Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 19 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 19 Monday, January 09th 2023 C: 3CT1; 3AT2; 3BT3 Period: 73 UNIT 11: My family 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 communicative contexts in relation to the topic “My family” - Read and write about family members and their ages - 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: - Critical Thinking: look, complete and read - 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 9 - Audio Tracks 8 - Teacher’s guide Pages 145, 146 - Website sachmem - Flashcards/pictures and posters Unit 11-Lesson 2(4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: Sing a song: “how are you” *Aims: To create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the song on the screen. - Ask pupils to listen, sing and dance the song. - Let’s open your book page 9 and look at Unit 11-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 names and ages of the characters in the pictures. + Who are they? + What are they doing? - Play the recording for pupils to listen. - 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. a 2. d 3. b 4. c *Outcome: Pupils can listen to and understand four communicative contexts in which characters ask and answer questions about different people’s ages and number the correct pictures. III. Look, complete and read. *Aims: Ss will be able to complete four gapped dialogues with the help of picture cues. *Procedure: - Have Ss look at the pictures and ask them pay attention to the cakes with candles or numbers - Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences. - Model with Picture 1. Have pupils look at the sentence. Ask them what is missing in the answer (eleven). Then have them complete the gap. - Follow the same procedure with Pictures 2, 3, 4. Draw the pupils' attention to gaps. - Have pupils complete the sentences individually and ask a few pupils / pairs to read them aloud. - T gives feedbacks. - Key: 1. Eleven 2. twelve 3.old; eighteen 4. How old; fifteen *Outcome: Pupils can complete four gapped dialogues with the help of picture cues. IV. Let’s play. *Aims: Ss will be able to review vocabulary related to the topic “My family” by playing the game Board race. *Procedure: - Tell the Ss the goal of the game and how to play it. Ask them to revise all vocabulary learnt in Unit 11. - Invite two groups of four pupils to the front of the class to demonstrate the game. - Two Ss play in each round, one from each group. - Give the Ss time to play the game in two groups of four. - Circulate round the class during the activity and offer help where necessary - Give Ss time to play the game. - Give feedbacks *Outcome: Pupils can practise using the target language by playing a miming game. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game: Game: Matching game - T uses pictures and sentence cards, gets 3 pupils to hold the pictures and 3 others to hold the sentences. - Ask them to match the pictures with the correct sentences. Then ask the class to look and say aloud. 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 11 in workbook. - Prepare the next lesson: Unit 11-Lesson 3: 1,2,3 on page 10 VII. Adjustment after the lesson. (If have) Tuesday, January 10th 2023 S: 3CT2; 3BT3; 3AT4 Period: 74 UNIT 11: My family Lesson 3 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family” - Read and write about family members and their ages - 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: - Critical Thinking: look, complete and read - 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 10 - Audio Tracks 9, 10, 11 - Teacher’s guide Pages 147, 148 - Website sachmem.vn - Flashcards/pictures and posters (Unit 11) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 11, 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 10, Lesson 3). - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game: Word search puzzle - Have the whole class play “ Word search puzzle”. - Have pupils find out the words about numbers and family members. This game is just for fun, not for competition. II. Listen and repeat. To correctly repeat the sounds of the letters o and ure in isolation, in the words old and sure, and in the questions How old is your brother? and Are you sure? with the correct pronunciation and intonation – The letter o, the word old and the question How old is your brother? – The letters ure, the word sure and the question Are you sure? Pupils can correctly repeat the sounds of the letters o and ure in isolation, in the words old and sure, and in the questions How old is your brother? and Are you sure? with the correct pronunciation and intonation. Step 1: Draw pupils’ attention to the letter o, the word old and the question How old is your brother? Play the recording and encourage them to point at the correct letter, word and question while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Tell them about the activity. Do this several times until pupils feel confident. Correct their pronunciation where necessary and praise them if their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letters ure. III. Listen and circle To identify the target words old and sure in the sentences while listening Two sentences with each three options Audio scripts: 1. I’m ten years old. 2. Are you sure? Pupils can identify the target words old and sure while listening. Key: 1. a 2. A Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension. Step 2: Play the recording for pupils to listen to. Play the recording again for them to do the task. Play the recording a third time for them to check their answers. Step 3: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. 