct their answers.
 Extension: Invite a few pupils to stand up 
 and read the completed sentences. Praise 
 them and get the class to clap or cheer if they 
 have good pronunciation.
PRODUCTION Activity 5. Let’s write. 9 minutes
a. Goal: To read, understand and complete a gapped text using the 
 information from a picture cue
b. Input: - A picture cue of a bedroom. There is a table in the 
 bedroom. On the table is an open school bag showing a 
 book, a pencil case, and a ruler.
 - The writing frame with three blanks to complete.
c. Pupils can read, understand and complete the gapped text 
Outcome: with the information from a picture cue.
d. Step 1: Write the writing frame on the Whole class/ 
Procedure: board. Tell pupils about this activity. Read Individual 
 the sentences as a class. When you reach work
 the first gap, elicit the missing word and 
 give feedback. Tell pupils to read and look at the picture cue to guess the missing 
 words and complete the sentences. Individual 
 Step 2: Give pupils time to do the task. Go work
 around the classroom to offer support Individual 
 where necessary. work
 Step 3: Invite a few pupils to stand up and 
 read their sentences aloud.
PRODUCTION Activity 6. Project. 8 minutes
a. Goal To make a doll’s house and tell the class about it
b. Input - Two pictures showing doll’s houses
 - Materials: white or coloured cards, scissors, felt-tip pens, 
 coloured pencils, etc.
c. Pupils can make a doll’s house and tell the class about it.
Outcome
d. Step 1: Tell pupils about the activity. Check Whole class/ 
Procedure their doll’s houses. Stick a sample of a doll’s Individual 
 house on the board, and write the work
 presentation language under it. Check 
 comprehension and give feedback. Have 
 pupils repeat the sentences until they can say 
 them by themselves. Model the presentation 
 a few times. Individual 
 work
 Step 2: Invite a pupil to the front of the 
 classroom to model the presentation. Watch 
 Group work
 and offer your support with the language.
 Step 3: Put pupils into groups to rehearse 
 their presentation. Go around the classroom 
 Whole class/ 
 to offer support where necessary. Step 4: Invite a few pupils from different Individual 
 groups to present their doll’s houses in front work
 of the classroom.
 Extension: Create a class display of doll’s 
 houses and vote for the best decorated one.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the Whole class
 words in the picture and repeat after the 
 recording.
 Whole class
 Option 2: Game: lucky number
 Group work
 Option 3: Sentence Puzzle
 - Divide the class into groups of four. 
 - Give each group a sentence that is 
 broken/cut into pieces. 
 - Ask them to arrange them to make a 
 complete sentence, then read it aloud.
 - The group that makes it first will be the 
 winner.
Adjustment
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 ________________________________________________________________ 
 Teaching planning: 12/02/2025
Period: 91 UNIT 14: MY BEDROOM
 Lesson 1 : 1,2,3
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - to understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on quantities 
 of things in a room;
 - to correctly say the words and use There’s / There are 
 _____ in the room. to talk about quantities of things in a 
 room;
 - to enhance the correct use of There’s / There are _____ 
 in the room. to talk about quantities of things in a room 
 in a freer context.
Core decision making, teamwork, reliability, motivation, 
competencies adaptability, problem-solving, integrity, communication, 
 planning and organization
General Listening: listen and repeat
competencies Oral Communication: let’s talk
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other, say good words to others
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Responsibility: appreciate kindness
 Secure and Organized: keep the bedroom clean
II. RESOURCES AND MATERIAL:
 - Student’s book Page 24
 - Audio Tracks 32, 33
 - Teacher’s guide Pages 172, 173, 174
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 14)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, PROCEDURE point and say – Let’s talk – Fun corner and wrap up
 Procedure Teacher’s activities Pupils’ activities Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Whole class
 Unit 13, Lesson 1.
 - Ask pupils to sing the song.
 - Invite some of them to come 
 to the board to role play, the 
 rest of the pupils will sing.
 Group work
 Option 2: Chant and do 
 activities (Unit 13, Lesson 3).
 - Ask pupils to chant and do 
 the actions in Unit 13, 
 Lesson 3 in groups. Individual work/ 
 Teamwork
 - Give points for the groups 
 and encourage them.
 Option 3: Game: What room 
 is this?
 - A picture is hidden by some 
 coloured squares.
 - Pupils choose 1 color and 
 guess the picture of 1 room 
 hidden behind.
 - Teacher shows the whole 
 picture then asks pupils to 
 say out loud the name of the 
 room.
 - The one who can say it fast 
 will get points for the team.
