Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 25 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 25 Monday, March 06th 2023 C: 3CT1; 3AT2; 3BT3 Period: 97 UNIT 15: At the dining table 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 four communicative contexts in relation to food and drinks. - look, complete and read four target sentences with the help of picture cues. - revise target words about food and drinks by playing the game Board race. - 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: - Student’s book Page 33 - Audio Tracks 48 - Teacher’s guide Pages 188, 189, 190 - Website sachmem - Flashcards/pictures and posters Unit 15-Lesson 2(4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: 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 33 and look at Unit 15-Lesson 2(4,5,6) II. Listen and number. *Aims: Ss will be able to listen to and understand four communicative contexts in relation to food and drinks. *Procedure: - Elicit the names and ages of the characters in the pictures. - T ask Ss to guess the answers. - T writes Ss’guessing on the board. - Play the recording again and get Ss to swap books with their partners. - Play the recording again to check answers together as a class. - Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. Key: 1.c 2. d 3. a 4. B *Outcome Pupils can listen to and understand four communicative contexts in relation to food and drinks. III. Look, complete and read. *Aims: Ss will be able to look, complete and read four target sentences with the help of picture cues. *Procedure: - Have Ss look at the pictures and identify food and drink in the pictures. - T models with sentence 1. - Have Ss look at the sentence. - Ask them what is missing in the answer (bread) - 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. bread 2. chicken 3. eggs 4. juice *Outcome: Pupils can look, complete and read four target sentences with the help of picture cues. IV. Let’s play. *Aims: Ss will be able to revise target words about food and drinks by playing the game Board race. *Procedure: - Tell Ss that they are going to play the game Board race. Write Food and Drinks on opposite sides of the board. - Have two teams play the game. When you say “Go”, the teams have to race to write the name of a food or drinks. Each pupil writes one word at a time, before passing the marker /chalk to the next pupil and going to the back of the line. - Explain that a pupil who makes spelling mistakes or writes a word of food or drink under the wrong category will be out of the game. - At the end of the game, announce the winner for the team that has written more correct words. *Outcome: Pupils can revise target words about food and drinks by playing the game Board race. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game: Matching game - T uses pictures and flashcards, gets 3 pupils to hold the pictures and 3 more 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. 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 15 in workbook. - Prepare the next lesson: Unit 15-Lesson 3: 1,2,3 on page 34 VII. Adjustment after the lesson. (If have) Tuesday, March 07th 2023 S: 3CT2; 3BT3; 3AT4 Period: 98 UNIT 15: At the dining table Lesson 3 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: Correctly repeat and pronounce the sounds of the letters ea in isolation, in the words bread and meat, and in the sentences I’d like some bread, please; Would you like some meat?; Identify the target words bread and meat while listening. Say the chant with the correct rhythm and pronunciation. 2. Skills: Review 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 34 Audio Tracks 49, 50, 51 Teacher’s guide Pages 190, 191 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: Tic Tac Toe Divide the class into 2 teams. Have pupils look and say the sentences about the food or drinks they would like. Let pupils take turns putting their marks in the squares. The first player to get 3 marks in a row (up, down, across) is the winner. If all 9 squares are full, the game is over. II. Listen and repeat To correctly repeat the sound of the letters ea in isolation, in the words bread and meat, and in the sentences I’d like some bread, please. and Would you like some meat? with the correct pronunciation and intonation – The letters ea, the word bread and the sentence I’d like some bread, please. – The letters ea, the word meat and the sentence Would you like some meat? Pupils can correctly repeat the sound of the letters ea in isolation, in the words bread and meat, and in the sentences I’d like some bread, please. and Would you like some meat? with the correct pronunciation and intonation. Step 1: Draw pupils’ attention to the letters ea, the word bread and the sentence I’d like some bread, please. Play the recording and encourage them to point at the cluster / word / sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 for the letters ea, the word meat and the sentence Would you like some meat? III. Listen and tick. To identify the target words bread and meat while listening Two gapped sentences, each with three options. Audio script: 1. I’d like some bread, please. 2. Would you like some meat? Pupils can identify the target words bread and meat while listening. Key: 1. b 2. C Step 1: Draw pupils’ attention to the sentences and the gap-fill options (a, b and c). Step 2: Play the recording for pupils to listen to. Play the recording again for pupils to listen and tick the correct options. Step 3: Get pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. 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: Draw pupils’ attention to the lyrics of the chant. Model them line by line for pupils to repeat. Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Step 3: Play the recording line by line while pupils listen and repeat. Correct their pronunciation, if 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 take turns listening and repeating the chant, while the rest of the class claps along. V. Home-link. VI. Adjustment after the lesson. (If have) Thursday, March 09th 2023 S: 3AT1; 3BT2; 3CT3 Period: 99 UNIT 15: At the dining table 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 passage with five words dining, drinks, like, rice, some provided in a box. complete a paragraph about what a pupil and his / her family members would like to eat and drink by writing the target words in the gaps. do a survey with classmates and tell the class about food and drinks they would like to eat or drink. 