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: Have pupils read the first verse of the chant and elicit its meaning. Draw pupils' attention to the sounds of the letters o and ure in the words old and sure. Check comprehension. Step 2: Play the recording for pupils to listen and repeat the first verse, line by line. Show them how to chant and clap. Step 3: Repeat Steps 1 and 2 for the second verse of the chant. Draw their attention to the sounds of the letters o and ure in the words old and sure. Go around the classroom and correct pronunciation if necessary. Step 4: When pupils become familiar with the rhythm and pronunciation, play the recording of the whole chant for pupils to do choral and individual repetition. Go around the classroom and correct pronunciation if necessary. Step 5: Invite a few groups to the front of the class to chant. The rest of the class may clap along. V. Home-link. VI. Adjustment after the lesson. (If have) Thursday, January 12th 2023 S: 3AT1; 3BT2; 3CT3 Period: 75 UNIT 11: My family Lesson 3 (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 communicative contexts in relation to the topic “My family” - Read and write about family members and their ages - 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: - Critical Thinking: look, complete and read - 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 11 - Teacher’s guide Pages 148, 149 - Website sachmem.vn - Flashcards/pictures and posters (Unit 11) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 11, 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 11, Lesson 3). - Ask pupils to chant and do the actions in Unit 11, Lesson 3 in groups. - Give points for the groups and encourage them. Option 3: - Play the game in the powerpoint Unit 11 – lesson 3 – period 6. - Divide the class into 2 teams to play “Funny Sums”. - Each team chooses one letter to go to the question. - Have pupils look, read and do the sums. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are not any letters left. The one who gets the most points is the winner II. Read and complete To read and complete a paragraph with the words in the box A paragraph and five gapped sentences with the words in the box. Pupils can read and complete a paragraph with the words in the box. Key: 1. my 2. sister 3. old 4. Am Step 1: Tell pupils about this activity. Read the four gapped sentences as a class. Draw pupils’ attention to the blank in Sentence 1. Get pupils to scan the paragraph and find the missing words from the box. When pupils give the correct answer, write it on the board and get the class to read the completed sentence together. Step 2: Give pupils time to do the rest of the sentences individually. Go around the classroom to offer support. Step 3: Check the answers as a class. Get the pupils to swap and correct their answers in pairs. Extension: If time is available, ask one or two pupils to read the complete text aloud and check their pronunciation if necessary. III. Let’s write To read, understand and complete a gapped text The writing frame with blanks to complete Pupils can read, understand and complete a gapped text. Step 1: Tell the class the goal of this activity. Show them how to complete the task. They should read each gapped sentence, guess the missing information in the sentence to complete it. Check comprehension and give feedback. Step 2: Give pupils time to write the answers. Circulate round the class during the activity and offer help where necessary. Step 3: Get the pupils to swap and correct their answers in pairs. Step 4: Repeat Steps 1 to 3 for the other sentences. Extension: If time allows, invite a few pairs to stand up and read the completed text aloud.The rest of the class listens and cheers or claps their hands if the performers do a good job. IV. Project To collect a picture of their family and show it to the class by telling the class about their family members A picture of their family Pupils can collect a picture of their family and show it to the class by telling the class about their family members. Step 1: Tell pupils about the goal of the activity. Explain that they are going to show a picture of their family and tell the class about them. Step 2: Have pupils work in groups. Each member shows his / her picture and introduces them, e.g. This is my family. This is my mother. Go around and praise pupils when they perform well. Step 3: Invite one or two pupils to show their pictures to the class and tell the class. V. Home-link. VI. Adjustment after the lesson. (If have) Friday, January 13th 2023 S: 3AT1; 3BT2; 3CT3 Period: 76 UNIT 12: Jobs Lesson1 (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) to ask and answer questions about the job of a family member. • correctly say the words and use What’s his / her job? – He’s / She’s _____. to ask and answer questions about someone’s job. enhance the correct use of What’s his / her job? – He’s / She’s _____. to ask and answer questions about someone’s job in a freer context. - Vocabulary: teamwork, integrity, communication, planning and organization - Sentense pattner: What’s his / her job? – He’s / She’s _____. to ask and answer questions about someone’s job in a freer context 2. Skills: Listening, writing and speaking. 