Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 29 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 29 Monday, April 03rd 2023 C: 3CT1; 3AT2; 3BT3 Period: 113 UNIT 17: Our Toys Lesson 3 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - correctly repeat the sounds of the letters i and oy in isolation, the words kite and toy and the sentences She has a kite.? and He has a toy. with the correct pronunciation and intonation. - identify the target words kite and toy while listening. - say the chant with the correct rhythm and pronunciation. - 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 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 51 - Teacher’s guide Pages 219, 220 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song: Their toys, page 47. - Ask pupils to sing the song. - Invite some of them to come to the board to role play or do actions, the rest of the pupils will sing. Option 2: Game: What’s in the box? Review the previous lesson by having the class play the game, using the words: kite, plane, doll, train, bus, car, ship. Step 1: Divide the class into 4 teams. Step 2: Invite 1 pupil from each team to go to the board and look at the toy, then scramble the words by writing on the board and say aloud what the toy is. The fastest will get more points than the rest. Step 3: Encourage pupils to join in the game. Step 4: Give points to the teams II. Read and circle a, b or c . To read and understand a passage about toys. – A passage about toys – Three pictures for pupils to circle: Picture a: a plane, a truck, a train, three ships Picture b: two planes, a truck, two trains, three ships Picture c: two planes, a truck, a train, three ships Pupils can read and understand the passage about toys. Key: c Step 1: Draw pupils’ attention to the passage about Linh’s and Lucy’s toys and read it together as a class. Step 2: Draw pupils’ attention to the pictures showing their toys. Have pupils spot the differences between the pictures (the quantity of toys in each picture). Check comprehension. Step 3: Get pupils to read and circle the correct letter. Step 4: Get pupils to swap books with a partner, then check answers together as a class. III. Let’s write To read, understand and complete a paragraph about toys that Lucy has. A passage with incomplete sentences Pupils can read, understand and complete the paragraph about toys that Lucy has. Step 1: Tell the class the goal of this activity: Pupils read the passage about Lucy’s toys and fill in the gaps. Step 2: Have pupils fill in the first gap together as an example. Write the first gapped sentence on the board. Ask them to look at the gap and guess what is missing (the word She). Let them write down the word in the gap. Repeat the same procedure with the other incomplete sentences. Step 3: If time allows, invite a few pupils to read aloud the paragraph they have completed in front of the class. The class observes and praises their work. Game: Who can choose fast? - Divide the class into four teams. - Let one pupil from each team comes to the board, read the sentences and choose the best answer. - Who can make it will get points for the teams IV. Project. To revise the target language by making paper toys and talking about them to the class – A picture showing a boy and a girl holding some paper toys in their hands – Materials: white or coloured paper, scissors, coloured pencils, glue Pupils can make paper toys and talk about them to the class, using the language learnt. Step 1: Elicit the language needed to do the task: He / She has _____. Write it on the board. Ask pupils to repeat it several times. Step 2: Ask pupils to work in groups of six. Ask them to show the paper toys that they have made at home, then tell the group about them. Check comprehension. Step 3: Give pupils time to do the task. Encourage them to decorate their toys. Go around the classroom to offer help where necessary. Step 4: Invite some pupils to show and tell the class about the toys they have made using the language learnt. Have pupils display their toys on the classroom walls. Step 5: If there is not enough time, ask pupils to do the project as homework and check by giving pupils time to share their work in the next lesson. V. Fun corner and wrap-up. Game: Look and say. Step 1: Divide the class into 4 teams. Step 2: Invite 1 pupil from each team to look at the picture and say aloud 3 times. The fastest one with the correct answer will have points for his/ her team. Step 3: Encourage pupils to practise speaking English. Step 4: Give points to pupils. VI. Home-link. VII. Adjustment after the lesson. (If have) Tuesday, April 04th 2023 S: 3CT2; 3BT3; 3AT4 Period: 114 UNIT 18: Playing and doing Lesson 1 (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 to talk about an action in progress; - correctly say the words and use I’m _____. to identify an action in progress; - enhance the correct use of I’m _____. to identify an action in progress in a freer context. 