Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 15 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 15 Monday, December 12th 2022 C: 3CT1; 3AT2; 3BT3 Period: 57 UNIT 9: Colours Lesson 2 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Listen to and demonstrate understanding of simple exchanges related to the topic “Colours” - Read and write about colours of school things. - Sing the colours song 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 65 - Audio Tracks 92, 93 - Teacher’s guide Pages 116, 117 - Website sachmem - Flashcards/pictures and posters Unit 9-Lesson 2(4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: Who says fast? *Aims: To create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Hold a school thing card, then reveal it slowly. - Ask What is it? - Ask the Ss guess the answer as fast as possible. - Then have Ss do the same with the rest. - This can be played in groups to make it more interesting. - Let’s open your book page 65 and look at Unit 9-Lesson 2(4,5,6) II. Listen and number. *Aims: Ss will be able to listen to and understand four communicative contexts in which the characters ask and answer questions about the colours of school things and number the correct pictures. *Procedure: - Elicit the names and clours of the school thing in each picture. + What is this? + What colour is it? + What are these? + What colour are they? - Play the recording for Ss listen to do the task. - Play the recording again to check their answers together as a class. - Let pupils swap and check their answers before checking as a class. Correct the answers as necessary. - Give feedback Key: 1. b 2. d 3. c 4. a *Outcome: Pupils can listen to and understand four communicative contexts in which the characters ask and answer questions about the colours of school things and number the correct pictures. III. Look, complete and read. *Aims: Ss will be able to complete the four gapped dialogues with the help of the picture cues *Procedure: - Get Ss to look at the pictures and identify the names and colours of the school things. - Have Ss look at the four dialogues and the pictures. Elicit and model with number 1 + Get Ss to read number 1 in chorus. + Ask them what A and B are talking about. + Write the word notebook on the board. + Tell Ss to identify the picture of a notebook (black). + Then write number 1 with black -Have Ss work in pairs and match the sentences 2, 3, 4. - Ask a few Ss to stand up and read the sentences aloud. - T gives feedback. Key: 1. black 2. blue 3. are; orange 4. They’re green. *Outcome: Pupils can complete the four gapped dialogues with the help of the picture cues. IV. Let’s sing. *Aims: Ss will be able to sing the song Colours with the correct pronunciation, rhythm, and melody *Procedure: - Introduce the title and lyrics of the song and check comprehension. + What is the song about? + What colour is the pen? + What colour are the rulers? - 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. *OutcomePupils can sing the song with good pronunciation, rhythm 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: whack the watermelon - Divide the class into 3 teams. - Set the team names and game rules. - Teacher prepares a set of pictures about school things (both in singular and plural) with colours. - 2 students from each team come to the board, randomly choose one picture; ask and answer with the picture on it. 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 9 in workbook. - Prepare the next lesson: Unit 9-Lesson 3: 1,2,3 on page 66 VII. Adjustment after the lesson. (If have) Tuesday, December 13th 2022 S: 3CT2; 3BT3; 3AT4 Period: 58 UNIT 9: Colours Lesson 3 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Correctly repeat the sounds of the letter bl and letter br in isolation, in the words blue and brown, and in the sentences My school bag is blue. and The pencil cases are brown. with correct pronunciation and intonation. - Listen to two sentences and circle the correct options to complete the gaps in two gapped sentences. - Say the chant with the correct rhythm and pronunciation. - 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 66 - Audio Tracks 94, 95, 96 - Teacher’s guide Pages 118, 119 - Website sachmem - Flashcards/pictures and posters (Unit 9 - Lesson 3: 1, 2, 3) - Computer, projector C. PROCEDURE: I. Warm up. Game: Find and circle the words *Aims: To create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: B M V K E P S C B T L C T H N E B C L H U L U A A V L O O I E E L N N N A S U N A B R E A K C E S K S C D K O K K I E B S R O E E C V C A H L H B R O W N D A Y D T S S R S O T S M A C E B F Z Z Y W - Divide class into 2 groups - Ask Ss to find and circle the words that they learnt. - Which groups find the best correct words is winner. - Give Ss time to play the game. Rows: brown, break Columns: blue, brown, blouse -T checks who’s winner? - Let’s open your book page 66 and look at Unit 9, Lesson 3 (1,2,3) II. Listen and repeat. *Aims: Ss will be able to correctly repeat the sounds of the letter bl and letter br in isolation, in the words blue and brown, and in the sentences My school bag is blue. and The pencil cases are brown. with correct pronunciation and intonation. *Procedure: - T gives instruction to the letter bl and br, blue and brown , and in the sentences My school bag is blue. and The pencil cases are brown. - Play the recording for the letter bl, br. - 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 pronounce the sounds of the clusters bl and br in isolation, say the words blue and brown, and read the sentences My school bag is blue. and The pencil cases are brown. III. Listen and circle. *Aims: Ss will be able to identify the target words blue and brown 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 to check answers together as a class. - Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Invite one or two Ss to stand up and read the completed sentences. - Give feedback Key: 1.b 2.b *Outcome: Pupils can listen to two gapped sentences and circle the correct options. 