Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 22 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 22 Monday, February 13th 2023 C: 3CT1; 3AT2; 3BT3 Period: 85 UNIT 13: My house 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 simple exchanges in relation to the topic “My house” - Read and write about the location of rooms in a house and things in a room. - 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: talk about rooms in a house and things in a room. - 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 Tracks 28 - Teacher’s guide Pages 167, 168 - Website sachmem - Flashcards/pictures and posters Unit 13-Lesson 2(4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Sing a song: “My house” *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 21 and look at Unit 13-Lesson 2(4,5,6) II. Listen and number. *Aims: Ss will be able 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. *Procedure: - Elicit the names and ages of the characters in the pictures. - Point at the pictures respectively to explain the context. - 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.c 2. d 3. a 4. b *Outcome: 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. III. Look, circle and read. *Aims: Ss will be able to circle the correct answers to the gapped exchanges with the help of picture cues. *Procedure: - Have Ss look at the pictures and identify the rooms and things in the pictures. - T models with sentence 1. + Have Ss look at the sentence. + Ask them what is missing in the answer (tables). + Have Ss circle the correct options + Have Ss read the completed sentence in chorus. - Have Ss work in pairs and circle the sentences 2, 3 and 4. - Invite pairs of pupils to stand up and read aloud the sentences. - T gives feedbacks. Key: 1. b 2. b 3. a 4. b *Outcome: Pupils can circle the correct answers to the gapped exchanges with the help of picture cues. IV. Let’s play. *Aims: : Ss will be able 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. *Procedure: - 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 Ss to copy the grid onto a paper sheet and fill their grids with the vocabulary words. + Ss 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 should out “Bingo!” to show that he / she has finished. - Give Ss time to play the game in pairs or groups. - 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’re . *Outcome: 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. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: - Using sachmem.vn, have pupils look at the words in the picture and repeat after the recording. 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. After the music ends, 3 students who have the ball will stand up, then ask and answer about the location of rooms in a house, using the sentence models. 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 13 in workbook. - Prepare the next lesson: Unit 13-Lesson 3: 1,2,3 on page 22 VII. Adjustment after the lesson. (If have) Tuesday, February 14th 2023 S: 3CT2; 3BT3; 3AT4 Period: 86 UNIT 13: My house Lesson 3 (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: correctly pronounce the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house!; identify the target words house and brown while listening say the chant with the correct rhythm and pronunciation. 2. Skills: motivation, adaptability, problem-solving, integrity, communication 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 22 - Audio Tracks 29, 30, 31 - Teacher’s guide Pages 169, 170 - 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 page 18. • 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: Lucky number Review the previous lesson by having the class play the game Lucky number, using the model sentences. Option 3: Game: Look and guess II. Listen and repeat To correctly repeat the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house! with the correct pronunciation and intonation – The letter cluster ou, the word house and the sentence Wow, it’s a big house! – The letter cluster ow, the word brown and the sentence Wow, it’s a brown house! Pupils can correctly repeat the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house! with the correct pronunciation and intonation. Step 1: Draw pupils’ attention to the letter cluster ou, the word house and the sentence Wow, it’s a big house! Play the recording and encourage pupils to point at the letter cluster / word / sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until they feel confident. Correct their pronunciation where necessary. Step 3: Repeat Step 1 and 2 for the second letter cluster ow. III. Listen and circle To identify the target words house and brown while listening Two pairs of sentences Audio script: 1. I like a brown house. 2. I don’t like a brown house. Pupils can identify the words house and brown while listening. Key: 1. b 2. B Step 1: Draw pupils’ attention to the sentences and the answer options. Tell them about the activity. Play the recording for pupils to listen. Play the recording again for them to do the task. Play the recording a third time for them to check the answers. Step 2: Get 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 3: Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen to and repeat the sentences. IV. Let’s chant. To say the chant with the correct rhythm and pronunciation The lyrics and the 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 their comprehension. Step 2: Play the recording all the way through. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letter clusters ou and ow in the words house and brown. 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 chant. Encourage them to clap along while chanting. Extension: Divide the class into two or more groups to listen to and repeat the chant in turn while the rest of the class claps along. V. Home-link. VI. Adjustment after the lesson. (If have) Thursday, February16th 2023 S: 3AT1; 3BT2; 3CT3 Period: 87 UNIT 13: My house Lesson 3 (4,5,6) 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: Read a paragraph and complete sentences with the words from the paragraph Read, understand and complete a gapped text using the information from a picture cue Make a doll’s house and tell the class about it. 2. Skills: Review 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 23 - Teacher’s guide Pages 170, 171 - 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: Chant the chant in Unit 13, Lesson 3. • Ask pupils to chant and do the actions. • Give points for the groups and encourage them. Option 3: Game: Lucky number (PowerPoint slides) II. Read and complete To read a paragraph and complete sentences with the words from the paragraph A paragraph and four gapped sentences Pupils can read a paragraph and complete four gapped sentences with the correct words from the paragraph. Key: 1. the bedroom 2. the kitchen 3. the kitchen 4. the table 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. 