Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 12 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 12 Monday, November 21th 2022 C: 3CT1; 3AT2; 3BT3 Period: 45 UNIT 7: CLASSROOM INSTRUCTIONS Lesson 2 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Listen to and understand four communicative contexts and number the correct pictures. - Complete six gapped sentences with the help of picture cues. - Sing the song May I come in and sit down? with the correct pronunciation, rhythm and melody. - Vocabulary: Review - Sentense pattner: Review 2. Skills: Speaking, listening, reading and writing. 3. Quality/Attitude: - Kindness: Help partners to complete learning tasks. - Honesty: Tell the truth about feelings and emotions. - Diligence: Complete learning tasks. 4. Competence: - Critical Thinking: Self-introduce - Co-operation: Ready to help friends in pair work/ group work. - Self-control and independent learning: Perform listening tasks. B. RESOURCES AND MATERIAL: - Pupil’s book Page 53 - Audio Tracks 72 - Teacher’s guide Pages 95 - Website sachmem - Flashcards/pictures and posters (Unit 7 - Lesson 2: 4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: Slap the board *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide class into 2 groups - How to play: - Each group chooses five Ss to play. - Class will read aloud. - Look at the picture, listen and slap the picture you heard. - Who faster will get 1 mark. - Which group with higher mark is the winner. - T gives feedback. - Let’s open your book page 53 and look at Unit 7, Lesson 2 (4,5,6) II. Listen and number. *Aims: Ss will be able to listen to and understand four communicative contexts in which pupils ask their teachers for permission. *Procedure: - Elicit the questions to ask for permission used in the pictures. + How many pictures/numbers are there? + What can you see in each picture? - Point at the pictures respectively to explain the context and how to do the task. - Ask Ss to guess the answers and writes Ss’guessing on the board. - Play the recording for Ss listen. - Play the recording again for pupils to do the task. - Get Ss to swap books with their partners. - Play the recording again to check their answers together as a class. - Write the correct answers on the board. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. - Give feedbacks Key: 1. b 2. a 3. d 4. c *Outcome: Pupils can listen to and understand four communicative contexts in which pupils ask their teachers for permission. III. Look, complete and read *Aims: Ss will be able to complete the six target sentence patterns in the dialogues with the help of the picture cues. *Procedure: - Have pupils look at the pictures. Have them identify what the characters in the pictures are asking for. - Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences. - Elicit and model with picture 1 - Ask Ss to read and match. When Ss answer correctly. - Tell them to draw a line to match the two sentence halves - Have Ss work in groups and match the sentence 2, 3 and 4. - Write the correct answers on the board. - Invite pairs of pupils to stand up and read the matched instructions aloud. - Give feedbacks. Key: 1.can’t 2. Yes 3. go out; No 4. sit down; can *Outcome: Pupils can complete the six target sentence patterns with the help of the picture cues. IV. Let’s sing. *Aims: Ss will be able to sing the song May I come in and sit down? with the correct pronunciation and melody *Procedure: - Introduce the title and lyrics of the song: “May I come in and sit down?” - Play the recording for Ss to listen to the whole song. - Have them repeat the title and lyrics line by line. - Tell Ss to point at the pictures while singing. - Play the recording all the way through for Ss to listen to pronunciation and melody of the song. - Play the recording line by line for Ss to listen, repeat and point to the pictures - Play the recording for Ss to sing and do actions. - Ask Ss to practice singing and doing actions in pairs or groups. - Invite groups to the front of the classroom to perform the song - T gives feedback. *Outcome: Pupils can sing the song May I come in and sit down? with the correct pronunciation and melody. