Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 26 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 26 Monday, March 06th 2023 C: 3CT1; 3AT2; 3BT3 Period: 101 Review 3 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - correctly use the following sentence patterns: + Who’s this / that? It’s my .. + What’s her job? – He’s / She’s .. + 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, take part in three fun activities relating to their language knowledge and competences. - Vocabulary: Review 2. Skills: Listening, reading, 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 37 - Teacher’s guide Pages 196, 197 - Website sachmem - Flashcards/pictures and posters (Review 3: 3,4,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: Sing the song *Aims: to review the vocabulary and structure about greet and respond to greetings. *Procedure: - Sing the song It ’s break time. on page 69 - 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. - Let’s open your book page 37 and look at Review 3(3,4,5) II. Read and match. *Aims: Ss will be able to read and match pairs of target sentence patterns *Procedure: - Tell Ss about this activity. Point at sentence 1, elicit the answer and models. - Give Ss work in pairs to do the sentence 2,3,4,5. - Tell Ss to swap their books with their partners, then check answers together as a class. - Write the correct answers on the board for Ss to correct their answers. - Invite some pairs to stand up and read the matched exchanges aloud. Key: 1. c 2. e 3. d 4. b 5. a *Outcome: Pupils can read and match pairs of target sentence patterns. III. Read and complete. *Aims: Ss will be able to read and complete a gapped text. *Procedure: - Elicit the words in the box and the passage. - Tell Ss about this activity. Point at number 1, elicit the answer and models. - Give Ss work in pairs to do the task - Tell Ss to swap their books with their partners, then check answers together as a class. - Write the correct answers on the board for Ss to correct their answers. - Invite some pairs to stand up and read the passage aloud. Key: 1. are 2. is 3. big 4. in 5. on *Outcome: Pupils can read and complete a gapped text with the words in relation to the topics of My houses and My bedrooms. * Mini game: Comprehension questions - Ask Ss to read the conversation again - Give Ss work in pairs and answer the questions: + How many bedrooms in the passage? There are 2 bedrooms. + What thing does each bedroom have? There is a lamp. + Where is the clock? It’s on the desk. IV. Ask and answer. *Aims: Ss will be able to read and answer questions using picture cues *Procedure: - Ask Ss to read the question and elicit the answer - Get Ss to role-play the exchange with sentence 1 - Give Ss time to take it in turns to role-play the four exchanges. - Invite some paris to stand up and role-play. Key: Pupil’s answer *Outcome: Pupils can ask and answer four questions using picture cues. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game. Play the game Board Race! - Divide the class into two teams. - Give each team a colored 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 in a relay. 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. - Praises some Ss who are hardworking / active/ good . as well as encourage others to try more. VI. Home-link. - Have Ss learn by heart vocabulary, structure and do exercise self-check 3 in workbook. - Prepare the next lesson: Fun time 3 on page 38,39 VII. Adjustment after the lesson. (If have) Tuesday, March 14th 2023 S: 3CT2; 3BT3; 3AT4 Period: 102 UNIT 16: My pets Lesson 1 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - use the words birds, cats, parrots, rabbits in relation to the topic "My pets"; - use Do you have any _____? – Yes, I do. / No, I don’t. to ask and answer questions about pets; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "My pets". 2. Skills: teamwork, reliability, motivation, communication and initiative 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 40 - Audio Tracks 54, 55 - Teacher’s guide Pages 199 - 201 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song Would you like some ....? in Unit 15. - 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: Sing the song I have a pet (Youtube link: Option 3: Game: Who is faster? Review the previous lesson by having the class play the game Who is faster?, using the words in Unit 15. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on pets. - Context a: Minh: I have a dog. Do you have any dogs? Lucy: Yes, I do. - Context b: Bill: I have two cats. Do you have any cats? Mai: No, I don’t. I have one dog. Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on pets. Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures. Draw their attention to the questions Do you have any cats / dogs? and the answers Yes, I do. / No, I don’t. Check comprehension. 