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: Get pupils to swap their answers with a partner. Then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite a few pupils to stand up and read the completed sentences. Praise them and get the class to clap or cheer if they have good pronunciation III. Let’s write. To read, understand and complete a gapped text using the information from a picture cue A picture cue of a bedroom. There is a table in the bedroom. On the table is an open school bag showing a book, a pencil case, and a ruler. The writing frame with three blanks to complete. Pupils can read, understand and complete the gapped text with the information from a picture cue. Step 1: Write the writing frame on the board. Tell pupils about this activity. Read the sentences as a class. When you reach the first gap, elicit the missing word and give feedback. Tell pupils to read and look at the picture cue to guess the missing words and complete the sentences. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Step 3: Invite a few pupils to stand up and read their sentences aloud. IV. Project To make a doll’s house and tell the class about it Two pictures showing doll’s houses Materials: white or coloured cards, scissors, felt-tip pens, coloured pencils, etc. Pupils can make a doll’s house and tell the class about it. Step 1: Tell pupils about the activity. Check their doll’s houses. Stick a sample of a doll’s house on the board, and write the presentation language under it. Check comprehension and give feedback. Have pupils repeat the sentences until they can say them by themselves. Model the presentation a few times. Step 2: Invite a pupil to the front of the classroom to model the presentation. Watch and offer your support with the language. Step 3: Put pupils into groups to rehearse their presentation. Go around the classroom to offer support where necessary. Step 4: Invite a few pupils from different groups to present their doll’s houses in front of the classroom. Extension: Create a class display of doll’s houses and vote for the best decorated one. V. Home-link. VI. Adjustment after the lesson. (If have) Friday, February 17th 2023 S: 3AT1; 3BT2; 3CT3 Period: 88 UNIT 14: My bedroom 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 (pictures) focusing on quantities of things in a room; correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room; enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context. 2. Skills: decision making, teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication, planning and organization 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: Student’s book Page 24 Audio Tracks 32, 33 Teacher’s guide Pages 172, 173, 174 Website sachmem.vn Flashcards/pictures and posters (Unit 14) 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: Chant and do activities (Unit 13, Lesson 3). Ask pupils to chant and do the actions in Unit 13, Lesson 3 in groups. Give points and encourage them. Option 3: Game: What room is this? A picture is hidden behind some coloured squares. Pupils choose a square to open, then try to guess what the room behind is. Teacher shows the whole picture then asks pupils to say out loud the name of the room II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on quantities of things in a room – Context a: Mai: This is my bedroom. There’s a desk in the room. – Context b: Mai: There are two chairs in the room. Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on quantities of things in a room. 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. 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 sentences There’s a desk in the room and There are two chairs in the room. Tell pupils that they are used to talking about quantities of things in a room. III. Listen, point and say To correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room – Picture cues: a. a desk b. a bed c. two doors d. two windows – Speech bubbles: There’s _____ in the room. There are _____ in the room. Audio script: a. a desk b. a bed c. two doors d. two windows There’s a desk in the room. There are two doors in the room. Pupils can correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room. Step 1: Have pupils look at Picture a and elicit the name of the thing in the room. Have the class listen to the recording and repeat the word a few times. Then let them work in pairs, pointing at the pictures and saying the words until they feel confident. Step 2: Model by getting pupils to point at the sentence There’s _____ in the room. in the first bubble. Have them point at Picture a and elicit the missing words (e.g. a desk). Then get pupils to listen to the recording and repeat the sentence There’s a desk in the room. a few times until they feel confident. Go around and offer help or correct pupils’ pronunciation. Repeat the same procedure with Picture b. Step 3: Repeat Steps 1 and 2 with Picture c. Remind pupils that the structure There are _____ in the room. is used with more than one thing (e.g. Pictures c and d). Let pupils listen to the recording and repeat the sentence There are two doors in the room. a few times until they feel confident. Repeat the same procedure with Picture d. Step 4: Give pupils time to work in pairs or groups, pointing at the pictures and saying the quantities of the things in the room. Go around and offer help. Step 5: Invite a few pupils to point at the pictures and say the quantities of the things in the room in front of the class. Game: What’s missing? T divides the class into 2 teams: BOYS and GIRLS. T shows 4 pictures on the board. Take out 1, then 2 pictures then ask pupils to find out what is/ are missing. Members of each team try to say out loud the missing room as fast as possible. IV. Let’s talk To enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context – Picture cue: some things in a bedroom – Speech bubbles: There’s _____. There are _____. Pupils can enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context. Step 1: Have pupils look at the things in the bedroom and elicit their names. Draw pupils’ attention to the singular things (e.g. a bed, a desk) and multiple things (e.g. two chairs, two windows). Step 2: Model by getting pupils to point at the gapped sentence There’s _____. in the first bubble. Then point at one thing in the bedroom (e.g. a bed), and say There’s a bed in the room / bedroom. Step 3: Repeat the same procedure with the gapped sentence There are _____. in the second bubble and one plural thing (e.g. two chairs) and say There are two chairs in the room / bedroom. Step 4: Give pupils time to practise in pairs or groups. One pupil points at and says the quantities of things in the room / bedroom and the others listen and make comments. Step 5: Invite a few pupils to say the quantities of things in front of the class. Extension: If time allows, encourage pupils to point at and say about the things in the classroom. E.g. There is a board in the classroom. Game: Look and say Divide the class into 2-4 teams. Show the pictures on the screen. Ask pupils to look at the arrows pointing to things in the room. Pupils have to say the corresponding sentences. One pupil from each team comes to the front and says. V. Home-link. VI. Adjustment after the lesson. (If have)