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game: Save the ocean animals - Divide the class into 2 teams. - Each team chooses one letter to go to the question. - Have pupils look, read and choose the right option. - Back to the menu for another question. - Pupils continue taking turns to play until they save all the sea creatures. - The team who saves the most sea creatures is the winner Wrap-up - Ask Ss to answer the following questions: + What have you learnt from the lesson today? +What are the core values of the lesson? (if the teacher can take from the lesson). - Review the vocabulary and model sentences. VI. Home-link. - Have Ss learn by heart vocabulary, structure and do exercise part D of Unit 7 in workbook. - Prepare the next lesson: Unit 7-Lesson 3: 1,2,3 on page 54 VII. Adjustment after the lesson. (If have) Tuesday, November 22th 2022 S: 3CT2; 3BT3; 3AT4 Period: 46 UNIT 7: CLASSROOM INSTRUCTIONS Lesson 3 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Repeat and pronounce the sounds of the consonant clusters sp and st in isolation, in the words speak and stand and in the sentences Speak English, please! and May I stand up? with the correct pronunciation and intonation; - Identify the target words speak and stand and the sentences Speak English, please! and May I stand up? while listening. - Vocabulary: Review - Sentense pattner: Review 2. Skills: Listening, writing and speaking. 3. Quality/Attitude: - Kindness: Help partners to complete learning tasks. - Honesty: Tell the truth about feelings and emotions 4. Competence: - Co-operation: Ready to help friends in pair work/ group work. - Sociability: Talk to each other, say good words to others. B. RESOURCES AND MATERIAL: - Pupil’s book Page 54 - Audio Tracks 74,75,76 - Teacher’s guide Pages 97 - Website sachmem - Flashcards/pictures and posters (Unit 7 - Lesson 3: 1, 2, 3) - Computer, projector C. PROCEDURE: I. Warm up. Game: Pass the ball *Aims: To create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, Ss in each team take turns to pass the ball. - After the music ends, 3 Ss have the ball – stand up and say the name, using the sentence model. - Let’s open your book page 54 and look at Unit 7, Lesson 3 (1,2,3) II. Listen and repeat. *Aims: Ss will be able to correctly repeat the sounds of the consonant clusters sp and st in isolation, in the words speak and stand and in the sentences Speak English, please! and May I stand up? with the correct pronunciation and intonation *Procedure: - T gives instruction to the letter sp and st, speak and stand, and in the sentences Speak English, please! and May I stand up? - Play the recording for the letter sp, st. - Encourage Ss to point at the letter/ word/ sentence while listening. - Play the recording again and encourage Ss to listen and repeat. - Do this several times until Ss feel confident. - T calls some Ss to practice. - T gives feedbacks. *Outcome: Pupils can correctly repeat the sounds of the consonant clusters sp and st in isolation, in the words speak and stand and in the sentences Speak English, please! and May I stand up? with the correct pronunciation and intonation. III. Listen and tick. *Aims: Ss will be able to identify the target words speak and stand while listening. *Procedure: - Elicit the sentences and the gap-fill options. - Ask Ss to guess the answers and writes Ss’guessing on the board. - Play the recording for them to listen and circle - Play the recording again and get Ss to swap books with their partners. - Play the recording again to check answers together as a class. - Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. - Invite one or two Ss to stand up and read the completed sentences. - Give feedback Key: 1.b 2.a *Outcome: Pupils can identify the words speak and stand while listening. IV. Let’s chant *Aims: Ss will be able to say the chant with the correct rhythm and pronunciation *Procedure: - Introduce the title and lyrics of the chant. - Play the recording for Ss to listen to the whole chant. - Have them repeat the title and lyrics line by line. Ask Ss to attend to the sounds of the letters sp and st and the words speak and stand. - Play the recording all the way through for Ss to listen to pronunciation and melody. - Play the recording line by line for Ss to listen and repeat - Play the recording for Ss to chant and clap along. - Ask Ss to practice chant and clap along in pairs or groups. - Invite groups to the front of the classroom to perform the chant *Outcome: Pupils can say the chant with the correct rhythm and pronunciation. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game: Find the correct sounds! -Divide the class into 2 teams. -Each team chooses one letter to go to the question. -Teacher can write scores in box A and B. Wrap-up. - Ask Ss to answer the following questions: + What have you learnt from the lesson today? + What are the core values of the lesson? (if the teacher can take from the lesson). - Review the vocabulary and model sentences. - Praises some Ss who are hardworking / active/ good . as well as encourage others to try more. VI. Home-link. - Have Ss learn by heart vocabulary, structure and do exercise part A of Unit 7 in workbook. - Prepare the next lesson: Unit 7-Lesson 3: 4,5,6 on page 55 VII. Adjustment after the lesson. (If have) Thursday, November 24th 2022 S: 3AT1; 3BT2; 3CT3 Period: 47 UNIT 7: CLASSROOM INSTRUCTIONS Lesson 3 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: • read and match two sentences and two dialogues with four pictures. • read, understand and complete the incomplete sentences by writing the correct words in the gaps. make classroom instructions, choose one from the box and read it to the classmates to act out. 2. Skills: Speaking, listening, reading and writing. 3. Quality/Attitude: - Kindness: Help partners to complete learning tasks. - Honesty: Tell the truth about feelings and emotions. 4. Competence: - Critical Thinking: Self-introduce - Co-operation: Ready to help friends in pair work/ group work. - Self-control and independent learning: Perform listening tasks. B. RESOURCES AND MATERIAL: • Student’s book Page 55 • Teacher’s guide Pages 98, 99 • Website sachmem.vn • Flashcards/pictures and posters (Unit 7) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 7, Lesson 2. • 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. Option 2: Play game Sit down, please! (Unit 7, Lesson 1). • Ask pupils to give instructions for his / her group to act out. • Give points for the groups and encourage them. Option 3: Game - Divide the class into 2 teams. Each team chooses one arrow to go to the question. Have pupils listen and choose the right sentence. They will get points for the right answers. - Back to the menu for another question. - Pupils take turns to play until they get all the arrows. - The team with more points is the winner. II. Read and match To read and match two sentences and two dialogues with four pictures. Four picture cues, two sentences and two dialogues to match Pupils can read and match two sentences and two dialogues with four correct pictures. Key: 1. d 2. c 3. a 4. B Step 1: Draw pupils’ attention to the sentences / exchanges and the pictures. Tell them about this activity and give pupils an example by getting them to read the first sentence in chorus. Draw a line to match it with Picture d. Step 2: Give pupils time to do the task individually or in pairs. Go around the classroom to offer support. Step 3: Get pupils to swap books with a partner to check answers as a class. Write the correct answers on the board for them to correct their answers III. Let’s write To read, understand and complete the incomplete sentences by writing the correct words in the gaps. Two incomplete sentences and two incomplete dialogues Pupils can read, understand and complete six sentences by writing the correct words in the gaps. Key: 1. book(s) 2. Stand 3. come; Yes 4. speak; can’t Step 1: Write the first incomplete sentence on the board: 1. Open your , please! Step 2: Read the incomplete sentence as a class. Elicit the word pupils have to write in the first gap and encourage them to say it. Step 3: Give pupils time to write down the answer. Step 4: Repeat Steps 1 to 3 for the other sentences. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. IV. Project. To make classroom instructions, choose one from the box and read it to the classmates to act out Pieces of paper in which pupils write classroom instructions (E.g. Stand up / Sit down, please! Close / Open your book(s), please! Go to the board, please! Go there / Come here, please! Tell me / Spell your name, please! etc.) Pupils can write instructions, choose one and read it to the classmates to act out. Step 1: Put pupils into groups or ask the whole class to work together. Step 2: Tell pupils to write instructions on their sheets of paper, then fold and put them in a box. Explain that each pupil writes just one instruction. Step 3: Get each pupil to choose one instruction in the box then read it to the group/ whole class to act out. Step 4: Give pupils enough time to complete each step. Go around the classroom to monitor and offer support. Extension: Create a class display using the pictures and vote for the most creative. Note: If there is not enough time to complete the project in class, set it as homework and check by giving pupils time to share their work in the next lesson. VII. Adjustment after the lesson. (If have) Friday, November 25th 2022 S: 3AT1; 3BT2; 3CT3 Period: 48 UNIT 8: MY SCHOOL THINGS Lesson 1 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: • use the words pen, ruler, book, school bag in relation to the topic “School things”; • use I have _____. to talk about having a school thing; understand and correctly repeat the sentences in two communicative contexts (pictures) to talk about having a school thing. 