Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 21 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 21 Monday, February 06th 2023 C: 3CT1; 3AT2; 3BT3 Period: 81 UNIT 12: Jobs 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 table about the jobs of the family members. - read and complete a paragraph about the pupils’ parents’ jobs. - make a mind map about family members and present it to the class. - 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: talk about jobs. - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform reading tasks. B. RESOURCES AND MATERIAL: - Pupil’s book Page 17 - Teacher’s guide Pages 159, 160 - Website sachmem - Flashcards/pictures and posters Unit 12-Lesson 3(4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: Doraemon English *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: Review the previous lesson by having the class play the game, using the words: farmer, teacher, singer, driver, cook, doctor, worker and nurse. - Divide the class into 4 teams. - Invite 1 pupil to choose 1 number and guess the job, then ask and answer about the job. - Encourage pupils to join in the game. - Give points to pupils. - Let’s open your book page 17 and look at Unit 12, Lesson 3 (4,5,6) II. Read and complete. *Aims: Ss will be able to read and complete a table about the jobs of the family members. *Procedure: - Tell Ss about the context of the paragraphs: Minh and Mary introduce their families. - Point at the table and elicit the type of information they need to find in the texts. - Ask Ss attend to the blank in number 1 and find the missing word. - Write the missing word on the board and get the class to read the completeed sentence together. - Have Ss work in pairs and complete - Tell Ss 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. - Invite Ss to read the complete text aloud - T gives feedbacks. Key: 1. cook 2. pupil 3. nurse 4. driver *Outcome: Pupils can read and complete a table about the jobs of the family members. III. Let’s write. *Aims: Ss will be able to read and complete a paragraph about the pupils’ parents’ jobs. *Procedure: - Explain to the class the goal of this activity. - Ask Ss to read each gapped sentence, guess the missing information and complete the sentence with their own personal information. - Give Ss time to write their answers - Ask Ss to swap and correct their answers in pairs. - Check the answers as a class. Key: Pupils’ answer. *Outcome: Pupils can read and complete a paragraph about the pupils’ parents’ jobs. IV. Project. *Aims: Ss will be able to make a mind map about family members and present it to the class. *Procedure: - Point at the sample mind map and explain that a Ss is going to introduce the jobs of their parents to their friends. - Have Ss show the mind map that they have prepared for the project. -Revise some structures and vocabulary that Ss need for their presentations. + Example: Hello, everyone. My name’s Huong. I’m nine years old. This is my family. There are three people in my family. This is my father. He is a worker. That’s my mother. She’s a teacher. And me, I’m a pupil. - Give Ss time to practise their presentations by themselves. - Give Ss time to practise presenting their mind maps within their groups. - Select a few Ss to present their mind maps to the class if there is enough time. - Create a class display of the projects and organise a vote to find the most beautiful ones. *Outcome: Pupils can introduce the jobs of their family members using their own mind maps. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game: Guessing game - Divide the class into 4 teams. - Invite 1 pupil from each team to come to the board and do action about a job. - Pupils from other teams will guess what the job is. - Give points to the teams. 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 12 in workbook. - Prepare the next lesson: Unit 13-Lesson 1: 1,2,3 on page 18 VII. Adjustment after the lesson. (If have) Tuesday, February 07th 2023 S: 3CT2; 3BT3; 3AT4 Period: 82 UNIT 13: My house Lesson 1 (1,2,3) 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 ask and answer questions about the location of a room in a house and circle the correct pictures. - Complete four gapped exchanges with the help of picture cues. sing the song Where is it? with the correct melody and pronunciation. 2. Skills: decision making, teamwork, reliability, motivation, communication, planning and organization 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 19 - Audio Tracks 24, 25 - Teacher’s guide Pages 163, 164, 165 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Noughts and crosses - Divide the class into 2 teams. - The teams take turns to choose numbers. Teacher asks and has pupils answer the questions. - For each correct answer, have the team add O or X to the board. The first team to line up three of their symbols in a row wins. Option 2: Game: Slap the board Option 3: Game: Pass the ball • Divide the class into 3 teams. • Each team has 1 sticky ball. Play the music, students in each team take turns to pass the ball around. After the music ends, 3 students who have the ball will stand up and name one room in the house. II. Listen and circle To listen to and understand two communicative contexts in which pupils ask and answer questions about the location of a room in a house and circle the correct pictures Picture cues: 1a. a hand pointing at a nearby living room 1b. a hand pointing at a distant living room 2a. a hand pointing at a nearby bedroom 2b. a hand pointing at a distant bedroom Audio script: 1. Linh: Where’s the living room? Mai: It’s here. 2. Linh: Where’s the bedroom? Mai: It’s there. Pupils can listen to and understand two communicative contexts in which characters ask and answer questions about the location of a room in a house and circle the correct pictures. Key: 1. a 2. B Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the name of the room in each picture (living room) and play the recording of the first dialogue. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Repeat the same procedure with Pictures 2a and 2b. Step 2: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Step 3: Play the recording again for pupils to double-check their answers. