Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 24 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 24 Monday, February 27th 2023 C: 3CT1; 3AT2; 3BT3 Period: 93 UNIT 14: My bedroom Lesson 3 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - read the text and complete the gapped sentences. - read the text and complete the gapped sentences. - complete a gapped paragraph with the help of the picture cue. - 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: - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform reading tasks. B. RESOURCES AND MATERIAL: - Student’s book Page 29 - Teacher’s guide Pages 181, 182 - Website sachmem - Flashcards/pictures and posters Unit 14-Lesson 3(4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: Brainstorming *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into four groups. - Each group chooses one pupil to be the 'runner'. The runners go to the teacher's desk and read the category. Ex: Find objects/things in your bedroom/living room. - The runners then go back to their group and tell their group members the category. Their group brainstorm words from that category and write them down. - The first group to finish shouts 'stop' and then calls out their answers. If their answers are correct, they score one point for each word in the category. - The group with the highest score at the end of the game wins - Let’s open your book page 29 and look at Unit 14, Lesson 3 (4,5,6) II. Read and complete. *Aims: Ss will be able to read the text and complete the gapped sentences *Procedure: - Tell Ss how to complete the task. - 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. desk 2. Chairs 3. big 4. small together. *Outcome: Pupils can read the text and complete the gapped sentences. III. Let’s write. *Aims: Ss will be able to complete a gapped paragraph with the help of the picture cue. *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: first gap: small second gap: bed / desk third gap: small / old fourth gap: chairs fifth gap: old / new *Outcome: Pupils can complete the gapped paragraph using the picture cue correctly. IV. Project. *Aims: Ss will be able to find a picture of a bedroom and tell the class about things in the room. *Procedure: - Tell Ss to find a photo of a bedroom in a newspaper or a magazine as homework. They should bring their photos to class. - Have Ss work in groups. Each member introduces the picture of the bedroom using the structures they have learnt in the unit. - Invite one or two Ss to show their photos and describe them in front of the class. - Example: Hello, everyone. My name’s Huong. I’m nine years old. This is my bedroom. There is a bed. It is bag. There are two windows. They are new. - Create a class display of the projects and organise a vote to find the most beautiful ones. *Outcome: Pupils can find a picture of a bedroom and tell the class about things in the room. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game: Which is my bedroom? - Divide the class into 2 groups. Have pupils in 2 groups take turns choosing a number. - Ask one pupil to read a sentence. Groups will listen carefully and choose the correct picture. Have points/candies/flowers as given rewards for excellent answers. 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 14 in workbook. - Prepare the next lesson: Unit 15-Lesson 1: 1,2,3 on page 30 VII. Adjustment after the lesson. (If have) Tuesday, February 28th 2023 S: 3CT2; 3BT3; 3AT4 Period: 94 UNIT 15: At the dining table Lesson 1 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: Use the words bean, fish, meat, juice in relation to the topic “Food and drinks”; Use Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer. Understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on offering someone food or drinks and accepting or declining someone’s offer. Correctly use Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer. Enhance the correct use of Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer. 2. Skills: decision making, teamwork, work standards, reliability, motivation 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: - 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 30 - Audio Tracks 42, 43 - Teacher’s guide Pages 183, 184, 185 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 14, Lesson 2. • 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 14, Lesson 3). • Ask pupils to chant and do the actions in Unit 14, Lesson 3 in groups. • Give points and encourage them. Option 3: Game: Happy Flowers • Divide the class into 2 teams. • Each team chooses one flower to go to the question. • Have pupils look, read and choose the right option. • Back to the menu for pupils to choose another question. • Pupils continue their turns until there is no flower left. The team that gets the most points is the winner. III. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on offering someone food or drinks and accepting or declining someone’s offer – Context a: Mother: Would you like some rice? Nam: Yes, please. – Context b: Father: Would you like some juice? Nam: No, thanks. Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focused on offering someone food or drinks and accepting or declining someone’s offer. 