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 bl and br and the words blue and brown. - 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: Slap the board - To play this game the teacher sticks a set of pictures or words on the board and divides the class into two teams. - The teacher then has a student from each team come up to the board. - They then listen as the teacher calls out a word or a sentence and they race to slap the correct picture. - Whoever is the fastest with the correct slap gets a point for their team and the next students then come up. 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 9 - Prepare the next lesson: Unit 9-Lesson 3: 4,5,6 on page 67 VII. Adjustment after the lesson. (If have) Thursday, December 15th 2022 S: 3AT1; 3BT2; 3CT3 Period: 59 UNIT 9: Colours Lesson 3 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: Use the words blue, brown, red, yellow, orange, green, white and black related to the topic “colours”; Read a short text and tick the colours of some school things. Use the target language in a real context by writing a short paragraph about the colours of some of their school things. Revise the target vocabulary items they have learnt in a real context. Do a project on how to draw, colour and say the colours of school things. 2. Skills: teamwork, motivation, communication, planning and organization 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 repeat Critical Thinking: listen and circle Oral Communication: let’s chant (practice speaking) Written Communication: write about the colours of school things Communication and collaboration: work in pairs or groups B. RESOURCES AND MATERIAL: - Student’s book Page 67 - Teacher’s guide Pages 120, 121 - Website sachmem.vn - Flashcards/ pictures and posters (Unit 9) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 8, 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: Invite one or two groups of pupils to the front of the class to sing the chant on page 66. The rest of the class may sing along and clap hands. Option 3: Game: Lucky numbers Review: Colours and school things What is it?/ What are they? What colour is it?/ What colour are they? II. Read and tick To read and understand a short text and tick the colours of some school things - A short text about some school things and their colours - A table summarising some school things and their colours Pupils can read and understand a short text and tick the correct colours of the school things. Step 1: Tell the class the goal of this activity. Explain how to complete the task: read the text and tick the correct colours of the school things in the table. Check comprehension. Step 2: Ask pupils to read the list of the school things in the first column of the table. Then have them look at the colours on the right side of the table. After that, have them read the text and tick the correct colours. Step 3: Set a time limit for pupils to do the activity independently. Go around the classroom and offer help if necessary. Step 4: Let pupils swap and check answers. Correct the answers if necessary. Step 5: Ask some pupils to read the text aloud. Make it become a competition between groups. (Those who read correctly and make it with the shortest time will get more points.) III. Let’s write To use the target language in a real context by completing a gapped text about the colours of school things A short gapped text Pupils can complete the text with the colours of their school things. Step 1: Tell the class the goal of this activity: Pupils read the gapped text and fill in the gaps with the colours of their school things. Check comprehension. Step 2: Have pupils look at the picture on the screen and describe it as an example. Let pupils read the gapped text and fill in the gaps with the colours of their school things. Check comprehension. Step 3: Have pupils complete the first gap together as an example. Ask them to look at the gap. Ask them what is missing. Then let them identify the colour of their school bag. After that, let them write down the suitable word in the gap. Step 4: Give pupils time to complete the text independently. Go around the classroom and offer help if necessary. Step 5: In pairs or groups, ask pupils to swap their complete texts before checking as a class. Extension: If there is enough time, invite some pupils to come to the board and read the answer. Praise them when they do the task well. IV. Project Do a project on how to draw, colour and say the colours of school things A piece of paper or the notebook with the four school things that pupils have drawn and coloured as homework Pupils can use the target language in a real context by telling the colour of school things. Step 1: Tell pupils about the goal of the activity. Explain that they are going to draw, colour, then show four school things that they have drawn and coloured and tell the class about the