Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 27 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 27 Monday, March 20th 2023 C: 3CT1; 3AT2; 3BT3 Period: 105 UNIT 16: My pets Lesson 2 (4,5,6) 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 understand four communicative contexts in which pupils ask and answer questions about how many rabbits someone has and number the correct pictures; - complete the four gapped exchanges with the help of picture cues; - play the game How many ____? to review vocabulary and structure words related to the topic “Pets”. - Vocabulary: teamwork, motivation, adaptability, communication, initiative 2. Skills: teamwork, motivation, adaptability, communication, 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: - 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 43 - Audio Tracks 60 - Teacher’s guide Pages 205, 206 - 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: Game: Trashcan basketball - Divide the class into 2 or 4 teams. - Have the teams take turns answering a vocabulary question. For each correct answer, the team gets 1 point. Then, give that team a ball (a crumpled piece of paper also works). If the team can throw the ball into the trash can, that team is rewarded an extra point. - Repeat until all vocabulary words have been tested! II. Listen and number. To listen to and understand four communicative contexts in which pupils ask and answer questions about how many rabbits someone has and number the correct pictures Picture cues: a. one rabbit b. many rabbits c. four rabbits d. two rabbits Audio script: 1. Girl: How many rabbits do you have? Boy: I have many. 2. Girl: How many rabbits do you have? Boy: I have some. 3. Girl: How many rabbits do you have? Boy: I have two. 4. Girl: How many rabbits do you have? Boy: I have one. Pupils listen to and understand four communicative contexts in which pupils ask and answer questions about how many rabbits someone has and number the correct pictures. Key: 1. b 2. c 3. d 4. A Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the number of rabbits in each picture and give feedback. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for them to check their answers. Step 2: 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 3: Play the recording again for pupils to double-check their answers. Step 4: Check answers 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. III. Look, complete and read. To complete the four gapped exchanges with the help of picture cues Four picture cues and four incomplete exchanges to complete Pupils can complete the four communicative contexts with the help of picture cues. Key: 1. one 2. two 3. some 4. Many Step 1: Have pupils look at the pictures. Have them identify the pets in the pictures and their names. 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 answer (one). Then have them look at the picture and identify the quantity. Then have them complete the gap (I have one.). 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 play. To play the game How many ____? to review vocabulary and structure words related to the topic “Pets”. – A picture showing pupils how to play the game. – Speech bubbles How many _____ do you have? - I have ______. Pupils can play the game How many ____? to review vocabulary and structure words that they have learnt related to the topic “Pets”. Step 1: Tell pupils the goal of the game and how to play it. Ask them to look at the picture carefully, then listen to the questions to find the right answers. Step 2: Invite a group of four to the front of the class to demonstrate the game. Two pupils compete as a pair in one round. A teacher asks the question How many _________ do you have? and the player who first correctly answers I have ________. wins one point for his / her group. Step 3: Give pupils time to play the game in groups of four. Go around the classroom during the activity and offer help where necessary. Extension: Divide the class into two groups. Use the words in the game to get the groups to take turns asking and answering questions to identify things in a room. V. Fun corner and wrap-up. Option 1: Game: Pass the ball - Divide the whole class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turns to pass the ball around. When the music ends, 3 students who have the balls will stand up and tell how many pets they have, using the sentence models. Option 2: Game: Spin the wheel - Divide the class into teams. - Teacher calls one pupil to answer the question. (Invite 2 pupils from each team to ask and answer about pets, using the model sentences they have learnt in this lesson.) - Pupils/ teachers click on the “spin” button to get points. VI. Home-link. VII. Adjustment after the lesson. (If have) Tuesday, March 21th 2023 S: 3CT2; 3BT3; 3AT4 Period: 106 UNIT 16: My pets 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 sound of the letter o in isolation, in the words dog and goldfish and in the sentences Do you have any dogs? and How many goldfish do you have? - identify the target words dog and goldfish 