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 classroom to listen and repeat the sentences in the recording. Step 5: : Draw their attention to the question Would you like some rice? and the answer Yes, please. and Would you like some juice? and the answer No, thanks. Tell pupils that they are the questions and the answers about offering someone food or drinks and accepting or declining someone’s offer. IV. Listen, point and say To correctly use Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer – Picture cues: a. a plate of beans b. a plate of fish c. a plate of meat d. a bottle of juice – Speech bubbles: Would you like some _____? – Yes, please. / No, thanks. Audio script: a. beans / yes b. fish / no c. meat / yes d. juice / no A: Would you like some beans? B: Yes, please. A: Would you like some fish? B: No, thanks. Pupils can correctly say the words and use Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer. Step 1: Have pupils look at the pictures and elicit the names of the food and drink. Have the class repeat the words a few times. Step 2: Have pupils point at Picture a, listen to the recording and repeat the words (beans/ yes). Follow the same procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at Picture a and have pupils listen and repeat after the recording (Would you like some beans? – Yes, please.). Point at Picture c and have pupils listen and repeat after the recording (Would you like some meat? – No, thanks.). Step 4: Have pairs practise asking and answering questions Would you like some ______? Yes, please./ No, thanks. with Pictures b and d. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Slap the board. Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. V. Let’s talk To enhance the correct use of Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer in a freer context – Picture cue: A family at the dining table: father, mother, their son and daughter are having lunch. There is some food and drinks on the table such as rice, fish, beans and juice. – Speech bubbles: Would you like some _____? – Yes, / No, some _____. Pupils can enhance the correct use of Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer in a freer context. Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary. Step 3: Put pupils into pairs and encourage them to offer someone food or drinks and accept or decline someone’s offer. Step 4: Invite some pairs to the front of the class to perform the conversations. Preparation for the project: Tell pupils about the project on page 35. Ask them to do it in class by doing a survey with classmates (interviewing) and report the results to the class at Project time about food and drinks their friends would like to eat and drink. VI. Home-link. VII. Adjustment after the lesson. (If have) Thursday, March 02nd 2023 S: 3AT1; 3BT2; 3CT3 Period: 95 UNIT 15: At the dining table Lesson 1 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Use the words bean, fish, meat, juice in relation to the topic “Food and drinks”; - Use Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer. - Listen to and understand two communicative contexts about food and drinks. - Look, complete and read six target sentences with the help of picture cues. Sing the song Would you like some ? 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 31 Audio Tracks 44, 45 Teacher’s guide Pages 185, 186 Website sachmem.vn Flashcards/pictures and posters (Unit 15) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 14, Lesson 2 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 14, Lesson 3) Ask pupils to chant and do the actions in Unit 14, Lesson 3 in groups. Give points and encourage them. Option 3: Game: Fruit Juice Divide the class into 2 teams.. Each team chooses one jar mug of juice to go to the question. Have pupils look, read and choose the right option. Click the ‘score’ mug to get back to the menu for pupils to choose another question. Pupils continue their turns until there is no mug of juice left. The team who gets the most points is the winner. II. Listen and tick To listen to and understand two communicative contexts about food and drinks and tick the correct pictures – Picture cues: 1a. a bowl of rice 1b. a plate of fish 2a. a plate of meat 2b. a glass of juice Audio script: 1. A: Would you like some fish? B: Yes, please. 2. A: Would you like some juice? B: Yes, please Pupils can listen to and understand two communicative contexts about food and drinks and tick the correct pictures. Key: 1. b 2. b Step 1: Draw pupil’s attention to Pictures 1a and 1b. Elicit the names of the food. Play the recording for Question 1. Step 2: Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Step 4: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board. Play the recording again for the pupils to double-check their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary III. Look, complete and read. To look, complete and read six target sentences with the help of picture cues – Picture cues – Six sentences / exchangers to complete Pupils can complete two sentences and two dialogues with the help of picture cues. Key: 1. rice 2. beans 3. fish; please 4. juice; No Step 1: Have pupils look at the pictures. Have them identify the names of food and drinks in the pictures. Step 2: Have pupils look at the incomplete sentences. Draw their attention to the missing words in the questions and answers. Step 3: Model with Picture 1. Have pupils look at the first question. Ask them what word is missing in the question (rice). Then have them complete the question (Would you like some rice?). Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils' attention to the gaps in the questions and answers in Pictures 2, 3 and 4. Step 5: Have pupils complete the gaps in the questions and answers individually and ask a few pairs to read them aloud. Game: Slap the board. Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points IV. Let’s sing. To sing the song Would you like some ? with the correct pronunciation The lyrics and the recording of the song Would you like some ? Pupils can sing the song Would you like some ? with the correct melody and pronunciation 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 characters’ picture to reinforce their understanding. Step 2: Play the recording all the way through for pupils to listen to the whole song. Encourage them to listen carefully to the pronunciation and the melody. 