Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 24 - Unit 14: My bedroom - Năm học 2024-2025 - Lê Thị Huyền

 WEEK: 24 Teaching planning: 18/02/2025
 Period: 93
 UNIT 14: MY BEDROOM
 Lesson 2: 1,2,3
I. OBJECTIVES By the end of the lesson, pupils will be able to:
Language - To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) to describe things in 
 the room.
 - To correctly say the words and use The _____ is _____. 
 / The _____ are _____. to describe things in the room.
 - To enhance the correct use of The _____ is _____. / The 
 _____ are _____. to describe things in the room in a 
 freer context.
Core problem-solving, decision making, teamwork, reliability, 
competencies motivation, adaptability, and initiative
General Listening: look, listen and repeat
competencies Critical Thinking: listen, point and say
 Oral Communication: let’s talk
 Sociability: talk to each other, say good words to others
Attributes Diligence: complete learning tasks
 Responsibility: appreciate kindness
 Secure and Organized: keep things in the house clean
II. RESOURCES AND MATERIAL:
 - Student’s book Page 26
 - Audio Tracks 35, 36
 - Teacher’s guide Pages 176, 177
 - 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 and encourage 
 pupils to respond to your 
 greeting. Whole class Option 1: Sing the song My 
 bedroom of Unit 14, page 27.
 - Ask pupils to sing the 
 song.
 - Invite some of them to 
 come to the board to role 
 play and do action, the rest Whole class
 of the pupils will sing.
 Option 2: Game: Who says 
 fast? 
 - Teacher holds a school 
 thing card and a sentence 
 with a missing word. 
 Ask pupils to guess the 
 - Individual work/ 
 answer as fast as possible.
 Group work
 - Then have pupils do the 
 same with the rest.
 - This can be played in 
 groups to make it more 
 interesting.
 Option 3: 
 - Movement activity: Sing 
 and dance along
 - Divide the class into 4 
 groups.
 - Put the flashcards about 
 rooms in the house on the 
 board.
 - T plays a song from Unit 
 13 and asks pupils to 
 watch, sing and dance 
 along. When the music 
 stops, pupils have to stand 
 still, then point and say 
 about the pictures on the 
 board.
EXPLORATION Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) to describe things in 
 the room b. Input: – Context a: Mai: This is my bedroom. The door is big.
 – Context b: Mai: And look! The windows are small.
c. Outcome: Pupils can understand and correctly repeat the 
 sentences in two communicative contexts (pictures) to 
 describe things in the 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 Whole class
 for them to listen. / Individual work
 Step 3: Play the recording Whole class
 again, sentence by sentence, / Pair work
 for pupils to listen and repeat 
 Individual work
 individually and in chorus. 
 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 The door is 
 big. and The windows are 
 small. to describe things in the 
 room.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use The _____ is _____. 
 / The _____ are _____. to describe things in the room
b. Input: – Picture cues: a. a big door b. a small door
 c. two new chairs d. two old chairs
 – Speech bubbles:
 The _____ is _____.
 The _____ are _____.
 Audio script:
 a. door / big b. door / small c. chairs / new 
 d. chairs / old
 The door is big.
 The chairs are new. c. Outcome: Pupils can correctly say the words and use The _____ is 
 _____. / The _____ are _____. to describe things in the 
 room.
d. Procedure: Step 1: Have pupils look at Whole class
 the pictures and elicit the / Individual work
 things in the room. Have 
 Whole class
 pupils point at the words 
 under the pictures, listen to / Individual work
 the recording and repeat them.
 Step 2: Model by pointing to 
 the gapped sentence The 
 _____ is _____. in the first 
 Whole class
 bubble. Tell pupils that they 
 should fill in the name of the 
 thing in the picture (e.g. door) Pair work/ Individual 
 in the first gap and write an work
 adjective under the picture 
 (e.g. big) in the second gap. Whole class
 Then have them listen to the 
 recording and repeat the 
 sentence The door is big. a 
 few times.
 Step 3: Repeat Step 2 with 
 Pictures b, c, d. Explain that 
 for plural things (e.g. chairs) 
 they have to use the gapped 
 sentence The _____ are 
 _____. in the second bubble.
 Step 4: Give pupils a time 
 limit to practise describing 
 things in the bedroom in pairs 
 or groups. Then invite a few 
 pupils to point at the things in 
 the pictures and describe them 
 in front of the class.
