Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 23 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 23 Monday, February 20th 2023 C: 3CT1; 3AT2; 3BT3 Period: 89 UNIT 14: My bedroom Lesson 1 (4,5,6) 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 describe things in the bedroom and tick the correct pictures. - complete the four gapped sentence patterns with the help of picture cues. - revise the target vocabulary items through the game Memory game. - 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: - 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 25 - Audio Track 34 - Teacher’s guide Pages 174, 175, 176 - Website sachmem - Flashcards/pictures and posters Unit 14-Lesson 1(4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: Sing a song: “If you happy and you know it” *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 25 and look at Unit 14-Lesson 1(4,5,6) II. Listen and tick. *Aims: Ss will be able to listen to and understand two communicative contexts in which pupils describe things in the bedroom and tick the correct pictures. *Procedure: - Elicit the name of the things in the room in each picture - 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.a 2.b *Outcome: Pupils can listen to and understand two communicative contexts in which pupils describe things in the bedroom and tick the correct pictures. III. Look, complete and read. *Aims: Ss will be able to complete the four gapped sentence patterns with the help of picture cues. *Procedure: - Have Ss look at the pictures and identify the jobs in the pictures. - Have Ss look at the four incomplete sentences and dialogues and elicits the missing words in the sentences. - T models with sentence 1 + Ask Ss what is missing in the sentence. + Have Ss look at the picture and complete the gap, then read the completed sentence in chorus. - Have Ss work in groups and complete the sentences 2,3 and 4. - Invite pairs of pupils to stand up and read aloud the sentences. - T gives feedbacks. Key: 1. bed 2. a desk 3. lamps 4. two windows *Outcome: Pupils can complete the four gapped sentence patterns with the help of picture cues. IV. Let’s play. *Aims: Ss will be able to revise the target vocabulary items through the game Memory game. *Procedure: - Tell Ss that they are going to look at the cards for 60 seconds, memorise the words, then remember as many of the words as possible. -Explain how the game is played. - Put the cards on a desk or stick them on the board. Then cover them with a piece of cloth - Divide the class into groups. Remove the cloth and show the cards for 60 seconds. Then cover them again. - Have the groups say the names of the things aloud. For each correct word, give them a star or a point. -The group with the most stars / points wins. *Outcome: Pupils can play Memory game to revise the target vocabulary items learnt in the lesson. 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 - T divides the class into 2 teams: BOYS and GIRLS. - T shows a picture, 1 boy and 1 girl from each team comes to the board, looks at the sentence under the picture and chooses the best words to make correct sentences (Pupils slap the words on the board). 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 C of Unit 14 in workbook. - Prepare the next lesson: Unit 14-Lesson 2: 1,2,3 on page 26 VII. Adjustment after the lesson. (If have) Tuesday, February 14th 2023 S: 3CT2; 3BT3; 3AT4 Period: 90 UNIT 14: My bedroom Lesson 2 (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) to describe things in the room. correctly say the words and use The _____ is _____. / The _____ are _____. to describe things in the room. enhance the correct use of The _____ is _____. / The _____ are _____. to describe things in the room in a freer context. 2. Skills: problem-solving, decision making, teamwork, reliability, motivation, adaptability, 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: Student’s book Page 26 Audio Tracks 35, 36 Teacher’s guide Pages 176, 177 Website sachmem.vn Flashcards/pictures and posters (Unit 14) Computer, projector C. PROCEDURE: I. Warm up. Option 1: Game: Who says fast? Teacher holds a flashcard and a sentence with a missing word. Ask pupils to guess the answer as fast as possible. Then have pupils do the same with the rest. This can be played in groups to make it more interesting. Option 3: Movement activity: Sing and dance along Divide the class into 4 groups. Put the flashcards of rooms in the house on the board. T plays the song of Unit 13 and asks pupils to watch, sing and dance along. When the music stops, pupils have to stand still, then point and name the pictures on the board. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) to describe things in the room – Context a: Mai: This is my bedroom. The door is big. – Context b: Mai: And look! The windows are small. Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) to describe things in the 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 The door is big. and The windows are small. to describe things in the room. III. Listen, point and say To correctly say the words and use The _____ is _____. / The _____ are _____. to describe things in the room – Picture cues: a. a big door b. a small door c. two new chairs d. two old chairs – Speech bubbles: The _____ is _____. The _____ are _____. Audio script: a. door / big b. door / small c. chairs / new d. chairs / old The door is big. The chairs are new. Pupils can correctly say the words and use The _____ is _____. / The _____ are _____. to describe things in the room Step 1: Have pupils look at the pictures and elicit the things in the room. Have pupils point at the words under the pictures, listen to the recording and repeat them. Step 2: Model by pointing to the gapped sentence The _____ is _____. in the first bubble. Tell pupils that they should fill in the name of the thing in the picture (e.g. door) in the first gap and write an adjective under the picture (e.g. big) in the second gap. Then have them listen to the recording and repeat the sentence The door