Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 13 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 13 Monday, November 28th 2022 C: 3CT1; 3AT2; 3BT3 Period: 49 UNIT 8: MY SCHOOL THINGS Lesson 1 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Listen to and understand two communicative contexts in which pupils talk about the school things they have. - Lead and complete the four gapped sentences with the help of the picture cues. - Sing the song School things with the correct pronunciation and melody. - 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. - Diligence: complete learning tasks. 4. Competence: - Oral Communication: sing the song – Let’s sing. - Written Communication: complete the sentences. - Self-control and independent learning: perform listening tasks. - Communication and collaboration: work in pairs or groups. B. RESOURCES AND MATERIAL: - Pupil’s book Page 57 - Audio Tracks 79,80 - Teacher’s guide Pages 102,103 - Website sachmem - Flashcards/pictures and posters Unit 7-Lesson 1(4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: guessing *Aims: To create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Invite a few pupils to stand up and pick up a school thing then class say I have_____. - Let’s open your book page 57 and look at Unit 8-Lesson 1(4,5,6) II. Listen and tick. *Aims: Ss will be able to listen to and understand two communicative contexts in which pupils talk about the school things they have. *Procedure: - Elicit the name of the school thing in each picture. + 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 *Outcome: Pupils can listen to and understand two communicative contexts in which the speakers talk about the school things they have. III. Look, complete and read. *Aims: Ss will be able to read and complete the four gapped sentences with the help of the picture cues. *Procedure: - Have Ss look at the picture cues and identify the school things (a pen, a book, a ruler and a school bag) - Have Ss look at the four dialogues and the pictures. Elicit and model with picture 1 - Ask Ss to read the sentence 1 in chorus. + Ask Ss what word is missing in the gap (pen). Then have them complete the sentence (I have a pen). - Have Ss work in pairs and complete the sentences 2, 3, 4. - Ask a few Ss to stand up and read the sentences aloud. - T gives feedbacks. Key: 1. pen 2. a book 3. have a ruler 4. I have a school bag *Outcome: Pupils can read and complete the four gapped sentences with the help of the picture cues. IV. Let’s sing. *Aims Ss will be able to sing the song School things with the correct pronunciation and melody. *Procedure: - 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 School things 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: Let’s sing and move! Play audio track 80, then ask pupils to sing and dance along to the song, when the music stops, everybody has to stop moving. Pupils who can’t stop in time will be eliminated. 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 B of Unit 8 in workbook. - Prepare the next lesson: Unit 8-Lesson 2: 1,2,3 on page 58 VII. Adjustment after the lesson. (If have) Tuesday, November 29th 2022 S: 3CT2; 3BT3; 3AT4 Period: 50 UNIT 8: MY SCHOOL THINGS Lesson 2 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on the questions and answers about having a school thing. - Correctly say the words and use Do you have ..? Yes, I do. / No, I don’t. to ask and answer questions about having a school thing. - Enhance the correct use of Do you have ..? Yes, I do. / No, I don’t. to ask and answer questions about having a school thing. - Vocabulary: pencil, pencil case, notebook, eraser - Sentense pattner: A: Do you have a pen? B: Yes, I do. / No, I don’t. 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: - Critical Thinking: Self-introduce - 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 52 - Audio Tracks 81, 82 - Teacher’s guide Pages 103, 104, 105 - Website sachmem - Flashcards/pictures and posters (Unit 8 - Lesson 2: 1, 2, 3) - Computer, projector C. PROCEDURE: I. Warm up. Game: Pass the school things. *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Review the previous lesson by having the class pass the school things with the music. - When the music stops, those who have school things have to say the sentence: I have a - Let’s open your book page 58 and look at Unit 8 Lesson 2 (1,2,3) II. Vocabulary. *Aims: Ss will be able to know the vocabulary in front of starting the new lesson. *Procedure: - T elicits the new words. + pencil: bút chì (realia) + pencil case: hộp bút (realia) + notebook: quyển vở (realia) + eraser: cục tẩy (realia) - Introduce the new words according to the 3-2-3 rule. - T writes the words on the board. Ss take note. - Run through all the new. - Checking: Rub out and remember *Outcome: Ss can say new words. III. Listen, point and repeat. *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on the questions and answers about having a school thing. *Procedure: - Have Ss look at Pictures a and b and identify names of the speakers in the pictures. - Play the recording for Ss to listen. - Play the recording (sentence by sentence) to listen and repeat. Correct their pronunciation where necessary. - Have Ss work in pair to practice the diaguage - Invite a few pairs to the front of the class to read aloud. Correct pronunciation if necessary. - Draw pupils’ attention to the questions Do you have a pen /a ruler? and the answers Yes, I do. / No, I don’t. Tell pupils that they are used to asking and answering about having a school thing. *Outcome: Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on the questions and answers about having a school thing. IV. Listen, point and say. *Aims: Ss will be able to correctly say the words and use Do you have .? − Yes, I do. / No, I don’t. to