 Game: LUCKY WHEEL
 - Ask pupils to make 
 sentences with words, 
 phrases and pictures given.
 - Choose a number to have a 
 question.
 - Spin the round to get 
 points.
 - Answer the questions, then give points to the pupils.
PRACTICE Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of The _____ is _____. / 
 The _____ are _____. to describe things in the room in 
 a freer context.
b. Input: – Picture cue: A bedroom with a bed, a desk, a door, 
 two chairs and two windows
 – Speech bubbles:
 The _____ is _____.
 The _____ are _____.
c. Outcome: Pupils can enhance the correct use of The _____ is 
 _____. / The _____ are _____. to describe things in the 
 room in a freer context.
d. Procedure: Step 1: Have pupils look at Whole class
 the things in a bedroom and / Individual work
 say their names. Then 
 encourage them to describe Whole class
 the things in the bedroom. / Individual work
 Step 2: Have pupils complete Individual work/ Pair 
 the first gapped sentence (e.g. work
 The bed is big.). Then have 
 the class listen and repeat the Individual work
 sentence again.
 Step 3: Give pupils time to Individual work
 practise individually first and 
 then in pairs or groups. 
 Remind them that The _____ 
 is _____. is used with a 
 singular thing and The _____ 
 are _____. Is used with plural 
 things. Check comprehension.
 Step 4: Invite a few pupils to 
 point at and describe the 
 things in the picture in front of 
 the class. Praise them if they 
 perform well.
 Extension: If time allows, 
 have pupils point at and describe the things in the 
 classroom (e.g. The windows 
 are big.).
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have Whole class
 pupils look at the words in 
 the picture and repeat after the 
 recording.
 Team work
 Option 2:
 Game: Look and choose
 - Teacher divides the class 
 into 2 teams BOYS and 
 GIRLS 
 - 1 boy says 1 sentence 
 using words and structures 
 in the lesson to describe 1 
 of 4 pictures (A,B,C,D) Whole class
 and 1 girl says out loud the 
 picture the boy is talking 
 about.
 - Then the girls team reads 
 and the boys team will 
 guess. Repeat until there 
 are no questions left.
 - Give points for the teams.
 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
.................................................................................................................................
................................................................................................................................. Teaching planning: 18/02/2025
Period: 94
 UNIT 14: MY BEDROOM
 Lesson 2: 4,5,6
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - To listen to and understand four communicative contexts 
 in which characters introduce and describe things in a 
 bedroom and number the correct pictures.
 - To complete four gapped sentences with the help of 
 picture cues.
 - To sing the song My bedroom with the correct 
 pronunciation, rhythm and melody.
Core decision making, teamwork, motivation, problem-solving, 
competencies integrity, communication, planning and organization
General Listening: Listen and number
competencies 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
 Responsibility: appreciate kindness
II. RESOURCES AND MATERIAL:
 - Student’s book Page 27
 - Audio Tracks 37, 38
 - Teacher’s guide Pages 178, 179
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 14)
 - Computer, projector 
III. Warm-up and review – Listen and number – Look, 
PROCEDURE complete and read – Let’s sing – Fun corner and wrap 
 up
 Procedure Teacher’s activities Pupils’ activities Note Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Spend a few Whole class
 minutes revising the 
 previous lesson by letting a 
 few pupils describe things in 
 the picture in Activity 3 or 
 in the classroom. Group work
 Option 2: T may invite one 
 or two groups of pupils to 
 play the Memory game Individual work/ 
 using the target vocabulary Group work
 items such as big, small, old 
 and new in front of the class.
 Option 3: Game: Bricks 
 down
 - Divide the class into 2 
 groups: Boys and Girls
 - (Teacher brings a dice to 
 the class to play this 
 game)
 - Two pupils from each 
 team roll the dice to 
 determine who will go 
 first in a game. 
 - Teacher clicks on the 
 bricks. This will reveal 
 the hidden picture. As the 
 bricks disappear, pupils 
 should try to guess what 
 it is.