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 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 44 - Audio Tracks 61, 62, 63 - Teacher’s guide Pages 207, 208 - 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: Game: Lucky number Review the previous lesson by having the class play the game lucky number, using the model sentences: How many ___ do you have? / Do you have any ___? Option 3: Game: Look and guess Reveal parts of the pets for pupils to guess what they are. Give points to pupils for each correct answer. II. Look, listen and repeat Listen and repeat. To correctly repeat the sound of the letter o in isolation, in the words dog and goldfish, and in the sentences Do you have any dogs? and How many goldfish do you have? with the correct pronunciation and intonation. – The letter o, the word dog and the sentence Do you have any dogs? – The letter o, the word goldfish and the sentence How many goldfish do you have? Pupils can correctly repeat the sound of the letter o in isolation, in the words dog and goldfish, and in the sentences Do you have any dogs? and How many goldfish do you have? with the correct pronunciation and intonation. Step 1: Draw pupils’ attention to the letter o, the word dog and the sentence Do you have any dogs? Play the recording and encourage pupils to point at the corresponding letter/ 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 and praise them if their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letter o in the word goldfish and the sentence How many goldfish do you have? III. Listen and circle To identify the target words dog and goldfish while listening. Two sentences for completion Audio script: 1. How many goldfish do you have? 2. Do you have any dogs? Pupils can identify the target words dog and goldfish while listening. Key: 1. b 2. A 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: Tell 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 and repeat the completed 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. Draw pupil’s attention to the sounds of the letter o in the words dogs and goldfish. Check comprehension. Step 2: Play the recording all the way through. Encourage them to listen carefully to the rhythm and pronunciation. 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 to. 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 23th 2023 S: 3AT1; 3BT2; 3CT3 Period: 107 UNIT 16: My pest 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 target paragraph using the four words provided; - read, understand and complete a gapped text about pets; - use the target language items they have learnt in a real context by showing the photos of their pets and telling the class about them. 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 45 - Teacher’s guide Pages 208,209 - 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: Chant the chant in Unit 16, Lesson 3 - Ask pupils to chant - Give points to the groups and encourage them Option 3: Game: Slap the board II. Listen and tick To read and complete a target paragraph using the four words provided. - Words in the box: and, do, have and many - A gapped paragraph Pupils can read the target paragraph and complete it using the four words provided. Key: 1. many 2. have 3. and 4. do Step 1: Tell pupils about this activity. Tell pupils how to complete the task: They should read the gapped paragraph in silence, and look at the four words provided in order to complete the sentences. Step 2: Give pupils time to do the task individually. Go around the classroom to offer support where necessary. Step 3: Get pupils to swap and correct their answers with a partner. Then check answers as a class. Write the correct answers on the board for pupils to correct their answers. III. Let’s write To read, understand and complete a gapped text about pets. A short gapped text Pupils can read, understand and complete the text with their own experiences. Step 1: Explain the goal of this activity. Tell pupils how to complete the task: They should read the gapped text, guess the missing information and complete it. Check comprehension and give feedback. Step 2: Give the pupils time to do the task. Go around the classroom to offer help where necessary. Step 3: In pairs or groups, ask pupils to swap their complete text. Step 4: Invite a few pupils to stand up and read their writings aloud. IV. Project. To use the target language items they have learnt in a real context by showing the photos of their pets and telling the class about them. Some photos of the pets. Pupils can use the target language items they have learnt in a real context by showing the photos of their pets and telling the class about them. Step 1: Point at the prompt picture and explain what they should do to complete the project. Step 2: Prepare two photos to share with pupils. Point at one photo and say: I have some _. and point at the other photo and say: I have some ____. Step 3: Have pupils work in groups. Each pupil shares his/ her photos and says what pets he/ she has in the photos. Step 4: Give the class time to complete the project. Go