ask and answer questions about having a school thing. *Procedure: - Have pupils look at the pictures and identify the characters, teacher introduces new structure for Ss. + Model sentences: A: May I go out? B: Yes, you can. / No, you can’t - Explain, model and meaning. - Have Ss repeat the model sentences, T-Ss, Ss- Ss (open pairs/ close pairs) - Have pupils look at the pictures and elicit the names of the characters. - Play the recording for Ss to listen and repeat the model. - Repeat again all the pictures and model sentences after teacher. - Give pupils time to work in pairs - Invite a few pairs to point at the pictures and say the questions and answers in front of the class. *Outcome: Pupils can correctly say the words and use Do you have _____? − Yes, I do. / No, I don’t. to ask and answer questions about having a school thing. V. Let’s talk. *Aims: Ss will be able to enhance the correct use of Do you have .? − Yes, I do. / No, I don’t. to ask and answer questions about having a school thing. *Procedure: - Have Ss look at the picture and elicit the question and the answer in context. + What can you see in the picture? + Who are they? + What are they doing? - T fills the gaps and writes the sentences on the board. - T models - Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). - Put pupils into pairs and encourage them to ask for permission and give answers. Go around the classroom to offer support. - Invite some pairs of pupils to come to the front of the class to perform. *Outcome: Pupils can enhance the correct use of Do you have _____? - Yes, I do. / No, I don't. to ask and answer questions about having a school thing. VI. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game: Chatting - Teacher tells pupils to put their school things on a desk. - Ss work in pairs : Do you have a pen/book/ruler ? - If they have that item, say: Yes, I do. If not, then say: No, I don’t. 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. VII. Home-link. - Have Ss learn by heart vocabulary, structure and do exercise part C of Unit 8 in workbook. - Prepare the next lesson: Unit 8-Lesson 2: 4,5,6 on page 59 VIII. Adjustment after the lesson. (If have) Thursday, December 01rd 2022 S: 3AT1; 3BT2; 3CT3 Period: 51 UNIT 8: MY SCHOOL THINGS 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 in which pupils ask and answer questions about having a school thing. • read and match four simple exchanges with the correct pictures review vocabulary words for school things and use them in the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. by playing the matching game or Pelmanism. 2. Skills: problem-solving, decision making, teamwork, reliability, motivation, and adaptability 3. Quality/Attitude: - Kindness: Help partners to complete learning tasks. - Honesty: Tell the truth about feelings and emotions. 4. Competence: Listening: listen and number Critical thinking: read and match Oral communication: let’s play Sociability: talk to each other B. RESOURCES AND MATERIAL: • Student’s book Page 59 • Audio Tracks 83 • Teacher’s guide Pages 105, 106, 107 • Website sachmem.vn • Flashcards/pictures and posters (Unit 8) Computer, projector C. PROCEDURE: I. Warm up. Greet the class and encourage pupils to respond to your greeting. Option 1: Sing the song School things of Unit 8, page 57. • Ask pupils to sing the song. • Invite some of them to come to the board to role play and do action, the rest of the pupils will sing. Option 2: Game: Pass the school things. Review the previous lesson by having the class pass the school things around while playing the music. When the music stops, those who have school things have to say the sentence: I have a Option 3: What school things do you see? There’s a classroom with school things everywhere. Ask pupils to look at the pictures carefully and find the school things. Let pupils count the number of items they find to make it more interesting. II. Listen and number To listen to and understand four communicative contexts in which pupils ask and answer questions about having a school thing Picture cues: a. a notebook b. an eraser c. a pencil case d. a pencil Audio script: 1. A: Do you have a pencil case? B: Yes, I do. 2. A: Do you have a pen? B: No, I don’t. I have a pencil. 3. A: Do you have a book? B: No, I don’t. I have a notebook. 4. A: Do you have an eraser? B: Yes, I do. Pupils can listen and number four communicative contexts in which two pupils ask and answer questions about having a school thing. Key: 1. c 2. d 3. a 4. B Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the words for the school thing in each picture. Play the recording twice so that pupils can do the task. Play the recording a third time to give pupils another listening opportunity and check their answers. Step 2: Tell pupils to swap books with a partner, and check answers together as a class. Write the answers on the board for pupils to correct their answers. Step 3: Play the recording all the way through for pupils to double-check all the answers. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation, where necessary. III. Read and match To read and match four simple exchanges with the correct pictures Four simple exchanges and four picture cues Pupils can read and match four simple exchanges with the correct pictures. Key: 1. d 2. c 3. a 4. B Step 1: Draw pupils’ attention to Exchange 1. Tell them about this activity. Show them how to do the task. Get pupils to read Exchange 1 in chorus. Ask them what A and B are talking about. Write the word notebook on the board. Tell pupils to identify the picture of a notebook (Picture d). Then match Exchange 1 with Picture d. Step 2: Give pupils time to do the task with Exchanges 2, 3 and 4. Go around the classroom to offer support where necessary. Step 3: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite some pairs of pupils to stand up and read aloud the matched exchanges. Let’s choose and say! Pupils choose a number, then answer the question. Who can say the correct answer will get points for the team. (ppt game) Ex: Do you have a pencil? Yes, I do./ No, I don’t. Pupils have to choose the correct one. IV. Let’s play. To review vocabulary words for school things and use them in the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. by playing the matching game or Pelmanism A picture showing four face down cards plus a face up card (pen) matching with another face up card (picture of a pen) Pupils can review the vocabulary words for school things and use them in the sentence patterns: Do you have _____? and Yes, I do. / No, I don’t. by playing a matching game Step 1: Explain how to play the game: Players take turns flipping over two matching cards. A picture matches with the name of the object in the picture. For example, a picture of a pen matches with the word pen. If two cards match, they are left turned face up and the player scores one point. If they do not match, they are returned to their face down layout and the turn passes to the next player. Players that successfully match cards get to take another turn and try to match two more cards. This continues until that player fails to match a pair. The player with the most points is the winner. Step 2: Set a time limit for pupils to play the game in pairs. Go around the classroom to offer support where necessary. Step 3: When time runs out, show the cards one by one and invite a few pairs to ask and answer questions using the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. Outcome: Pupils can review the vocabulary words for school things and use them in the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. by playing a matching game. VII. Adjustment after the lesson. (If have) Friday, December 02th 2022 S: 3AT1; 3BT2; 3CT3 Period: 52 UNIT 8: MY SCHOOL THINGS Lesson 3 (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 60 Audio Tracks 84, 85, 86 Teacher’s guide Pages 107, 108 Website sachmem.vn Flashcards/pictures and posters (Unit 8) Computer, projector C. PROCEDURE: I. Warm up. Greet the class and encourage pupils to respond to your greeting. Option 1: Spend a few minutes revising the previous lesson by dividing the class into two groups. Show a few picture cards of school things, one by One. Each group takes turns to ask and answer questions using the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. Get pupils to open their books on page 60 and look at Lesson 3, Activity 1. Tell them what they will learn in this lesson. Option 2: Game: Pass the school things. Review the previous lesson by having the class pass the school things (a book, a pencil, a pen ) while playing the music . When the music stops, those who have school things have to say the sentence: I have a II. Listen and repeat To correctly repeat the sounds of the letter cluster oo and letter a in isolation, in the words book and eraser, and in the sentences I have a book. and Do you have an eraser? with correct pronunciation and intonation – The letter cluster oo, the word book and the sentence I have a book. – The letter a, the word eraser and the sentence Do you have an eraser? Pupils are able to correctly repeat the sounds of the letter cluster oo and letter a in isolation, in the words book, eraser, and in the sentences I have a book. And Do you have an eraser? with correct pronunciation and intonation. Step 1: Draw pupils’ attention to the letter cluster oo, the word book and the sentence I have a book. Play the recording for pupils to listen and repeat. Encourage them to point at the letters / word / sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Repeat the procedure with the letter a. Game: Listen and choose! Divide the class into 2 groups. Let the pupils listen to the recording, then choose the correct moving shapes. III. Listen and circle To identify the target words book and eraser while listening Two sentences for completion and three options Audio script: 1. I have an eraser. 2. Do you have a book? Pupils can identify the words book and eraser while listening. Key: 1. b 2. C Step 1: Draw pupils’ attention to the sentences and the gap-fill options. Tell them about the activity. Check their comprehension and give feedback. Step 2: Play the recording for Sentence 1 for pupils to listen. Play the recording again for them to listen and circle the correct option. Play the recording a third time for pupils to check their answers. Step 3: Repeat the procedure of Step 2 for Sentence 2. Step 4: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Play the recording for pupils to check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the completed sentences. Game: Listen and tick the box! Play the recording or say a sentence for pupils to choose a correct answer and tick the box. (ppt game) IV. Let’s chant. To say the chant with the correct rhythm and pronunciation The lyrics and recording of the chant Pupils can say the chant with the correct rhythm and pronunciation. Step 1: Draw pupils’ attention to the lyrics of the chant. Check comprehension of the lyrics and give feedback. Step 2: Play the recording all the way through so that pupils can listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw their attention to the sounds of the letter cluster oo and letter a in the words book and eraser in the chant. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for pupils to say the chant. Encourage them to clap along while they chant. Extension: Game: Say out loud with me! Divide the class into two or more groups to take turns listening to and repeating the chant, while the rest of the class claps along. V. Adjustment after the lesson. (If have)