 - Group that has more 
 correct answers is the 
 winner. PRACTICE Activity 4. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative 
 contexts in which characters introduce and describe 
 things in a bedroom and number the correct pictures
b. Input: Picture cues:
 a. a big bed in a bedroom b. a small bed in a bedroom
 c. two big chairs in a bedroom d. two small chairs in a 
 bedroom
 Audio script:
 1. There’s a bed in my bedroom. It’s small.
 2. There’s a bed in my bedroom. It’s big.
 3. There are two chairs in my bedroom. They’re big.
 4. There are two chairs in my bedroom. They’re 
 small.
c. Outcome: Pupils can listen to and understand four 
 communicative contexts in which characters 
 introduce and describe things in a bedroom and 
 number the correct pictures.
 Key: 1. b 2. a 3. c 4. d
d. Procedure: Step 1: Have pupils look at Whole class
 the pictures and ask them 
 some questions such as 
 What is this? and What are 
 these? You may explain that 
 they can see a bed in 
 Pictures a and b, but that the Whole class
 bed in Picture a is big and / Individual work
 the bed in Picture b is small. Pair work
 Ask them to talk about the Whole class
 chairs in Pictures c and d. 
 / Individual work
 Check comprehension.
 Step 2: Play the recording 
 all the way through so that Individual work
 pupils can get familiar with 
 the characters’ voices. Then 
 play the recording for them Whole class
 to listen and number the 
 / Individual work
 pictures. Step 3: Let them swap and 
 check the answers before 
 checking as a class. Correct 
 the answers as necessary.
 Step 4: If time allows, play 
 the recording, sentence by 
 sentence, for the class to 
 listen and repeat in chorus. 
 Correct pronunciation if 
 necessary.
 Extension: For a more able 
 class, invite a few pupils to 
 point at and describe the 
 pictures (e.g. a. The bed is 
 big.). The class praises them 
 if they perform well. 
 Game: Listen and choose 
 the correct answer. 
 - Teacher shows 2 
 pictures, and plays the 
 recording twice.
 - Teacher asks pupils to 
 listen carefully, then 
 choose the correct 
 answer (A or B).
 - If time allows, ask pupils 
 to say the correct 
 sentence again. Who can 
 say it correctly will get 
 double points for the 
 team. (ppt game)
 - This game can be more 
 interesting when playing 
 in groups.
PRACTICE Activity 5. Look, complete and read. 9 minutes
a. Goal: To complete four gapped sentences with the help of 
 picture cues b. Input: – Four picture cues
 – Four gapped sentences
c. Outcome: Pupils can complete four gapped sentences with the 
 help of picture cues.
 Key: 1. bed 2. two lamps 3. big 4. small
d. Procedure: Step 1: Have pupils read the Whole class
 first gapped sentence. Ask 
 them: What is missing from 
 sentence 1? (e.g. the thing in 
 the bedroom). Then have 
 them look at the picture. Whole class
 Ask: What’s this? (e.g. It’s a / Individual work
 bed.). Ask pupils what word 
 they should use to fill the Pair work
 gap (e.g. bed). Check 
 Individual work
 comprehension.
 Step 2: Give pupils a time 
 limit to read the other 
 gapped sentences, look at Group work
 the pictures, and fill in the 
 gaps independently. Go 
 around the classroom and 
 give further support to 
 pupils who find it difficult to 
 do the task.
 Step 3: Ask pupils to swap 
 and check their answers. 
 Correct the answers.
 Step 4: Invite a few pupils 
 to read the completed texts 
 aloud in front of the class.
 Mini game: Sentence 
 Correction Game
 - Divide the class into 4 
 groups.
 - Ask pupils to look at the 
 pictures and read the 
 sentences carefully. Then set time in 5 seconds for 
 pupils to identify and 
 point (or circle) the 
 incorrect word. Then ask 
 them to say the correct 
 one. 
PRODUCTION Activity 6. Let’s sing. 8 minutes
a. Goal: To sing the song My bedroom with the correct 
 pronunciation, rhythm and melody
b. Input: The lyrics and the recording of the song My bedroom.
c. Outcome: Pupils can sing the song with the correct 
 pronunciation, rhythm and melody.
d. Procedure: Step 1: Have pupils read the Whole class
 first verse of the lyrics. Then 
 have them say its main idea. 
 Draw their attention to the 
 thing in the bedroom (e.g. 
 bed) and how it is described Individual work
 (e.g. new). Check 
 comprehension and give Whole class
 feedback.
 Step 2: Have pupils listen to 
 the whole verse, drawing 
 Whole class
 their attention to the 
 pronunciation, the rhythm 
 and the melody. Then let 
 pupils listen to the verse and Group work
 practise singing it, line by 
 line first while clapping 
 their hands.