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 quantities 
 of things in a room
b. Input: – Context a: Mai: This is my bedroom. There’s a desk in 
 the room.
 – Context b: Mai: There are two chairs in the room.
c. Outcome: Pupils can understand and correctly repeat the sentences 
 in two communicative contexts focusing on quantities of 
 things in a room.
d. Procedure: Step 1: Have pupils look at Whole class
 Pictures a and b and identify 
 the characters in the pictures. Whole class
 Step 2: Ask pupils to look at 
 Picture a. Play the recording 
 for them to listen. Whole class
 Step 3: Play the recording / Individual work
 again, sentence by sentence, for Pair work
 pupils to listen and repeat 
 individually and in chorus. Individual work
 Correct their pronunciation 
 where necessary. Repeat the 
 same procedure with Picture b.
 Step 4: Invite a few pairs to the 
 front of the classroom to listen 
 to and repeat the sentences in 
 the recording.
 Step 5: Draw pupils’ attention 
 to the sentences There’s a desk 
 in the room and There are two 
 chairs in the room. Tell pupils 
 that they are used to talking 
 about quantities of things in a 
 room.
KNOWLEDGE CONSTRUCTION 
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use There’s / There are 
 _____ in the room. to talk about quantities of things in a 
 room. b. Input: – Picture cues: a. a desk b. a bed
 c. two doors d. two windows
 – Speech bubbles:
 There’s _____ in the room.
 There are _____ in the room.
 Audio script:
 a. a desk b. a bed c. two doors d. two 
 windows
 There’s a desk in the room.
 There are two doors in the room.
c. Outcome: Pupils can correctly say the words and use There’s / 
 There are _____ in the room. to talk about quantities of 
 things in a room.
d. Procedure: Step 1: Have pupils look at Whole class
 Picture a and elicit the name of / Pair work
 the thing in the room. Have the 
 class listen to the recording and 
 repeat the word a few times. 
 Then let them work in pairs, Whole class
 pointing at the pictures and / Individual work
 saying the words until they feel 
 confident.
 Step 2: Model by getting 
 pupils to point at the sentence 
 Whole class
 There’s _____ in the room. in 
 the first bubble. Have them / Individual work
 point at Picture a and elicit the 
 missing words (e.g. a desk). 
 Then get pupils to listen to the 
 recording and repeat the 
 Pair work
 sentence There’s a desk in the 
 room. a few times until they 
 feel confident. Go around and Individual work
 offer help or correct pupils’ 
 pronunciation. Repeat the same Group work
 procedure with Picture b.
 Step 3: Repeat Steps 1 and 2 
 with Picture c. Remind pupils 
 that the structure There are _____ in the room. is used with 
 more than one thing (e.g. 
 Pictures c and d). Let pupils 
 listen to the recording and 
 repeat the sentence There are 
 two doors in the room. a few 
 times until they feel confident. 
 Repeat the same procedure 
 with Picture d.
 Step 4: Give pupils time to 
 work in pairs or groups, 
 pointing at the pictures and 
 saying the quantities of the 
 things in the room. Go around 
 and offer help.
 Step 5: Invite a few pupils to 
 point at the pictures and say the 
 quantities of the things in the 
 room in front of the class.
 Game: What’s missing? 
 - T divides the class into 2 
 teams: BOYS and GIRLS.
 - T shows 4 pictures on the 
 board. For example: take 
 out 1 picture (the missing 
 one) then ask pupils to find 
 out what it is.
 - Members of each team try 
 to say out loud the missing 
 room as fast as possible.
 - Give points for the teams.
PRACTICE Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of There’s / There are _____ 
 in the room. to talk about quantities of things in a room 
 in a freer context
b. Input: – Picture cue: some things in a bedroom – Speech bubbles:
 There’s _____.
 There are _____.
c. Outcome: Pupils can enhance the correct use of There’s / There are 
 _____ in the room. to talk about quantities of things in a 
 room in a freer context.
d. Procedure: Step 1: Have pupils look at the Whole class
 things in the bedroom and elicit / Individual work
 their names. Draw pupils’ 
 Whole class
 attention to the singular things 
 (e.g. a bed, a desk) and / Individual work
 multiple things (e.g. two chairs, 
 two windows). Individual work/ 
 Step 2: Model by getting Whole class
 pupils to point at the gapped 
 sentence There’s _____. in the Pair work/ Group work
 first bubble. Then point at one 
 Individual work
 thing in the bedroom (e.g. a 
 bed), and say There’s a bed in 
 the room / bedroom.
 Step 3: Repeat the same 
 procedure with the gapped Group work
 sentence There are _____. in / Individual work
 the second bubble and one 
 plural thing (e.g. two chairs) 
 and say There are two chairs in 
 the room / bedroom.