3. Quality/Attitude: Listening: listen and recognize the jobs, then repeat Critical thinking: talk about jobs Oral communication: speak about jobs, ask and answer the questions 4. Competence: - Critical Thinking: look, complete and read - 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 12 - Audio Tracks 12, 13 - Teacher’s guide Pages 150, 151, 152 - Website sachmem.vn - Flashcards/pictures and posters (Unit 12) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 11, 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: Memory game Review the previous lesson by having the class play the Memory game, using the words: mother; father; sister; brother. - Divide the class into 2 teams. - Each pupil from each team goes to the front and touches 2 squares. If they match the right word with the correct picture, they will get one point for their team. - Encourage pupils to join in the game. - Give points to pupils. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about the job of a family member - Context a: Minh: This is my mother. Lucy: What’s her job? Minh: She’s a doctor. - Context b: Lucy: This is my father. Minh: What’s his job? Lucy: He’s a teacher. Pupils can understand and correctly repeat sentences in two communicative contexts to ask and answer questions about the job of a family member. Step 1: Draw pupils’ attention to the pictures. Point at each picture, ask questions to help them identify names of the speakers in the pictures. Step 2: Play the recording for Picture a. Play the recording again for them to listen. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question What's her job? and What's his job? and the answers She's a doctor. and He's a teacher. Tell pupils that they are questions and answers to ask about someone's job. III. Listen, point and say To correctly say the words and use What's his / her job? – He’s / She’s ______. to ask and answer questions about someone’s job - Picture cues: a. a doctor b. a driver c. a teacher d. a worker - Speech bubbles: What’s his / her job? – He’s / She’s ______. - Flash cards: doctor, driver, teacher, worker Audio script: a. a doctor b. a driver c. a teacher d. a worker A: What’s her job? B: She’s a doctor. A: What’s his job? B: He’s a driver Pupils can correctly say the words and use What’s his / her job? – He’s / She’s ______. to ask and answer questions about someone’s job Step 1: Have pupils look at the pictures and elicit the jobs. Step 2: Have pupils point at Picture a (a doctor), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Hold up the flash cards for doctor, driver, teacher and worker and have pupils say the words. Step 3: Point at the bubble and have pupils listen and repeat after the recording (What’s her job?) Point at Picture a and have pupils listen and repeat after the recording (She's a doctor.). Repeat the same procedure with the other three pictures. Step 4: Give pupils time to practise asking and answering the question What's her / his job? Remind them that they can use any of the four pictures to point, ask and answer the question. Go around the classroom to offer support. Step 5: Invite a few pairs to point at the pictures, ask and answer the question in front of the class. Game: Listen and choose Let the pupils listen to the recording, then choose the correct picture. This game can be played in groups to make it more interesting. IV. Let’s talk To enhance the correct use of What's his / her job? – He’s / She’s ______. to ask and answer questions about someone's job in a freer context. – Picture cues: a family of four people – Speech bubbles: What’s his / her job? – He’s / She’s ______. – Flash cards for doctor, driver, teacher and worker Pupils can enhance the correct use of What's his / her job? – He’s/ She’s ______. to ask and answer questions about someone's job. Step 1: Hold up the flash cards for doctor, driver, teacher and worker to elicit the question and answer about his or her job. Have pupils look at the picture. Point at the adults in the picture and elicit mother and father and the questions What’s his job? and What’s her job? Step 2: Give pupils time to practise in pairs. One pupil asks the question What's his / her job? and the other answers He’s / She’s ______. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to perform their conversations. Game: Look and say Ask 2 pupils to look at the pictures and practice speaking the structure of the lesson. One pupil asks then the other answers the question. (This can be more interesting when the teacher lets pupils play rock, scissors, or paper to decide who will ask.) V. Home-link. VI. Adjustment after the lesson. (If have)