Kế hoạch bài dạy Tiếng Anh 3 - Tuần 17, Unit 13: Where's my book? - Năm học 2021-2022 - Cao Văn Hùng

 Week: 17
 Period: 29
 UNIT 13: WHERE’S MY BOOK?
 Lesson 1: 1,2,3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify the situation for the conversation between Peter and his mother 
(setting, participants, topics).
2. Ask and answer questions about the location of things in the house (singular). 
3.Show respect and keep their things tidy by using appropriate gestures and 
intonation when ask and answer questions about the location of things in the house.
B. LANGUAGE FOCUS
Vocabulary 
Poster, bed, chair, picture, coat, ball, here, there
Key grammatical structure
The sentence patterns: Where’s the_______? ̶ It’s here / there.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 18.
- Track (Unit 13-page 18), 
- 6 pictures of activities (Activity 2 – page 18)
- Situational pictures and character cards
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 1. Answer the questions about the Observation
 situation for the conversation between Questions & 
 Peter and his mother such as setting, Students’ answers answers
 participant, topics. Key
 2. Practice a role-play conversation with Students' talks and 
 Observation
 classmates, using the picture prompts. interaction 3. Ask and answer questions about the Observation
 Student’s talks, and 
 location of things in the house Questions & 
 interaction
 (singular),using the sentence patterns. answers
 4. Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to Ask and answer questions 
 and performance Questions& 
 about the location of things in the house. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing game “Slap on the board”
- Get ss play a game of slap on the board using vocabulary learnt.
 ( Pond, gate, yard,fence, tree, beautiful)
-T asks Ss some questions: Is there a ..? Yes/No
- Tell students that they are going to read a dialogue in which students talk about 
the location of things in the house.
Activity 1:Look, listen and repeat.
- Ask students to look at the two pictures (page 18) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (Peter and his mother)
 2. Where are they? (in their living room)
 3. What are they doing?( talking about the location of things in the living room) 
- Tell students that they are going to practise talking about the location of things in the 
house
- Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat. 
- Ask students to look at picture a (Activity 1) (page 18) and answer the following 
questions: 
 4. What does Peter ask,Mum ? ( Where ‘s my book , Mum?)
 5. What does his mother answer? (It’s here dear, On the chair.)
- Elicit the sentence patterns: Where’s the_______? ̶ It’s here / there.
Activity 2: full controlled & less controlled
Task 1: Point and say
- Use pictures to elicit: Poster, bed, chair, picture, coat, ball, here, there - Point to the first picture and model the task with one student, using the 
expressions in the bubbles and the word under the picture. 
 Teacher: Where ‘s the poster? Student: It ‘s here
- Ask students to say the phrases chorally and individually. Repeat the same 
procedure with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary. 
Task 2: Let’s talk
-Ask students to look at the pictures in the book. Ask them to identify the location 
of things in the pictures. 
-Ask Ss work in pair to ask and answer questions about the location of things in the 
house.
- Ask them to interview 3 or 4 friends: one student asks the question and the other 
answers with facts about themselves and then exchange the roles.
- Monitor the activity and offer help if necessary. 
- Call on some groups of students to role-play in front of the class. 
- Correct their pronunciation.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 - Ask and answer questions about the location of things in the house
2. What’re the core values of the lesson? 
- Show respect and keep their things tidy by using appropriate gestures and 
intonation when ask and answer questions about the location of things in the house.
- Remind students to learn new words and structure by heart.
- Guide Ss to study at home unit 13 lesson 1. Part 4,5,6 + L3:1-3.
 - Prepare for the next lesson (Unit 13, Lesson 2 on pages 20).
D. ADJUSTMENT
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Week: 17
 Period: 30
 UNIT 13: WHERE’S MY BOOK?
 Lesson 2: 1,2,3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify the situation for the conversation between Peter and his mother 
(setting, participants, topics).
2. Ask and answer questions about the location of things in the house (plural). 
3.Show respect and keep their things tidy by using appropriate gestures and 
intonation when ask and answer questions about the location of things in the house.
B. LANGUAGE FOCUS
Vocabulary 
Near, table / under, bed / on, wall / behind, door 
Key grammatical structure
The sentence patterns: Where are the _____? ̶ They’re _____.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 20.
- Track (Unit 13-page 20), 
- 4 pictures of activities (Activity 2 – page 20)
- Situational pictures and character cards
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation
 1. Answer the questions about the 
 Students’ answers Questions & answers
 situation for the conversation between Key Peter and his mother such as setting, 
 participant, topics.
 2. Practice a role-play conversation with Students' talks and 
 Observation
 classmates, using the picture prompts. interaction
 3. Ask and answer questions about the 
 Student’s talks, Observation
 location of things in the 
 and interaction Questions & answers
 house(plural),using the sentence patterns.
 4. Use positive attitudes and appropriate Student’s Observation
 gestures to Ask and answer questions interaction and 
 about the location of things in the house. performance Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and song
- Sing the poster and the ball song
- Ask and answer questions about the location of things in the house.
- Tell students that they are going to read a dialogue in which students talk about 
the location of things in the bed room. (plural)
Activity 1:Look, listen and repeat.
- Ask students to look at the two pictures (page 20) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (Peter and his mother)
 2. Where are they? (in their bed room)
 3. What are they doing?( talking about the location of things in the bed room) 
- Tell students that they are going to practise talking about the location of things in the 
bed room. (plural)
- Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat. 
- Ask students to look at picture a (Activity 1) (page 20) and answer the following 
questions: 
 4. What does Peter ask,Mum ?( Where are the posters?)
 5. What does his mother answer? (I don’t know,dear.Look in your bed room)
 6.Where does perter see his posters? (They are under his bed ) - Elicit the sentence patterns: Where’s the_______? ̶ They are ...
Activity 2: full controlled & less controlled
Task 1: Point and say
- Use pictures to elicit: Near, table / under, bed / on, wall / behind, door 
- Point to the first picture and model the task with one student, using the 
expressions in the bubbles and the word under the picture. 
 Teacher: Where ‘s the table? Student: They are under bed
- Ask students to say the phrases chorally and individually. Repeat the same 
procedure with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary. 
Task 2: Let’s talk
-Ask students to look at the pictures in the book. Ask them to identify the location 
of things in the pictures. 
-Ask Ss work in pair to ask and answer questions about the location of things in the 
bedroom.
- Ask them to interview 3 or 4 friends: one student asks the question and the other 
answers with facts about themselves and then exchange the roles.
- Monitor the activity and offer help if necessary. 
- Call on some groups of students to role-play in front of the class. 
- Correct their pronunciation.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 - Ask and answer questions about the location of things in the house.( plural)
2. What’re the core values of the lesson? 
 - Show respect and keep their things tidy by using appropriate gestures and 
intonation when ask and answer questions about the location of things in the house. ( 
plural)
- Remind students to learn new words and structure by heart.
- Guide Ss to study at home unit 13 lesson 2. Part 4,5,6 + L3:4-6.
 - Prepare for the next lesson (Unit 14, Lesson 1 on pages 24).
D. ADJUSTMENT ...................................................................................................................................
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