 Step 4: Give pupils time to 
 practise in pairs or groups. One 
 pupil points at and says the 
 quantities of things in the room 
 / bedroom and the others listen 
 and make comments.
 Step 5: Invite a few pupils to 
 say the quantities of things in 
 front of the class.
 Extension: If time allows, 
 encourage pupils to point at and say about the things in the 
 classroom. 
 E.g. There is a board in the 
 classroom.
 Game: Look and say
 - Divide the class into 2-4 
 teams. 
 - Show the pictures on the 
 screen. Ask pupils to look at 
 the picture, the arrows point 
 to things in the room and 
 pupils say the sentences. 
 - One pupil from each team 
 comes to the front and says.
 - Whoever says it fast will get 
 points for the team.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils Whole class
 look at the words in the picture 
 and repeat after the recording.
 Individual work
 Option 2:
 Game: What can you see in 
 the room?
 - Teacher shows pictures of 
 rooms in a house and asks 
 pupils to find things in the 
 room.
 - For example: Teacher asks 
 pupils about the picture of Whole class
 the bedroom:
 + What can you see in the 
 picture?
 + How many ..? Option 3: Preparation for the 
 project:
 Tell pupils about the project on 
 page 29. Ask them to find a 
 picture of a bedroom and tell 
 the class about it. They need to 
 prepare the sentences that they 
 are presenting. In Lesson 2, 
 period 4, remind pupils of what 
 they need to prepare for the 
 project.
Adjustment
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 Teaching planning: 14/02/2025
Period: 92
 UNIT 14: MY BEDROOM
 Lesson 1 – Period 2
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language - to listen to and understand two communicative contexts 
 in which pupils describe things in the bedroom and tick 
 the correct pictures.
 - to complete the four gapped sentence patterns with the 
 help of picture cues.
 - to revise the target vocabulary items through the game 
 Memory game. 
Core Decision making, teamwork, motivation, adaptability, 
competencies problem-solving, integrity, and initiative.
General Listening: listen and respond by choosing correct answers 
competencies (tick the correct one)
 Oral Communication: memory game – let’s play
 Written Communication: complete the sentences Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
Attributes Kindness: pupils wait for their turns to answer the questions
 Diligence: complete learning tasks
 Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language 
 skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 25
 - Audio Track 34
 - Teacher’s guide Pages 174, 175, 176
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 14)
 - Computer, projector 
III. Warm-up and review – Listen and tick – Look, complete 
PROCEDURE and read – Let’s play – Fun corner and wrap up
 Procedure Teacher’s activities Pupils’ activities Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the Hello Whole class
 song.
 - Ask pupils to sing the 
 song.
 - Let pupils do actions Group work
 (waving, clapping, 
 shaking hands ).
 Option 2: Game: Pick a 
 door
 - T divides the class into 2 
 teams: BOYS and GIRLS.
 - Each member of 2 teams 
 takes turns to choose 1 Individual work
 door and uses the words (a 
 bed, a desk, two windows, 
 two doors) and structures 
 (There’s a ../ There are two ) to make 
 correct sentences.
 - Click the numbers on the 
 door (1,2,3,4) to choose.
 - Click the BACK button to 
 go back to THE DOORS.
 Option 3: Invite a few pupils 
 to stand up respectively, look 
 at the pictures in the book and 
 say There is There are 
PRACTICE
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts in 
 which pupils describe things in the bedroom and tick the 
 correct pictures
b. Input: Picture cues:
 1a. a bed in the bedroom 1b. a desk in the bedroom
 2a. two doors in the bedroom 2b. two windows in the 
 bedroom
 Audio script:
 1. This is my bedroom. There’s is a bed in the room.
 2. This is my bedroom. There are two windows in the 
 room.
c. Outcome: Pupils can listen to and understand two communicative 
 contexts in which pupils describe things in the bedroom 
 and tick the correct pictures.
 Key: 1. a 2. b
d. Step 1: Have pupils look at Whole class
Procedure: Pictures 1a and 1b. Ask them 
 some questions such as 
 What’s this? and Where is it? 
 Then have them point at the 
 bed in Picture 1a and say the 
 word bed or the sentence Whole class
 There’s a bed in the room. / Individual work
 Ask them to point at the desk Whole class
 in Picture 1b and say the 
 / Pair work
 word desk or the sentence 
 There’s a desk in the room. Individual work/ Whole 
 Check comprehension. class
 Step 2: Play the recording of 
 the first text for pupils to 
 listen and tick the box next to