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. III. Listen, point and say To correctly say the words birds, parrots, rabbits, cats and use Do you have any ____? – Yes, I do./ No, I don’t. to ask and answer questions about having pets. – Picture cues: a. three birds b. two parrots c. three rabbits d. four cats – Speech bubbles: Do you have any _____? Yes, I do. / No, I don’t. Audio script: a. birds / yes b. parrots / no c. rabbits / yes d. cats / no A: Do you have any birds? B: Yes, I do. A: Do you have any parrots? B: No, I don’t. Pupils can correctly say the words and use Do you have any ______? – Yes, I do. / No, I don’t. to ask and answer questions about having pets. Step 1: Have pupils look at the pictures and elicit the names of the pets. Step 2: Have pupils point at Picture a (birds), listen to the recording and repeat the word. Follow the same procedure with the other three pictures. Have pupils repeat the word under each picture a few times. Step 3: Point at the Picture a and ask the question (Do you have any birds?). Elicit the answer (Yes, I do). Point at Picture b and ask the question (Do you have any parrots?). Elicit the answer (No, I don’t.). Follow the same procedure with the last two pictures. Step 4: Have pairs practise asking and answering the question Do you have any _______? - Yes, I do. / No, I don’t. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. IV. Let’s talk. To enhance the correct use of Do you have any _____? – Yes, I do. / No, I don’t. to ask and answer questions about having pets in a freer context. - Picture cue: one parrot, one rabbit, two cats and three birds are in the garden. - Speech bubbles: Do you have any _____? − Yes, / No, . Pupils can enhance the correct use of Do you have any ____? − Yes, / No, _____. to ask and answer questions about pets in a freer context. Step 1: Draw pupils’ attention to the picture. Tell them about the activity. Ask questions to help them understand the context (see Input). Step 2: Put pupils into groups of four. Tell them to ask and answer questions using Do you have any ? – Yes, / No, ______. Go around the classroom to offer support. Step 3: Invite some pupils to the front of the class to ask and answer questions about their pets. Preparation for the project: Tell pupils about the project in page 45. Ask them to prepare the photos of their pets to share with the class and introduce about their pets. They need to prepare the captions for the photos. In Lesson 2, Period 4, remind pupils again of what they need to prepare for the project V. Home-link. VI. Adjustment after the lesson. (If have) Thursday, March 16th 2023 S: 3AT1; 3BT2; 3CT3 Period: 103 UNIT 16: My pest 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 ask and answer questions about pets and tick the correct pictures - read and complete four target gapped dialogues with the help of the picture cues. - sing the song My pets with the correct pronunciation and melody. 2. Skills: decision making, teamwork, work standards, 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 41 - Audio Tracks 56, 57 - Teacher’s guide Pages 201, 202 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 16) - 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: Look and guess Pupils take turns choosing a number to open until they can say what the hidden picture is. The one who has the correct answer gets 10 points for their team. Option 3: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, pupils in each team take turn to pass the ball. After the music ends, 3 pupils who have the ball will stand up and say the name of pets, using the sentence model. II. Listen and tick To listen to and understand two communicative contexts in which pupils ask and answer questions about pets and tick the correct pictures. Picture cues: 1a. three dogs 1b. two cats 2a. three rabbits 2b. four parrots Audio script: 1. A: Do you have any cats? B: Yes, I do. 2. A: Do you have any rabbits? B: Yes, I do. Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about having pets and tick the correct pictures. Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the word for each pet while pointing at the corresponding picture, and play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Step 2: Repeat Step 1 for the second exchange. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: 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 in chorus. Correct their pronunciation where necessary. III. Look, complete and read To read and complete four target gapped dialogues with the help of the picture cues. Four picture cues and four target gapped dialogues Pupils can complete four target gapped dialogues with the help of picture cues. Key: 1. cats 2. dogs 3. have; parrots 4. don’t; rabbits Step 1: Have pupils look at the pictures. Have them identify the things in the pictures and the pets. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what is missing in the question (cats). Then have them complete the gap. Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils’ attention to two gaps in the dialogues 3 and 4. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud IV. Let’s sing. To sing the song My pets with the correct pronunciation and melody. The lyrics and the recording of the song My pets with picture cues. Pupils can sing the song My pets with the correct pronunciation and melody. Step 1: Draw pupils’ attention to the title and lyrics of the song. Encourage pupils to answer questions such as Do you have any dogs? and Do you have any cats? Play the recording all the way through. Encourage pupils to listen carefully to the pronunciation and melody. 