 Step 3: Repeat Steps 1 and 
 2 with the second verse. 
 Draw pupils’ attention to the Whole class
 things in the bedroom (e.g. 
 two windows) and how they 
 are described (e.g. small).
 Step 4: When pupils are 
 familiar with the tune and melody, ask them to sing the 
 whole song and clap their 
 hands. You may get groups 
 of pupils to sit face to face 
 to practise singing and 
 clapping their hands.
 Step 5: Invite a few groups 
 to the front of the class to 
 sing the song. The class may 
 sing along and clap hands to 
 reinforce the activity.
 Mini Game: CLICK ON 
 THE BOX TO SHOW THE 
 ANSWER (ALONG WITH 
 A SONG)
 - Ask students to close 
 their student’s book. 
 Look at the picture and 
 its lyrics on the screen.
 - Listen and write the 
 missing words on their 
 mini board.
Fun corner and wrap up: 5 minutes
 Option 1:
 Using sachmem.vn, have Whole class
 pupils look at the words in 
 the picture and repeat after 
 the recording.
 Individual work
 Option 2: Write your song 
 (Let’s make your song!)
 Group work
 Ask pupils to write their 
 own song lyrics about things / Whole class
 in the room, based on the 
 tune and melody in Activity 
 6. Option 3: Let’s decorate 
 your dream bedroom!
 - Ask pupils to work in 
 pairs/ groups of four.
 - Each pupil will draw 
 things in his/her 
 bedroom. Then introduce 
 the picture to their 
 friends.
Adjustment
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 ________________________________________________________________
 Teaching planning: 19/02/2025
Period: 95 UNIT 14: MY BEDROOM
 Lesson 3 – Period 5
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - To correctly repeat the sounds of the letters oo in 
 isolation, in the words room and door, and in the 
 sentences There’s a bed in the room. and The doors are 
 big. with the correct pronunciation and intonation.
 - To identify the target words room and door while 
 listening.
 - To say the chant with the correct rhythm and 
 pronunciation.
Core decision making, teamwork, motivation, adaptability, 
competencies problem-solving, communication, planning and organization
General Listening: listen and circle
Competencies Self-control & independent learning: perform listening Self-confidence: ability to work as a team member and 
 practice speaking in front of the class
 Communication and collaboration: work in pairs or groups
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning task
II. RESOURCES AND MATERIAL:
 - Student’s book Page 28
 - Audio Tracks 39, 40, 41
 - Teacher’s guide Pages 179, 180, 181
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 14)
 - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and 
PROCEDURE circle – Let’s chant – Fun corner and wrap up
 Procedure Teacher’s activities Pupils’ activities Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Invite some Whole class
 pupils to the front of the 
 class to sing the song My 
 bedroom. The class may 
 Individual work
 sing along and do actions or 
 clap hands.
 Option 2: Teacher may Individual work/ 
 select one or two pupils to Group work
 the front of the class to 
 describe things in the 
 classroom. 
 E.g: There are two doors in 
 the classroom. They’re big.
 Option 3: Lucky number.
 - Divide the class into 
 two/four groups.
 - Pupils have to choose numbers from 1 to 6. 
 Look at the pictures then 
 read a sentence to choose 
 the correct answer. If 
 they answer correctly, 
 their group will get 
 points.
 - The group with the most 
 points is the winner.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sounds of the letters oo in 
 isolation, in the words room and door, and in the 
 sentences There’s a bed in the room. and The doors 
 are big. with the correct pronunciation and intonation
b. Input: – The letters oo, the word room and the sentence 
 There’s a bed in the room.
 – The letters oo, the word door and the sentence The 
 doors are big.
c. Outcome: Pupils can correctly repeat the sounds of the letters oo 
 in isolation, in the words room and door, and in the 
 sentences There’s a bed in the room. and The doors 
 are big. with the correct pronunciation and intonation.
d. Procedure: Step 1: Have pupils look at Whole class
 the letters oo, the word room / Individual work
 and the sentence There’s a 
 bed in the room. Play the 
 recording for them to listen 
 and repeat in chorus and 
 individually until they feel Whole class
 confident. Invite a few / Individual work
 pupils to listen to and repeat 
 the sound, the word and the Pair work/ Group work
 sentence in front of the Individual work
 class.