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 sing along. Step 5: Introduce actions for pupils to do while singing along with the recording. Extension: Put pupils into groups to make up actions for the song. Invite some groups to the front of the class to perform while the rest of the class sings and/or claps along. 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 find and match. Praise the ones who finish matching. Then ask the class to look and say aloud V. Home-link. VI. Adjustment after the lesson. (If have) Friday, March 03rd 2023 S: 3AT1; 3BT2; 3CT3 Period: 96 UNIT 15: AT THE DINING TABLE Lesson 2 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: Use the words bean, fish, meat, juice, egg, chicken, water, milk and rice in relation to the topic “Food and drinks”; Use What would you like to eat/drink? – I’d like some, please. To ask and answer questions about food and drinks; understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone would like to eat or drink. correctly use What would you like to eat / drink? - I’d like some ____, please. to ask and answer questions about what someone would like to eat or drink. enhance the correct use of What would you like to eat / drink? – I’d like some ____, please. to ask and answer questions about what someone would like to eat or drink. 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 32 Audio Tracks 46, 47 Teacher’s guide Pages 187, 188 Website sachmem.vn Flashcards/pictures and posters (Unit 15) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 15, 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 “Board Race!” Divide the class into two teams. Give each team a coloured marker. Draw a line down the middle of the board and write a topic at the top. Have pupils write as many words related to the topic as possible in a relay Option 3: Game “What’s missing?” Divide the class into 2 teams. Each team chooses one jar mug of juice to go to the question. Have pupils find what is missing and say out loud the name of the missing food or drinks. If students remember correctly, they will get to choose one food or drink to get points for their team. Back to the menu for pupils to choose another question. Pupils continue their turns until there is no mug of juice left. The team that gets the most points is the winner II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures). focusing on what someone would like to eat or drink – Context a: Staff: What would you like to eat? Nam: I’d like some bread, please. – Context b: Staff: What would you like to drink? Mai: I’d like some milk, please. Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone would like to eat or drink. Step 1: Have pupils look at Pictures a and b and identify the characters and food and drinks 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 classroom to listen and repeat the sentences in the recording. Step 5: Draw their attention to the question What would you like to eat? and the answer I’d like some bread, please. and What would you like to drink? and the answer I’d like some milk, please. Tell pupils that they are the questions and the answers about what Nam and Mai would like to eat and drink III. Listen, point and say To correctly use What would you like to eat / drink? - I’d like some ____, please. to ask and answer questions about what someone would like to eat or drink – Picture cues: a. some eggs b. some chicken c. a bottle of water d. a box of milk – Speech bubbles: What would you like to eat / drink? – I’d like some ____, please. Audio script: a. eggs b. chicken c. water d. milk A: What would you like to eat? B: I’d like some eggs, please. A: What would you like to drink? B: I’d like some water, please Pupils can correctly use What would you like to eat / drink? – I’d like some ____, please. to ask and answer questions about what someone would like to eat or drink Step 1: Have pupils look at the pictures and elicit the names of the food and drinks. Have the class repeat the words a few times. Step 2: Have pupils point at Picture a, listen to the recording and repeat the words (eggs). Follow the same procedure with the other three pictures. Step 3: Point at Picture a and have pupils listen and repeat after the recording (What would you like to eat? – I’d like some eggs, please.). Point at Picture c and have pupils listen and repeat after the recording (What would you like to drink? – I’d like some water, please.). Step 4: Have pairs practise asking and answering questions What would you like to eat / drink? – I’d like some ____, please. with Pictures b and d. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Slap the board. Divide the class into four teams. Stick the pictures of food and drinks on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again IV. Let’s talk To enhance the correct use of What would you like to eat / drink? – I’d like some _____, please. to ask and answer questions about what someone would like to eat or drink in a freer context – Picture cue: Mai is at the school canteen. A staff serves food like rice, bread, fish, chicken, meat, eggs, beans, and some drinks like water, milk and juice. Mai wants something to eat or drink. – Speech bubbles: What would you like to eat / drink? – ____, ____. Pupils can enhance the correct use of What would you like to eat / drink? – I’d like some ____,please. to ask and answer questions about what someone would like to eat or drink in a freer context. Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary. Step 3: Put pupils into pairs and encourage them to ask and answer questions about what someone would like to eat or drink. Go around the classroom to offer support. Step 4: Invite some pairs to the front of the class to perform their conversations. 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 find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud V. Home-link. VI. Adjustment after the lesson. (If have)