is big. a few times. Step 3: Repeat Step 2 with Pictures b, c, d. Explain that for plural things (e.g. chairs) they have to use the gapped sentence The _____ are _____. in the second bubble. Step 4: Give pupils a time limit to practise describing things in the bedroom in pairs or groups. Then invite a few pupils to point at the things in the pictures and describe them in front of the class. Game: LUCKY WHEEL Students choose a number. T then asks pupils to make sentences with the words, phrases and pictures given. Spin the wheel to get points IV. Let’s talk. To enhance the correct use of The _____ is _____. / The _____ are _____. to describe things in the room in a freer context – Picture cue: A bedroom with a bed, a desk, a door, two chairs and two windows – Speech bubbles: The _____ is _____. The _____ are _____. Pupils can enhance the correct use of The _____ is _____. / The _____ are _____. to describe things in the room in a freer context Step 1: Have pupils look at the things in a bedroom and say their names. Then encourage them to describe the things in the bedroom. Step 2: Have pupils complete the first gapped sentence (e.g. The bed is big.). Then have the class listen and repeat the sentence again. Step 3: Give pupils time to practise individually first and then in pairs or groups. Remind them that The _____ is _____. is used with a singular thing and The _____ are _____. Is used with plural things. Check comprehension. Step 4: Invite a few pupils to point at and describe the things in the picture in front of the class. Praise them if they perform well. Extension: If time allows, have pupils point at and describe the things in the classroom (e.g. The windows are big.). V. Home-link. VI. Adjustment after the lesson. (If have) Thursday, February 23rd 2023 S: 3AT1; 3BT2; 3CT3 Period: 91 UNIT 14: My bedroom Lesson 2 (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: listen to and understand four communicative contexts in which characters introduce and describe things in a bedroom and number the correct pictures. complete four gapped sentences with the help of picture cues. sing the song My bedroom with the correct pronunciation, rhythm and melody. 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: - Student’s book Page 27 Audio Tracks 37, 38 Teacher’s guide Pages 178, 179 Website sachmem.vn Flashcards/pictures and posters (Unit 14) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Spend a few minutes revising the previous lesson by letting a few pupils describe things in the picture in Activity 3 or in the classroom. Option 2: T may invite one or two groups of pupils to play the Memory game using the target vocabulary items such as big, small, old and new in front of the class. Option 3: Game: Bricks down Divide the class into 2 groups: Boys and Girls Two pupils from each team will play rock, paper, scissors to determine who will go first. Teacher clicks the bricks. This will reveal a part of the picture hidden behind. As the bricks disappear, pupils can try to guess the picture II. Listen and number To listen to and understand four communicative contexts in which characters introduce and describe things in a bedroom and number the correct pictures Picture cues: a. a big bed in a bedroom b. a small bed in a bedroom c. two big chairs in a bedroom d. two small chairs in a bedroom Audio script: 1. There’s a bed in my bedroom. It’s small. 2. There’s a bed in my bedroom. It’s big. 3. There are two chairs in my bedroom. They’re big. 4. There are two chairs in my bedroom. They’re small Pupils can listen to and understand four communicative contexts in which characters introduce and describe things in a bedroom and number the correct pictures. Key: 1. b 2. a 3. c 4. D Step 1: Have pupils look at the pictures and ask them some questions such as What is this? and What are these? You may explain that they can see a bed in Pictures a and b, but that the bed in Picture a is big and the bed in Picture b is small. Ask them to talk about the chairs in Pictures c and d. Check comprehension. Step 2: Play the recording all the way through so that pupils can get familiar with the characters’ voices. Then play the recording for them to listen and number the pictures. Step 3: Let them swap and check the answers before checking as a class. Correct the answers as necessary. Step 4: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct pronunciation if necessary. Extension: For a more able class, invite a few pupils to point at and describe the pictures (e.g. a. The bed is big.). The class praises them if they perform well. Game: Listen and choose the correct answer. Teacher shows 2 pictures, and plays the recording twice. Teacher asks pupils to listen carefully, then choose the correct answer (A or B). If time allows, ask pupils to say the correct sentence again. (ppt game) III. Look, complete and read. To complete four gapped sentences with the help of picture cues – Four picture cues – Four gapped sentences Pupils can complete four gapped sentences with the help of picture cues. Key: 1. bed 2. two lamps 3. big 4. Small Step 1: Have pupils read the first gapped sentence. Ask them: What is missing from sentence 1? (e.g. the thing in the bedroom). Then have them look at the picture. Ask: What’s this? (e.g. It’s a bed.). Ask pupils what word they should use to fill the gap (e.g. bed). Check comprehension. Step 2: Give pupils a time limit to read the other gapped sentences, look at the pictures, and fill in the gaps independently. Go around the classroom and give further support to pupils who find it difficult to do the task. Step 3: Ask pupils to swap and check their answers. Correct the answers. Step 4: Invite a few pupils to read the completed texts aloud in front of the class. Mini game: Sentence correction game Divide the class into 4 groups. Ask pupils to look at the pictures and read the sentences carefully. Give pupils 5 seconds to identify by pointing or circling the incorrect word. Then ask them to say the correct word. IV. Let’s sing To sing the song My bedroom