 Step 2: Repeat Step 1 for 
 Whole class
 the second line. Draw their 
 attention to the difference in pronouncing the letters oo in 
 the word room and the word 
 door. Check comprehension. 
 Go around the class and 
 correct the pronunciation if 
 necessary.
 Step 3: Let pupils work in 
 pairs or groups, pronouncing 
 the sounds, saying the words 
 and reading the sentences.
 Step 4: Ask a few pupils to 
 say two lines in front of the 
 class. The class listens and 
 makes comments.
 Game Spelling bee
 - Teacher asks pupils to 
 listen carefully. Then 
 choose the correct letters 
 to make a word.
 - Spell the word again.
 - Check pupils’ 
 pronunciation if needed.
PRACTICE Activity 2. Listen and circle. 9 minutes
a. Goal: To identify the target words room and door while 
 listening
b. Input: Two gapped sentences, each with three options
 Audio script:
 1. The door is there.
 2. The room is big.
c. Outcome: Pupils can identify the target words room and door 
 while listening.
 Key: 1. b 2. c
d. Procedure: Step 1:Tell pupils the goal Whole class
 of the activity. Explain that 
 they have to listen to the 
 Whole class
 recording and circle the 
 / Individual work correct options. Check Individual work
 comprehension. Whole class
 Step 2: Get pupils to read 
 / Pair work
 the sentences and guess 
 which option can be chosen Individual work
 to fill in the gaps. Then ask 
 them to read the sentences Whole class
 and the words aloud.
 Step 3: Play the recording 
 once or twice for pupils to 
 listen and circle the correct 
 options.
 Step 4: Let pupils swap and 
 check their answers in pairs 
 or groups before checking as 
 a class.
 Extension: Invite a few 
 pupils to read the completed 
 sentences aloud in front of 
 the class.
 Practice: I’m a speed 
 reader!
 - First, the teacher asks 
 pupils to read each 
 sentence at a slow speed.
 - Next, ask them to read a 
 little bit faster.
 - Then, ask them to get 
 ready and read it faster.
 - And finally, ask them to 
 read as fast as possible! 
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. Outcome: Pupils can say the chant with the correct 
 pronunciation and rhythm.
d. Procedure: Step 1: Have pupils read the Whole class first verse of the chant and 
 elicit its meaning. Draw 
 pupils’ attention to the 
 sounds of the letters oo and 
 in the words door and Whole class
 bedroom. Check their 
 comprehension. Group work
 Step 2: Play the recording / Whole class
 for pupils to listen and 
 repeat the first verse, line by 
 Group work
 line. Show them how to 
 / Whole class
 chant and clap hands.
 Step 3: Play the recording 
 of the first verse again, more Group work
 than once if necessary, for 
 pupils to do choral and 
 individual repetition. Then 
 invite one or two groups of 
 pupils to listen and repeat 
 the verse in front of the 
 class. Praise them to 
 encourage their 
 performance.
 Step 4: Repeat Steps 1, 2 
 and 3 for the second verse of 
 the chant. Go around the 
 class and correct 
 pronunciation if necessary.
 Step 5: Put the class into 
 two groups to practise 
 chanting and clapping 
 hands. Each of the groups 
 should sing one verse of the 
 chant. Then invite a few 
 groups to the front of the 
 class to chant and clap 
 hands. The rest of the class 
 may clap along. 
Fun corner and wrap up: 5 minutes Option 1:
 Using sachmem.vn, have Whole class
 pupils look at the words in 
 the picture and repeat after 
 the recording.
 Group work
 Option 2: Finish the 
 sentences activity
 - Divide the class into 4 
 groups. 
 - Teacher writes a sentence 
 on a board like "There 
 are...," followed by a 
 blank space. 
 - The first pupil in group 1 
 adds an item to a list, 
 such as “ There are 2 ...”.
 - Afterward, each pupil in 
 group 1 repeats all the Individual work/
 sentences before Group work
 including their own, such 
 as “There are 2 windows 
 ...”.
 - Suggested sentence: 
 There are 2 windows in 
 my bedroom. They are 
 new. 
 - Repeat this process with 
 the other groups. 
 Option 3: Speaking 
 - Teacher asks some pupils 
 to stand in front of the 
 class to listen and answer 
 the questions about their 
 room.
 - Encourage them to 
 practice with friends.
Adjustment