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. Step 4: Introduce actions for pupils to do while singing along with the recording. Step 5: Put pupils into groups to practise the song and make up their own actions while singing. Step 6: Invite groups to the front of the class to perform the song while the rest of the class sings and / or claps along. V. Home-link. VI. Adjustment after the lesson. (If have) Friday, March 17th 2023 S: 3AT1; 3BT2; 3CT3 Period: 104 UNIT 16: My pest Lesson 2 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - use the words birds, cats, dogs, parrots, rabbits and goldfish in relation to the topic "Pets". - use some and many to identify the quantity of pets; - use How many do you have? – I have _____. to ask and answer questions about the quantity of pets; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Pets"; 2. Skills: teamwork, work standards, 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: 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 42 - Audio Tracks 58, 59 - Teacher’s guide Pages 203, 204 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 16, 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 by asking the class to play the game Slap the board. Option 3: Game: Guess the pictures - Write any word on the board. - The first pupil has to take the last four or three letters 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 How many ________do you have? − I have _______. to ask and answer questions about the quantity of pets. - Context a: Ben: I have two rabbits. How many rabbits do you have? Lucy: I have many. - Context b: Linh: These are my goldfish. How many goldfish do you have? Bill: I have some. Pupils can understand and correctly repeat How many ____ do you have? − I have _______. to ask and answer questions about the quantity of pets. Step 1: Have pupils look at Pictures a and b. Draw their attention to the question and answer in the Picture b. Explain that the question and answer in this context are used to ask and answer about the number of pets in plural. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Then play the recording again sentence by sentence for them to listen and repeat. Follow the procedure with Picture b. Correct their pronunciation if 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 class to listen and repeat the sentences in the recording. III. Listen, point and say. To correctly say the words and use How many ________ do you have? − I have _______. to ask and answer questions about the quantity of pets. - Picture cues: a. three parrots (some) b. six parrots (many) c. three dogs (some) d. seven dogs (many) • Speech bubbles: How many _____ do you have? − I have ____. Audio script: a. parrots / some b. parrots / many c. dogs / some d. dogs / many A: How many parrots do you have? B: I have some. A: How many dogs do you have? B: I have many. Pupils can correctly say the words and use the sentence patterns How many ____ do you have? − I have _____. to ask and answer questions about the quantity of pets. Step 1: Have pupils look at the pictures and elicit the names of the pets. Step 2: Have pupils point at the words under the pictures, listen to the recording and repeat until they feel confident. Explain that these words are the names and the quantity of the pets in the pictures. Step 3: Model by pointing at the question How many ____ do you have? and have pupils listen to the recording and repeat it a few times. Ask pupils to read the gapped answer in the second bubble and tell them that they should fill in the gap with the quantity of pets. Then have them listen to the recording and repeat the answer a few times. Finally, have pupils ask the question and give answers a few times in pairs. Step 4: Repeat Step 3 with the other pictures. Then give pupils time to work in pairs, pointing at the question and the pictures and giving the answers. Step 5: Invite a few pairs to point at the pictures and practice asking and answering in front of the class. V. Let’s talk. To enhance the correct use of How many _____ do you have? − I have _____. to ask and answer questions about how many pets someone has in a freer context. Picture cue: Three parrots, seven cats, three rabbits and seven puppies are in the garden. Speech bubbles: How many _____? − I have _____. Pupils can enhance the correct use of How many ? − I have ______. to ask and answer questions about the quantity of pets. Step 1: Draw pupils’ attention to the picture. Tell them about the activity. Ask questions to help them understand the context (see Input). Step 2: Put pupils into pairs and encourage them to ask and answer questions using the target patterns. Go around the classroom to offer support where necessary. Step 3: Invite some pairs to perform their exchanges VI. Home-link. VII. Adjustment after the lesson. (If have)