Giáo án Tiếng Anh Lớp 3 - Unit 2: Our new things - Lesson 2 - Năm học 2021-2022

Week: 5 Date of teaching ../ /2021
Period:10 Preparing date: .. / .../ 2021
UNIT 2 : OUR NEW THINGS (LESSON 2)
I. Objectives.
-To say and write sentences with This is, That is, These are, and Those are
-To act out a story 
II. Language.
-Language focus: speaking, writing
-Structures: This / That is the new computer. These / Those are new tables. 
III.Resources and materials
-Student Book p. 15
-Workbook p. 15
-Audio Tracks 18–19
-Story poster 2
-Flashcards 1620
-Worksheet 2: What are these? (one copy per child)
IV. Procedures.
Teacher’s acts and students acts
Students’ acts
I.Introduction
-Teacher checks attendance
-who is absent today?
-Weather report : Ask the class about today's 
weather.
-Teacher elicits sunny, windy, rainy .
Lead in
-Place the flashcards from the last lesson on the board in the sequence board, coat hook, computer, table, pencil case.
-Ask the children in chorus to repeat the sequence (pay attention to pronunciation here).
-When students are chanting nicely, remove the flashcards one at a time until they are chanting from memory.
-Point to individual students to repeat the chant in order.
-Hold up Story poster 2 again and ask children what happened in the story. Prompt if necessary with questions.
-Cover the poster and ask children which school things appeared in the story.
II.Presentation
Listen to the story and repeat. Act. (Exercise 1)
-Ask children to turn to the story on p. 14 of their Student Books and check how many things they remembered from
the lead-in activity.
-Play the recording (Track 18), pausing for children to repeat each line.
-Ask children to look at the different actions that the people do in the story. As a class, decide on the actions for the
story (see suggestions below).
-Divide the class into groups of three to play the parts of Rosy, Tim, and Miss Jones.
-Play the recording a second time for children to mime the actions as they listen.
-If you wish, ask children to practice acting out the story in their groups. Monitor the activity, checking for correct
pronunciation.
-Ask some of the groups to come to the front of the class to act out the story.
-Ask children to look at the pictures in the Let’s learn! box. Ask What can you see?
-Play the recording (Track 19), pausing after each one for children to point to the picture and repeat.
-Write the sentences on the board. Play the recording again, if possible pointing to real items in your classroom to
reinforce meaning. Indicate some tables that are close to you to demonstrate the meaning of these, and some further
away to demonstrate those, and then do the same with this and that.
Listen and say. (Exercise 2)
-Erase the school words in each sentence and replace them with flashcards to elicit sentences with the same pattern, e.g., This is a new board. That is a new pencil case. These are new coat hooks. Those are new computers.
-Children repeat the new sentences.
-Invite different children to come to the front of the room and change the school words to make new sentences.
-Ask children to look back at the story on p. 14 and find examples of the structures from Exercise 2.
IV.Development
Look at your classroom. Point and say. (Exercise 3)
-Read the words in the word box for the children to repeat.
-Focus attention on the complete sentence in the word bubble. Read it for the class to repeat, checking pronunciation and intonation.
-Ask children to work in pairs. They take turns making sentences, using the structures in the box. Encourage them to point to those items in their classroom while they say them.
-Go over the activity. Ask children to say sentences about different things in their classroom, pointing to them.
Write. (Exercise 4)
-Ask the class to look at the pictures and identify the school things in each one.
-Focus attention on the first sentence and ask which word is missing. Elicit the full sentence and write it on the board.
-Ask children to look at the rest of the sentences and write the missing words. Monitor the activity and help where
necessary.
-Go over the answers with the class. Point to the pictures for children to say the sentences in chorus.
-(optional) Ask the children to write four more sentences in their notebooks that are about their own classrooms.
V.Consolidation
Let’s practice!
-Ask students to look at the picture and speech bubble. Say This is a new pencil case.
-Have a student read the sentence.
-Have students work in pairs and take turns saying the sentence. Tell them to use other vocabulary words on the page.
Exercises: Workbook p. 15
-Children answer ‘it is sunny, windy, rainy .
board,
 coat hook, 
computer, 
table, 
pencil case.
Story actions
Picture 1: Rosy and Tim walk into the classroom. Miss Jones points to the tables and chairs.
Picture 2: Miss Jones points to coat hooks. Tim hangs up his coat.
Picture 3: Miss Jones points to the new board and computer.
Picture 4: The children clap and put their hands in the air to show that they like the classroom.
Picture 5: Miss Jones picks up Rosy’s pencil case. Rosy shakes her head.
Picture 6: Rosy unzips her pencil case.
This is a new board. 
That is a new pencil case. These are new coat hooks. Those are new computers.
-This is a .
-That is a .
-These are ..
-Those are .
1.Those are bags.
2.These are pencils.
3.This is a pen.
4.That is a computer.
This is a new pencil case.