with the correct pronunciation, rhythm and melody The lyrics and the recording of the song My bedroom. Pupils can sing the song with the correct pronunciation, rhythm and melody Step 1: Have pupils read the first verse of the lyrics. Then have them say its main idea. Draw their attention to the thing in the bedroom (e.g. bed) and how it is described (e.g. new). Check comprehension and give feedback. Step 2: Have pupils listen to the whole verse, drawing their attention to the pronunciation, the rhythm and the melody. Then let pupils listen to the verse and practise singing it, line by line first while clapping their hands. Step 3: Repeat Steps 1 and 2 with the second verse. Draw pupils’ attention to the things in the bedroom (e.g. two windows) and how they are described (e.g. small). Step 4: When pupils are familiar with the tune and melody, ask them to sing the whole song and clap their hands. You may get groups of pupils to sit face to face to practise singing and clapping their hands. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along and clap hands to reinforce the activity. Mini Game: Click the box! Ask students to close their student’s books. Look at the picture and the lyrics on the screen. Ask them to listen and write the missing words on their mini boards. V. Home-link. VI. Adjustment after the lesson. (If have) Friday, February 24th 2023 S: 3AT1; 3BT2; 3CT3 Period: 92 UNIT 14: My bedroom 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 repeat the sounds of the letters oo in isolation, in the words room and door, and in the sentences There’s a bed in the room. and The doors are big. with the correct pronunciation and intonation. identify the target words room and door while listening. say the chant with the correct rhythm and pronunciation. 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 28 Audio Tracks 39, 40, 41 Teacher’s guide Pages 179, 180, 181 Website sachmem.vn Flashcards/pictures and posters (Unit 14) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Invite some pupils to the front of the class to sing the song My bedroom. The class may sing along and do actions. Option 2: Teacher may select one or two pupils to go to the front of the class and describe things in the classroom. E.g: There are two doors in the classroom. They’re big. Option 3: Lucky number. Divide the class into 2-4 groups. Pupils choose numbers from 1 to 6. Look at the pictures then read the sentences to choose the correct answers. If they answer correctly, their groups will get points II. Listen and repeat To correctly repeat the sounds of the letters oo in isolation, in the words room and door, and in the sentences There’s a bed in the room. and The doors are big. with the correct pronunciation and intonation. – The letters oo, the word room and the sentence There’s a bed in the room. – The letters oo, the word door and the sentence The doors are big Pupils can correctly repeat the sounds of the letters oo in isolation, in the words room and door, and in the sentences There’s a bed in the room. and The doors are big. with the correct pronunciation and intonation. Step 1: Have pupils look at the letters oo, the word room and the sentence There’s a bed in the room. Play the recording for them to listen and repeat in chorus and individually until they feel confident. Invite a few pupils to listen to and repeat the sound, the word and the sentence in front of the class. Step 2: Repeat Step 1 for the second line. Draw their attention to the difference in pronouncing the letters oo in the word room and the word door. Check comprehension. Go around the class and correct the pronunciation if necessary. Step 3: Let pupils work in pairs or groups, pronouncing the sounds, saying the words and reading the sentences. Step 4: Ask a few pupils to say two lines in front of the class. The class listens and makes comments. Game: Spelling bee Teacher asks pupils to listen carefully, then choose the correct letters to make a word. Ask pupils to spell the word again. Check pupils’ pronunciation if needed III. Listen and circle To identify the target words room and door while listening Two gapped sentences, each with three options Audio script: 1. The door is there. 2. The room is big. Pupils can identify the target words room and door while listening. Key: 1. b 2. C 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: Get pupils to read the sentences and guess which option can be chosen to fill in the gaps. Then ask them to read the sentences and the words aloud. Step 3: Play the recording once or twice for pupils to listen and circle the correct options. Step 4: Let pupils swap and check their answers in pairs or groups before checking as a class. Extension: Invite a few pupils to read the completed sentences aloud in front of the class. Practice: I’m a speed reader! First, the teacher asks pupils to read each sentence at a slow speed. Next, ask them to read a little bit faster. Then, ask them to get ready and read it faster. And finally, ask them to read as fast as possible! 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 pronunciation and rhythm Step 1: Have pupils read the first verse of the chant and elicit its meaning. Draw pupils’ attention to the sounds of the letters oo and in the words door and bedroom. Check their 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 hands. Step 3: Play the recording of the first verse again, more than once if necessary, for pupils to do choral and individual repetition. Then invite one or two groups of pupils to listen and repeat the verse in front of the class. Praise them to encourage their performance. Step 4: Repeat Steps 1, 2 and 3 for the second verse of the chant. Go around the class and correct pronunciation if necessary. Step 5: Put the class into two groups to practise chanting and clapping hands. Each of the groups should sing one verse of the chant. Then invite a few groups to the front of the class to chant and clap hands. The rest of the class may clap along. V. Home-link. VI. Adjustment after the lesson. (If have)