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 35 Teacher’s guide Pages 192, 193 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: Chant and do activities (Unit 15, Lesson 3). Ask pupils to chant and do the actions in Unit 15, Lesson 3 in groups. Give points and encourage them. Option 3: Game: Hangman Divide the class into 2 teams. Have pupils guess the word letter by letter. Whenever the pupils guess a letter that is in the secret word, click on the letter to fill it into the blank where it occurs. The team that has more correct answers is the winner. II. Read and complete To read and complete a passage with five words provided in a box An incomplete passage with answer options Pupils can read and complete a passage with the correct words. Key: 1. dining 2. drinks 3. like 4. some 5. Rice Step 1: Draw pupils’ attention to the words provided in the box and the five gaps in the passage. Step 2: Have pupils work individually. Step 3: Set a time limit for pupils to complete the activity. Go around the classroom to monitor their reading task. Step 4: Get pupils to swap their answers with a partner, then check answers together as a class. Write the answers on the board. III. Let’s write To complete a paragraph about what a pupil and his / her family members would like to eat and drink by writing the target words in the gaps – A picture cue – The writing frame with four blanks to complete Pupils can read and complete a paragraph about what a pupil and his / her family members would like to eat and drink by writing the target words in the gaps. Key: (Pupils’ own answers) Step 1: Write the first incomplete sentence on the board: My father and mother would like _______. Step 2: Read the incomplete sentence together as a class. Elicit the words pupils have to use in the gap and encourage them to say the answers. Step 3: Give pupils time to write the answers in their notebooks. Step 4: Repeat Steps 1 to 3 for Sentences 2 and 3. IV. Project To do a survey with classmates to find out what they would like to eat and drink, then tell the class about the results – The instructions: Ask three classmates: What would you like to eat and drink? Complete the table with their answers. Tell the class about them. – An example sentence: Lan would like some fish and juice. Pupils can interview classmates to find out what they would like to eat and drink, then share the results with the class Step 1: Draw the table on the board. Ask a pupil: What would you like to eat and drink?, then write their name and answers on the table. Step 2: Tell pupils to draw their own tables in their notebooks. Step 3: Explain to pupils that they should move around the classroom and find three classmates to ask. Remind them to write their answers in the table before moving on to the next person. Step 4: Allow enough time for all pupils to complete their tables. Go around the classroom to monitor and offer support. Extension: If time allows, invite a few pupils to share their results with the class. V. Home-link. VI. Adjustment after the lesson. (If have) Friday, March 10th 2023 S: 3AT1; 3BT2; 3CT3 Period: 100 REVIEW 3 A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - review the following sentence patterns: - Who’s this / that? It’s my ____.; How old is he / she? - He’s /She’s ____.; What’s her job? – He’s / She’s ____. - Is he / she ____? – Yes, he / she is. / No, he / she isn’t. - Where’s ____? – It’s here / there.; Where are the ____? – They’re ____. - There’s / There are ____ in the room.; - The ____ is ____.; The ____ are ____.; - Would you like some ____? – Yes, please. / No, thanks. - What would you like to eat / drink? – I’d like some ____, please. Through different contexts - listen to and understand five communicative contexts and tick the correct pictures listen to and understand four communicative contexts. 2. Skills: decision making, teamwork, work standards, reliability, motivation 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: - Student’s book Page 36 - Audio Tracks 52, 53 - Teacher’s guide Pages 194,195,196 - Website sachmem - Flashcards/pictures and posters (Review 3 & Fun time) 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: Chant and do activities (Unit 15, Lesson 3). - Ask pupils to chant and do the actions in Unit 15, Lesson 3 in groups. - Give points and encourage them. Option 3: Game: Battleships - Divide the class into 2 teams. - Each team chooses one number to go to the question. - Have pupils look, choose and answer the questions. - Pupils can open 2 squares if they answer correctly. - Back to the menu to choose a question. Pupils continue their turns until they can find all the ships II. Listen and tick. To listen to and understand five communicative contexts and tick the correct pictures Picture cues: 1a. a father 1b. a mother 2a. a mother working as a doctor 2b. a mother working as a teacher 3a. a living room (near) 3b. a living room (far) 4a. a big window 4b. a small window 5a. a carton of milk 5b. a carton of juice Audio script: 1. A: Who’s this? B: It’s my father. 2. A: What’s her job? B: She’s a doctor. 3. A: Where’s the living room? B: It’s there. 4. The window is small. 5. A: What would you like to drink? B: I’d like some milk, please Pupils can listen to and understand five communicative contexts and tick the correct pictures. Key: 1. a 2. a 3. b 4. b 5. A Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit the characters in each picture. Check comprehension. Step 2: Play the recording for pupils to listen to Question 1. Ask pupils to listen and circle the correct answer a or b. 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 the same procedure with the rest of the pictures: 2a – 2b, 3a – 3b, 4a – 4b and 5a – 5b. Step 4: Get pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board. 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. Listen and number To listen to and understand four communicative contexts Picture cues: a. a mother giving chicken to her daughter. b. a boy sitting near a birthday cake with the number 14 on it c. a father driving a taxi d. two lamps on a table Audio script: 1. A: How old is your brother? B: He’s fourteen years old. 2. What’s his job? B: He’s a driver. 3. A: Where are the lamps? B: They’re on the table. 4. A: Would you like some chicken? B: Yes, please. Pupils can listen to and understand four communicative contexts and number the correct pictures. Key: 1. b 2. c 3. d 4. a. Step 1: Draw pupils’ attention to the pictures. Elicit the context of each picture (see Input). Step 2: Play the recording for pupils to listen and number the picture. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Check answers together as a class. Play the recording again for the pupils to double-check their answers and correct their answers in pairs. Extension: If time allows, play the recording sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation, where necessary. 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. V. Fun corner and wrap-up. Option 1: Game: Pictionary! - Before the class starts, prepare a bunch of words and put them in a bag. - Divide the class into two teams and draw a line down the middle of the board. - Give one pupil from each team a pen and ask them to choose a word from the bag. - Ask pupils to draw on the board and encourage their team to guess the word. - The first team to shout the correct answer gets a point. Option 2: Game: Sentence Puzzle - Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. Option 3: Game: Hangman - Divide the class into 2 teams. - Have pupils guess the word letter by letter. Whenever the pupils guess a letter that is in the secret word, click the letter to fill it into the blank where it occurs VI. Home-link. VII. Adjustment after the lesson. (If have)