2. Skills: decision making, teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication, planning and organization 3. Quality/Attitude: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Secure and organized: keep school things in the right ways 4. Competence: Listening: listen and repeat 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 B. RESOURCES AND MATERIAL: • Student’s book Page 56 • Audio Tracks 77, 78 • Teacher’s guide Pages 100, 101 • Website sachmem.vn • Flashcards/pictures and posters (Unit 8) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 7, 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. Option 2: Chant and do activities (Unit 7, Lesson 3). • Ask pupils to chant and do the actions in Unit 7, Lesson 3 in groups. • Give points to the groups and encourage them. Option 3: Game: Listen and choose Review the previous lesson by having the class play the game Listen and choose with the classroom instructions in Unit 7: Stand up, sit down, close your book, open your book. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) to talk about having a school thing – Context a: Linh shows Ben her new pen and says: Look, Ben. I have a pen. Ben expresses his surprise and says: It's nice. I like it. – Context b: Linh shows Ben a ruler and says: I have a ruler, too. Ben says: It's nice. Pupils can understand and correctly repeat the sentences in two communicative contexts to talk about having a school thing. Step 1: Have pupils look at Pictures a and b and identify the characters (Linh and Ben) in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence. Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording. Step 5: Draw their attention to the sentences I have a pen and I have a ruler. Tell pupils that the sentence I have _____. is used to talk about having a school thing. III. Listen, point and say To correctly say the words and use: I have _____. to talk about having a school thing – Picture cues: a. a pen b. a ruler c. a book d. a school bag – Speech bubble: I have _____. Audio script: a. a pen b. a ruler c. a book d. a school bag Pupils can correctly say the words and use I have _____. to talk about having a school thing. Step 1: Draw pupils’ attention to the pictures. Tell them about the activity. Step 2: Point at Picture a and the words a pen under it. Check comprehension and give feedback. Play the recording for pupils to repeat the words a few times. Draw pupils’ attention to the bubble. Elicit the missing words. Write the answer on the board. Play the recording for pupils to repeat the sentence a few times until they feel confident. Tell pupils to point at the relevant school thing in the picture when they are repeating the sentence. Step 3: Repeat the same procedure with Picture b, c and d. Step 4: Give pupils time to point at Pictures a, b, c and d to practise saying the sentences. Step 5: Invite a few pupils to stand up, point at each school thing in the picture and say the sentence aloud. Game: Slap the board Divide the class into four teams. Stick the pictures of activities on the board. T says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. The faster pupil will get points for their team. IV. Let’s talk. To enhance the correct use of I have _____. to talk about having a school thing – Picture cue: Two pupils talk about having a school thing (a book, a school bag, a pen and a ruler). – Speech bubble: _____. Pupils can enhance the correct use of I have _____. to talk about having a school thing Step 1: Have pupils identify the school things in the picture (as in Input). Point at each school thing, elicit the missing words in the bubble (I have a book /ruler / etc.). Complete the sentence. Get pupils to say the completed sentence. Step 2: Put pupils into pairs. Encourage them to point at the school things in the picture and in the classroom respectively to say the sentence I have _____. Go around the classroom to offer support where necessary. Game: Let’s move and say! - Use a simple map (ppt), get 2-3 pupils to play at the same time. - Each pupil tosses a dice then moves accordingly. - When he/she gets to the space, they have to do the requirements. Whoever gets to the last place first is the winner. V. Adjustment after the lesson. (If have)