colours. Step 2: Have pupils work in groups. Each member shows the piece of paper or notebook in which four school things are drawn and coloured and introduce them, e.g. This is a school bag. It’s brown. These are the pens. They’re green. Go around and praise pupils when they perform well. Step 3: Invite one or two pupils to show their pictures of school things and tell what colour they are to the class. Extension: Tell the pupils to make a poster of school things and how to use your school things carefully. V. Adjustment after the lesson. (If have) Friday, December 16th 2022 S: 3AT1; 3BT2; 3CT3 Period: 60 UNIT 10: BREAK TIME ACTIVITIES Lesson 1 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: By the end of the lesson, pupils will be able to: Understand and correctly repeat the sentences in two communicative contexts about school break time activities. Correctly say the words and use I ______ at break time. to identify school break time activities. Enhance the correct use of I ______ at break time. to identify school break time activities. 2. Skills: teamwork, motivation, communication, planning and organization 3. Quality/Attitude: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about activities at break time Leadership: collaborate with teachers to enhance language skills 4. Competence: Listening: look, listen and repeat Critical Thinking: listen, point and say Oral Communication: let’s talk Written Communication: complete the sentence Communication and collaboration: work in pairs or groups B. RESOURCES AND MATERIAL: - Student’s book Page 68 - Audio Tracks 97, 98 - Teacher’s guide Pages 122, 123, 124 - Website sachmem.vn - Flashcards/pictures, ppt and posters (Unit 10) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 9 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: Look and Guess Teacher shows 4 pictures numbered 1 to 4 on the board. Teacher lets the pupils choose 1 square on the screen and open it. Teacher lets the pupils guess the corresponding number of the picture. Option 3: Chant and do activities (Unit 9) Ask pupils to chant and do the actions in Unit 9 in groups. Give points to the groups and encourage them. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts about school break time activities – Context a: Ben says: It’s break time. Let’s play chess. Lucy says: OK! – Context b: Lucy says: I play volleyball at break time. What about you, Minh? Minh: I play basketball. Pupils can understand and correctly repeat the sentences in two communicative contexts about school break time activities. 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 class to listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the sentence pattern I _____ at break time, e.g. I play volleyball at break time. Tell them that the pattern is used to identify school break time activities. III. Listen, point and say To correctly say the words and use I ______ at break time. To identify school break time activities – Picture cues: a. a boy playing chess b. a girl playing volleyball c. a boy playing basketball d. a girl playing badminton – Speech bubble: I ______ at break time. Audio script: a. play chess b. play volleyball c. play basketball d. play badminton I play chess at break time. Pupils can correctly say the words and use I ______ at break time. to identify school break time activities Step 1: Draw pupils’ attention to Pictures a to d. Elicit the name of each break time activity. Check comprehension. Ask pupils to listen to the recording and repeat the names of the break time activities several times until they feel confident. Step 2: Draw pupils’ attention to the speech bubble. Remind them that I ______ at break time. is used to identify break time activities. Point at Picture a and have pupils listen and repeat after the recording (I play chess at break time.) several times. Follow the same procedure with the other three pictures. Step 3: Put pupils into pairs. Tell them to point the pictures and talk about break time activities using the sentence pattern I _____ at break time. Step 4: Invite a few pairs to come to the front of the class and talk about break time activities. If they perform well, praise them. Game: Whisper Teacher divides the class into groups of 4. Teachers ask 2 groups to get in 2 lines and stand back to the board. Teacher asks the first pupil of each line to look at 1 out of 4 pictures and whisper to the next one. The last one of each line comes to the board and chooses the picture and sticks it on the board. Change the position of the first pupil and repeat the activities. IV. Let’s talk. To enhance the correct use of I ______ at break time. to identify school break time activities – Picture cue: pupils doing different activities at break time – Speech bubble: I ______ at break time. Pupils can enhance the correct use of I ______ at break time to identify school break time activities. Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Have pupils look at the bubble to understand how the sentence pattern is used. Step 2: Have pupils practise in pairs. Make sure pupils understand the structure and say them with the right pronunciation and intonation. Go around to observe and provide help. Step 3: Invite some pupils to practise talking about school break time activities in front of the class. Praise them if they perform well. Extension: For a more able class, have pupils talk about what they do at break time using the structure learnt V. Adjustment after the lesson. (If have)