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary. III. Look, complete and read To complete four gapped exchanges with the help of picture cues Four picture cues and four gapped exchanges Pupils can complete four gapped exchanges with the help of picture cues. Key: 1. living room 2. kitchen 3. bathroom; there 4. bedroom; here Step 1: Get pupils to look at the picture cues and gapped exchanges. Get them to identify the rooms (a living room, a kitchen, a bathroom and a bedroom). Step 2: Have pupils look at the four incomplete exchanges. Draw their attention to the missing words in the sentences. Step 3: Have pupils look at the first exchange. Ask them what is missing in the sentence (living room). Write the answer on the board. Have them complete the gap in the question and ask and answer the completed question and answer in chorus. Repeat the same procedure with Sentences 2, 3 and 4. Step 4: Have pupils complete the sentences individually and ask a few pairs to stand up and read them aloud. IV. Let’s sing To sing the song Where is it? with the correct melody and pronunciation The lyrics and the recording of the song Where is it? with picture cues Pupils can sing the song Where is it? with the correct pronunciation and melody. 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 pictures to reinforce their understanding. Step 2: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 3: Play the recording all the way through for pupils to sing along. Introduce actions for pupils to do while singing along with the recording, for example, use hand movements to show the questions and location of the rooms. Step 4: Put pupils into groups to practise the song and make up their own actions while singing. Step 5: Give pupils time to practise singing and doing actions in pairs or groups. Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the classroom to perform the song and the rest of the class sings and / or claps along the song V. Home-link. VI. Adjustment after the lesson. (If have) Thursday, February 09th 2023 S: 3AT1; 3BT2; 3CT3 Period: 83 UNIT 13: My house Lesson 1 (4,5,6) 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 question and answer about the locations of things in a room. - correctly say the words and use Where are the____? – They’re ___. to ask and answer questions about the locations of things in a room. enhance the correct use of Where are the _____? – They’re _____ . to ask and answer questions about the locations of things in a room in a freer context. 2. Skills: teamwork, motivation, adaptability, communication, and initiative 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 20 - Audio Tracks 26, 27 - Teacher’s guide Pages 165, 166 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 13, 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: Spend a few minutes revising the previous lesson and pre teach some new words about objects in a room. Option 3: - Write any words on the board. - The first pupil has to take the last letter of that word and form a new word. - The second pupil does the same, and the chain continues until a pupil is unable to form a word. The pupil who fails to form a word or misspells it is out of the game. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on the question and answer about the locations of things in a room – Context a: Mai: This is the living room. – Context b: Linh: Where are the chairs? Mai: They’re in the kitchen. Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on the question and answer about the locations of things in a room. Step 1: Have pupils look at Pictures a and b and identify the characters (Mai and Linh) in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording 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 to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question and answer Where are the chairs? – They’re in the kitchen. Tell pupils that the sentences are used to ask and answer about the location of the chairs in the room III. Listen, point and say. To correctly say the words and use Where are the____? – They’re ___. to ask and answer questions about the locations of things in a room – Picture cues: 1. tables in the living room b. chairs in the living room c. books on the table d. lamps on the table – Speech bubbles: Where are the ____? – They’re _____. Audio script: a. tables / in the living room b. chairs / in the living room c. books / on the table d. lamps / on the table A: Where are the tables? A: Where are the books? B: They’re in the living room. B: They’re on the table. Pupils can correctly say the words and use Where are the_______? – They’re ______. to ask and answer questions about the locations of things in a room Step 1: Draw pupils’ attention to Pictures a to d. Tell them about the activity. Elicit the names of things in the room. Play the recording for pupils to repeat the words under each picture a few times until they feel confident. Step 2: Point at Picture a and the words under the picture (tables / in the living room), play the recording for pupils to repeat the words a few times. Draw pupils’ attention to the gapped question and answer. Explain the meaning. Elicit the missing words and write them on the board. Play the recording for pupils to repeat the completed question and answer a few times. Remind pupils to point at the relevant things in the picture when they are repeating. Step 3: Repeat the same procedure with Pictures b, c and d. Step 4: Give pupils time to take turns asking and answering questions about the locations of things in Pictures a, b, c and d. Go around the classroom to offer support where necessary. Step 5: Invite a few pairs to come to the front of the classroom, take turns pointing at the things in each picture to ask and answer questions about their locations. IV. Let’s talk To enhance the correct use of Where are the _____? – They’re _____ . to ask and answer questions about the locations of things in a room in a freer context – Picture cues: two tables, four chairs, two books and two lamps on a table – Speech bubbles: Where are the ____? – They’re______. Pupils can enhance the correct use of Where are the ____? – They’re_____. to ask and answer questions about the locations of things in a room in a freer context. Step 1: Draw pupils’ attention to the picture. Elicit the context (see Input) and the missing words in the question and answer. Write them on the board. Complete the question and relevant answer. Invite two pupils to take turns pointing at the relevant things, ask and answer questions. Correct their pronunciation where necessary. Step 2: Put pupils into pairs to ask and answer questions. Go around the classroom to offer support where necessary. Step 3: Invite some pairs to the front of the classroom to take turns pointing at the things in the pictures to ask and answer about their locations. V. Home-link. VI. Adjustment after the lesson. (If have) Friday, February 10th 2023 S: 3AT1; 3BT2; 3CT3 Period: 84 UNIT 13: My house Lesson 2 (1,2,3) 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 two characters ask and answer questions about the locations of things in a room and number the correct pictures. - circle the correct answers to the gapped exchanges with the help of picture cues. review vocabulary and structure words in relation to the topic “My house” and use them in the sentence patterns Where’s_____? − It’s here / there. and Where are_____ ? – They’re_____. by playing the game Bingo. 2. Skills: 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 21 - Audio Track 28 - Teacher’s guide Pages 167, 168 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 13, 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: Slap the board Spend a few minutes revising the previous lesson by asking the class to play the game Slap the board. Option 3: Game: Trash can basketball - Divide the class into 2 or 4 teams. - Have each team take turns answering a vocabulary question. - If they can answer correctly, the team gets 1 point. - Then, give that team a ball (by crumpled paper). - If that team can throw the ball into the trash can, reward that team an extra point. Repeat the game until all new words have been tested! II. Listen and number To listen to and understand four communicative contexts in which two characters ask and answer questions about the locations of things in a room and number the correct pictures Picture cues: a. two lamps in the bathroom b. two lamps in the bedroom c. two lamps in the living room d. two lamps in the kitchen Audio script: Linh: Where are the lamps? Mai: They’re in the living room. 2. Linh: Where are the lamps? Mai: They’re in the kitchen. Linh: Where are the lamps? Mai: They’re in the bathroom. 4. Linh: Where are the lamps? Mai: They’re in the bedroom Pupils can listen to and understand four communicative contexts in which two characters ask and answer questions about the locations of things in a room and number the correct pictures. Key: 1. c 2. d 3. a 4. b Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the location of the lamps in each picture. Use Picture a as an example. Play the recording the first time for pupils to listen and identify the order of Picture a. Play the recording again. Elicit the order of Picture a (3). Write Number 3 on the board. Play the recording a third time for pupils to check their answer. Step 2: Play the recording twice for pupils to do the task with the rest of the pictures. Play the recording a third time for them to check their answers. Step 3: Get pupils to swap books with a partner, then play the recording to check answers together as a class. Write the answers on the board. Step 4: Play the recording all the way through for pupils to double-check their answers. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation, where necessary. III. Look, circle and read To circle the correct answers to the gapped exchanges with the help of picture cues Picture cues and four gapped exchanges Pupils can circle the correct answers to the gapped exchanges with the help of picture cues. Key: 1. b 2. b 3. a 4. B Step 1: Get pupils to look at the picture cues, incomplete exchanges and their answer options. Get them to identify the rooms and things in the pictures. Step 2: Have pupils read the four incomplete exchanges. Draw their attention to the missing word(s) in each sentence. Step 3: Have pupils read Sentence 1, the answer options and look at the relevant picture. Ask them what is missing in the question (tables) and read the answer options. Tell them to circle the correct answer and read the completed exchange in chorus. Repeat the same procedure with Exchanges 2, 3, 4. Step 4: Have pupils complete the exchanges individually and ask a few pairs to read completed exchanges aloud IV. Let’s play To review vocabulary and structure words in relation to the topic “My house” and use them in the sentence patterns Where’s_____? − It’s here / there. and Where are_____? – They’re_______. by playing the game Bingo. A 3 x 3 Bingo grid with the words there, in, on, tables, chairs, lamps, living room, bedroom and kitchen to support your instructions Pupils can review the vocabulary and structure words in relation to the topic “My house”, and use them in the sentence patterns Where’s ______? − It’s here / there. and Where are _____? – They’re ______. by playing the game Bingo. Step 1: Explain how to play the game: Draw a 3 x 3 Bingo grid on the board and a list of the vocabulary words for reviewing. Get pupils to copy the grid onto a paper sheet and fill their grids with the vocabulary words. Pupils need to listen carefully for the words that you’ll be calling out from the list on the board. If they have a word that is called out, then they need to cross it out on their grids. Eventually, one pupil will have crossed out all of his or her words and shout out “Bingo!” to show that he / she has finished. You should then check the pupil’s grid to see that he / she has all the words you’ve called out. Step 2: Give pupils time to play the game in pairs or groups. Go around the classroom to offer support where necessary. Step 3: When time runs out, invite a few pairs to stand up and take turns asking and answering questions using the sentence patterns Where’s _____? − It’s here / there. and Where are they? – They’re _______. V. Home-link. VI. Adjustment after the lesson. (If have)