Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 14 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 14 Monday, December 05th 2022 C: 3CT1; 3AT2; 3BT3 Period: 53 UNIT 8: MY SCHOOL THINGS Lesson 3 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Read and complete a gapped paragraph with the words provided. - Read, understand and complete the writing frame with Ss’ information. - Collect three school things from home and bring them to the classroom to present to their classmates - 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 61 - Teacher’s guide Pages 109, 110 - Website sachmem - Flashcards/pictures and posters (Unit 8 - Lesson 3: 4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: “Chant” *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Ask Ss chant and do the actions in Unit 8, Lesson 3 page 60 in groups. - Give point for the groups and encourage them. - Let’s open your book page 61 and look at Unit 8, Lesson 3 (4,5,6) II. Read and match. *Aims: Ss will be able to read and match two sentences and two dialogues with four pictures *Procedure: - Elicit and introduce the paragraph to complete - Elicit the missing word for the first gap (have) - Then tell Ss to pay attention to the article a / an to select appropriate nouns in the box for the next two gaps - Give pupils time to do the rest individually or in pairs. Go around the classroom to offer support where necessary. - Check the answers as a class. Get pupils to swap and correct their answers in pairs. - Check the answers as a class. - Have pupils read the text aloud. Key: 1. have 2. pen 3. eraser 4. my *Outcome: Pupils can read and complete a gapped paragraph with the words provided. III. Let’s write. *Aims: Ss will be able to read, understand and complete the writing frame with pupils’ information *Procedure: - Write the writing frame on the board. - Have Ss read the sentences in chorus. - When you reach the first gap, point to it and tell Ss to complete it with their name. - Then read the next line and tell them to complete each gap with the school things they have. - Give Ss time to do the task. - Invite a few Ss to stand up and read their writing aloud. Key: Pupils’ answer *Outcome: Pupils can read, understand and complete the writing frame with their information. IV. Project. *Aims: Ss will be able to collect three school things from home and bring them to the classroom to present to their classmates. *Procedure: - Tell Ss about the activity. - Check their school things. - Draw a school thing on the board and write the presentation language under it. - Check comprehension and give feedback. - Have Ss repeat the sentences until they can say them by themselves. - Invite a pupil to the front of the class to model the presentation. -Watch and offer your support with the language. - Put Ss into groups to rehearse their presentation. - Invite a few Ss from different groups to show and talk about their school things in front of the class. - Create a class display of school things and vote for the best presentation. *Outcome: Pupils can collect three school things from home and bring them to the classroom to present to their classmates. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game: HOW DO YOU SPELL ? - Divide the class into four groups. - Ask pupils to look at the letters and spell the words. 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 E of Unit 8 in workbook. - Prepare the next lesson: Unit 9-Lesson 1: 1,2,3 on page 62 VII. Adjustment after the lesson. (If have) Tuesday, December 06th 2022 S: 3CT2; 3BT3; 3AT4 Period: 54 UNIT 9: Colours Lesson 1 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Use the words blue, brown, red, yellow related to the topic “colours” - Use What colour is it? – It’s to ask and answer questions about colours of school things - Vocabulary: blue, brown, red, yellow, colour - Sentense pattner: A: What colours is it? B: It’s blue. 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 62 - Audio Tracks 87, 88 - Teacher’s guide Pages 111, 112, 113 - Website sachmem - Flashcards/pictures and posters (Unit 9 - Lesson 1: 1, 2, 3) - Computer, projector C. PROCEDURE: I. Warm up. Game: Jigsaw puzzle *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide class into 4 groups: Tom, Jerry, Miu and Chit. - Ask Ss look at the pieces of picture. - Ask Ss go to the board and jigsaw puzzle into the correct picture. - T checks who’s the winner? - Let’s open your book page 62 and look at Unit 9 Lesson 1 (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. + blue: màu xanh da trời (visual) + brown: màu nâu (visual) + red: màu đỏ (visual) + yellow: màu vàng (visual) + colour: màu sắc (translation) - 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: Mine *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) to talk about colours. *Procedure: Have Ss look at Pictures a and b and identify the characters (Minh and Mary) 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. *Outcome: Pupils can understand and correctly repeat as well as make questions and answer them. IV. Listen, point and say. *Aims: Ss will be able to correctly use What colour is it? It’s . for asking and answering questions about the colours of school things. *Procedure: Have pupils look at the pictures and identify the characters, teacher introduces new structure for Ss. + Model sentences: A: What colours is it? B: It’s blue. - 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 use What colour is it? - It’s ____ for asking and answering questions about the colours of school things. V. Let’s talk. *Aims: Ss will be able to enhance the correct use of What colour is it? – It’s .. for asking and answering questions about the colour of a school