Speaking Club
Grade 3 level


In this lesson, students parctice words from BUMP UP green, the first unit "Goldilocks and the three bears". They are assumed to understand, read and use all the words in a proper way. The lesson starts by warming up where Ss have a discussion about the story of "Goldilocks and the three bears". This is followed by teaching Ss vocabulary using flashcards. After that T tests Ss comprehension. Finally, there is some controlled practice through sentence reformulation and free practice via final role-play speaking activity.


Abc flashcards

Main Aims

  • To provide fluency speaking practice in a Retelling story in the context of Folk story

Subsidiary Aims

  • To provide clarification, review and practice of Adjectives, verbs and advebs in the context of Folk story


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T asks Ss about "GOLDILOCKS AND THE THREE BEARS" and tries to get a general idea. Ask the students if they have read the story before and what they remember about it, or ask them what they expect the story will be like. ★ Today’s story is The Frog Prince. Have you heard of this story? Have you read it? (⇢ Yes, I have. / No, I haven’t.) ★ David, since you have read it, can you name one character in it? (⇢ There is a frog.) ★ If you haven’t read it, what kind of story do you think it will be? (⇢ I think it is about a prince who changes into a frog.) 3. Look at the picture on page 10 and discuss with the students the questions from Before You Read. ★ This picture represents a scene from The Frog Prince. ★ What is swimming in the pond? (⇢ A frog is swimming.) ★ What does it have? (⇢ It has a ball.) ★ What color is the ball? (⇢ It is bright yellow.) 4. Read Meet the Characters and have the students repeat after you. Ask questions about the characters to check how well the students understand.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T shows flash cards and tries to elicit meaning by asking critical thinking questions as: Do you think the baby is standing or lying? - T does drilling for several times and makes sure the meaning is completely understood by Ss.

Testing (8-10 minutes) • T test Ss comprehension

T gives Ss handouts and asks them to do it in groups. Then T provides Ss answer key to correct or T does it with Ss if time permits.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T devides Ss into groups and hands them pictures of the story. Ss retells the sory using their own words. T listens and take notes.

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