around the classroom to monitor and offer support. Step 5: Invite some pupils to the front of the class to present the photos. Note: If there isn’t enough time, set the project as homework and check it in the next lesson. V. Home-link. VI. Adjustment after the lesson. (If have) Friday, March 24th 2023 S: 3AT1; 3BT2; 3CT3 Period: 108 UNIT 17: Our Toys Lesson 1 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - use the words car, kite, train, plane in relation to the topic “Our toys”; - understand and correctly repeat the sentences in two communicative contexts (pictures) to identify someone’s toys; - correctly say the words and use He / She has ______. to identify someone’s toys; - enhance the correct use of He / She has _____. to identify someone’s toys in a freer context. 2. Skills: teamwork, work standards, 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: 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 46 - Audio Tracks 64, 65 - Teacher’s guide Pages 210, 211, 212 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the chant on page 44. - Ask pupils to chant the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game: Animals quiz Review the previous lesson by having the class play the game, using the words: bird, parrot, cat, dog, fish, elephant, duck, rabbit. Step 1: Divide the class into 4 teams. Step 2: Invite 1 pupil to go to the board, choose an animal and say aloud. The one who can make it will have 3 points. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) to identify someone’s toys. – Context a: Lucy: My brother has a car. Ben: Wow, I like cars! – Context b: Ben: My sister has two dolls. Lucy: Wow, I like dolls! Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) to identify someone’s toys. 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 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 My brother has a car. / My sister has two dolls. Tell pupils that they are used to identify someone’s toys. III. Listen, point and say To correctly say the words and use He / She has _____. to identify someone’s toys. – Picture cues: a. a boy and a car b. a girl and a kite c. a boy and two trains d. a girl and three planes – Speech bubble: He / She has _____. Audio script: a. a car b. a kite c. trains d. planes He has a car. Pupils can correctly say the words and use He / She has _____. to identify someone’s toys. Step 1: Draw pupils’ attention to Pictures a to d. Elicit the character and the quantity of toys in each picture. Draw pupils’ attention to the plural form of toys in Pictures c (trains) and d (planes). Check comprehension. Ask pupils to listen to the recording and repeat the words for the toys several times until they feel confident. Step 2: Put pupils into pairs. Tell them to point at the pictures and say the names for the toys in the pictures. Step 3: Draw pupils’ attention to the speech bubble. Remind them that He / She has ___. is used to identify someone’s toys. Ask pupils to look at the bubble and Picture a. Play the recording for them to listen to and repeat the sentence several times. Repeat the same procedure with the other three pictures. Step 4: Get them to talk about someone’s toys using the speech bubble and picture cues. Go around the classroom to offer support. Step 5: Invite a few pupils to come to the front of the classroom and talk about someone’s toys. If they perform well, praise them. Game: Listen and choose A or B. Step 1: Divide the class into four teams. Step 2: Invite each pupil from the teams to go to the board, then listen and choose the correct answer. The fastest one with the correct answer gets points for their team. Step 3: Encourage pupils take part in the game. Step 4: Give points to pupils. V. Let’s talk. To enhance the correct use of He / She has _____. to identify someone’s toys in a freer context. – Picture cue: A girl and a boy are playing with some toys. – Speech bubble: He / She has _____. Pupils can enhance the correct use of He / She has _____. to identify someone’s toys in a freer context. Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Have pupils look at the bubble to understand how the sentence pattern is used. Step 2: Have pupils practise identifying someone’s toys in pairs. Make sure pupils understand the structure and say them with the right pronunciation and intonation. Go around the classroom to observe and provide help if necessary. Step 3: Invite some pupils to practise identifying someone’s toys in front of the class. Praise them if they perform well. Game: Who says fast? Divide the class into four teams. Each team has one pupil comes to the board, look at the picture, then read the sentence by choosing a word to fill in the blank. Who can say it fast will get points for the teams. Preparation for the project: Tell pupils about the project on page 51. Ask them to prepare it at home by making paper toys and bring their work to class to present it at Project time. In Lesson 2, Period 4, remind pupils again of what they need to prepare for the project. VI. Home-link. VII. Adjustment after the lesson. (If have)