thing. *Procedure: - Have Ss look at the picture and elicit the question and the answer in context. + What are they? + Where are they? + What colours is it? - Have Ss look at the school things on the desk and say their names, and then their colours. - Have Ss look at the first speech bubble and read What colour are they? - Then have them point at the school bags and complete the gapped answer in the second bubble (Ex: They’re black.). After that, let them say the question and the answer. - Give Ss time to practise asking and answering the question What colour are they? . in pairs. - Invite a few pairs to practise asking and answering questions about the colours of the school things on the desk in front of the class. - If time allows, let Ss point at the school things around them, ask and answer questions about their colours. *Outcome: Pupils can enhance the correct use of What colour is it? – ______. for asking and answering questions about the colour of 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: : Memory Game - Divide the class into 2 teams (team 1 and team 2). - Each team prepares a set of school things with different colours and takes turns to bring to the front and shows them to the class. - The other team has 30 seconds to look at the objects and remember their colours. - The pupils in the front hide the objects and secretly pick one each. - Pupils in the other team guess the secret object by asking: What colour is it? - In 10 seconds, if the other team can guess the object correctly, they get points. 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 B of Unit 9 in workbook. - Prepare the next lesson: Unit 9-Lesson 1: 4,5,6 on page 63 VIII. Adjustment after the lesson. (If have) Thursday, December 08rd 2022 S: 3AT1; 3BT2; 3CT3 Period: 55 UNIT 9: Colours Lesson 1 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - use the words and phrase play badminton, run, paint, walk in relation to the topic “Outdoor activities”; - use He’s / She’s _____. to talk about what someone is doing; - listen to and understand two communicative contexts about what someone is doing and tick the correct answers; - read and complete four target sentence patterns with the help of the picture cues; - sing the song Painting and singing with the correct pronunciation, rhythm and melody - decision making, teamwork, reliability, motivation, adaptability, problem solving 2. Skills: problem-solving, decision making, teamwork, reliability, motivation, and adaptability 3. Quality/Attitude: Kindness: help partners to complete learning tasks. Diligence: complete learning tasks. Honesty: tell the truth about feelings and emotions. Responsibility: appreciate kindness. Leadership: collaborate with teachers to enhance language skills 4. Competence: Listening: listen and recognize the contexts, focus on introducing someone, then repeat. Critical thinking: talk about friends. Oral communication: speak about friends, ask and answer the questions. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. Sociability: talk to each other, say good words to others. B. RESOURCES AND MATERIAL: - Student’s book Page 59 - Audio Tracks 86, 87 - Teacher’s guide Pages 233, 234 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 19) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 18, 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: Chant and do activities (Unit 18, Lesson 3). - Ask pupils to chant and do the actions in Unit 18, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game: Catch the butterflies Have pupils choose the butterflies to go to the questions. Ask them look, read and choose the right options. II. Listen and tick To listen to and understand two communicative contexts about what someone is doing and tick the correct pictures. Picture cues: 1a. Mary is playing badminton. 1b. Mary is painting. 2a. Nam is running. 2b. Nam is playing football. Audio script: 1. 2. A: Is that Mary? A: Who’s that? B: Yes, it is. B: It’s Nam. A: Look! She’s A: Look! He’s playing running. badminton. B: Yes, he is. B: Yes, she is. Pupils can listen to and understand two communicative contexts about what someone is doing and tick the correct picture. Key: 1. a 2. A Step 1: Draw pupil’s attention to Pictures 1a and 1b. Elicit the names of the characters. Step 2: Play the recording for Question 1. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Repeat Steps 1 to 2 for Pictures 2a and 2b. Step 4: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board. Play the recording again for the pupils to double-check their 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. Look, complete and read To read and complete four target sentence patterns with the help of the picture cues. Four picture cues and four incomplete sentence patterns to complete Pupils can complete and read four target sentence patterns with the help of the picture cues. Key: 1. playing football 2. painting 3. playing badminton 4. Running Step 1: Have pupils look at the pictures. Have them identify the characters (a boy or a girl) in the pictures. Step 2: Have pupils look at the incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the first sentence. Ask them what words are missing in the sentence (playing football). Then have them complete the sentence (He’s playing football.) Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils' attention to the gaps in the sentences in Pictures 2, 3 and 4. Step 5: Have pupils complete the gaps in the sentences individually and ask a few pupils to read them aloud. Game: Slap the board - Divide the class into four teams. - Stick the pictures of activities on the board. - Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again. - The one who says faster will get points IV. Let’s sing To sing the song Painting and singing with the correct pronunciation The lyrics and the recording of the song Painting and singing Pupils can sing the song Painting and singing with the correct pronunciation Step 1: Draw pupils’ attention to the title and lyrics of the song. Model the title and lyrics line by line for pupils to repeat. Encourage them to point at the characters’ pictures to reinforce their understanding. Step 2: Play the recording all the way through for pupils to listen to the whole song. Encourage them to listen carefully to the pronunciation and the melody. Step 3: Play the recording line by line for pupils to listen to and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for pupils to sing along. Step 5: Introduce actions for pupils to do while singing along with the recording. Extension: Put pupils into groups to make up their actions for the song. Invite some groups to the front of the class to perform while the rest of the class sings and / or claps along. Encourage the class to praise or cheer the performers. Game: Matching game - Use pictures and flash cards, get 3 pupils to hold the pictures and 3 others to hold the sentences. - Ask them to find and match. - Praise the ones who finish the matching. - Then ask the class to look and say aloud. V. Adjustment after the lesson. (If have) Friday, December 09th 2022 S: 3AT1; 3BT2; 3CT3 Period: 56 UNIT 9: Colours 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) focus on what someone is doing outdoors; - use What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors; - enhance the correct use of What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors in a freer context. 2. Skills: communication, planning and organization, stress tolerance, and initiative 3. Quality/Attitude: Kindness: help partners to complete learning tasks. Honesty: tell the truth about feelings and emotions. Responsibility: appreciate kindness. Leadership: collaborate with teachers to enhance language skills 4. Competence: Listening: listen and recognize someone, then repeat. Critical thinking: talk about someone. Oral communication: speak about someone, ask and answer the questions. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. B. RESOURCES AND MATERIAL: - Student’s book Page 60 - Audio Tracks 88, 89 - Teacher’s guide Pages 235, 236 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 19) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 19, 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: Game: Save the ocean animals - Have pupils click on the letters to go to the questions, choose the right words/phrases to make correct sentences. - Click on the global to turn back the menu. - Click on the animals on the net to release them II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone is doing outdoors. – Context a: Nam: Where’s Bill? - Mary: He’s in the park. – Context b: Nam: What’s he doing? - Mary: He’s skating Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focus on what someone is doing outdoors. Step 1: Have pupils look at Pictures a and b and identify the characters 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 classroom to listen and repeat the sentences in the recording. Step 5: Draw their attention to the question What’s he doing? and the answer He’s skating. Tell pupils that they are the question and the answer about what Nam’s doing in the park III. Listen, point and say To correctly use What’s he / she doing? − He’s / She’s . to ask and answer questions about what someone is doing outdoors – Picture cues: a. a boy is skating b. a girl is cycling c. a boy is flying a kite d. a girl is skipping – Speech bubbles: What’s he / she doing? − He’s / She’s ______. Audio script: a. skating b. cycling c. flying a kite d. skipping A: What’s he doing? B: He’s skating. Pupils can correctly use What’s he / she doing? − He’s / She’ s ____. to ask and answer questions about what someone is doing outdoors. Step 1: Have pupils look at the pictures and identify the characters (a boy or a girl) and their actions. Have the class repeat the words/ phrases a few times. Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (skating). Follow the same procedure with the other three pictures. Step 3: Point at Picture a and have pupils listen and repeat after the recording (What’s he doing? - He’s skating.) Step 4: Have pairs practise asking and answering questions What’s he / she doing? – He’s / She’s ____. with Pictures b, c and d. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Slap the board - Divide the class into four teams. - Stick the pictures of activities on the board. - Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again. - The one who says faster will get points IV. Let’s talk To enhance the correct use of What’s he / she doing? − ________. to ask and answer questions about what someone is doing outdoors – Picture cues: In the park, Lucy is cycling, Ben is skating, Minh is flying a kite and Linh is skipping. – Speech bubbles: What’s he / she doing? − _______. Pupils can enhance the correct use of What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors in a freer context. Step 1: Draw pupils’ attention to the pictures. Ask questions to help them identify the contexts (see Input). Step 2: Put pupils into pairs and encourage them to ask and answer questions about what someone is doing outdoors. Go around the classroom to offer support. Step 3: Invite some pairs of pupils to come to the front of the class to perform their conversations. Game: Matching game Use pictures and flash cards, get 3 pupils hold the pictures and 3 others to hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud V. Adjustment after the lesson. (If have)