2. Skills: Decision making, teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication, planning and organization 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 52 - Audio Tracks 74, 75 - Teacher’s guide Pages 221, 222, 223 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 18) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 17 - 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 17, Lesson 3). - Ask pupils to chant and do the actions along the chant in Unit 17, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Domino Game Divide the class into 2 teams: Boys and Girls. Members of each team try to give answers after seeing the animal’s pictures on the screen to get the points. If they answer incorrectly, they lose their turns. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts to talk about an action in progress. – Context a: Mum: Where are you, Linh? Linh: I’m in my room. – Context b: Linh: Mum, I’m dancing. Mum: Have fun! Pupils can understand and correctly repeat the sentences in two communicative contexts to talk about an action in progress. Step 1: Draw pupils’ attention to the pictures. Point at each picture, elicit the names of the speakers in the pictures. Step 2: Have pupils look at Picture a. Play the recording again 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 sentence I’m dancing. Tell pupils that it is used to talk about an action in progress. III. Listen, point and say To correctly say the words and use I’m _____. to identify an action in progress. – Picture cues: a. a girl is writing b. a girl is dancing c. a boy is singing d. a boy is reading – Speech bubble: I’m _____. – Flash cards for writing, dancing, singing and reading Audio script: a. writing b. dancing c. singing d. reading I’m writing. Pupils can correctly say the words and use I’m ________. to identify an action in progress. Step 1: Have pupils look at the picture cues, and elicit the actions in progress. Step 2: Have pupils point at Picture a (writing), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Hold up the flash cards for writing, dancing, singing and reading and have pupils say the words. Step 3: Point at the speech bubble and have pupils listen and repeat after the recording (I’m writing). Repeat the same procedure with the other three pictures. Step 4: Point at one of the pictures randomly to elicit the sentence or use the flash cards for writing, dancing, singing and reading to elicit the action and I’m _____. Have pupils do the TPR action while saying each sentence. Step 5: Give pupils time to work in pairs. Remind them that they can select any of the four pictures to point and say the sentence. Go around the classroom to offer support. Step 6: Invite a few pupils to point at the pictures and say the sentences in front of the class. Game: Moving matchmaker - Divide the class into 2 teams: Boys and Girls. - Call each member to choose one number to show a picture. - The pictures will move around the words. - Pupils have say STOP to match the correct pictures and words. T clicks the button again to stop the pictures. - Pupils then say I’m ______. IV. Let’s talk. To enhance the correct use of I’m _____. to identify an action in progress in a freer context – Picture cue: Four pupils are reading, dancing, singing and writing. – Speech bubble: I’m _____. Pupils can enhance the correct use of I’m _____. to identify an action in progress in a freer context. Step 1: Have pupils look at the picture cue and read the gapped speech bubble. Tell them about the activity. Step 2: Give pupils time to practise in pairs, do the action and say: I’m _____. in context. Remind pupils to do the action while saying. Circulate round the class during the activity and offer help or correct the pronunciation where necessary. Step 3: Invite some pupils to the front of the class to act and say. Praise them, and get the class to cheer or clap hands if they do a good job. Extension: Pupils can choose a pupil in the picture cue, do the action, say I’m _____. to describe an action in progress, and have other friends guess who they are pretending to do. Game: Guess what? T asks some pupils to come to the board and do some actions to describe words (dancing, singing, writing, reading) and the others will guess. If pupils can answer correctly, they will get points for their teams. Preparation for the project: Tell pupils about the project on page 57. Ask them to prepare the photos of themselves to share with their friends and introduce what they are doing in the photos. 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. Fun corner and wrap-up. Option 1: Use sachmem.vn, have pupils look at the words and pictures of Activities 1, 2 and repeat after the recordings to consolidate the lesson. Option 2: Game: WHERE’S MICKEY? - Divide the class into 4 teams. - Decide on the winning overall score for this game (e.g. 20). - Click on the Mickey sitting on top of the big cubes. He will fly off and hide in one of the cubes. - Each team then clicks the small cube in their cloud to indicate which cube they think Mickey is going to be found under. Click the big cube to see if Mickey is there. - The team choosing the correct cube has to say the sentence with I’m If they say correctly, they will get points for their team. - Then click the ‘NEXT’ sign for the next turn. - Continue to play until one team achieves the winning overall score. VI. Home-link. VII. Adjustment after the lesson. (If have) Thursday, April 06th 2023 S: 3AT1; 3BT2; 3CT3 Period: 115 UNIT 18: Playing and doing 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 about identifying actions in progress and tick the correct pictures; - complete the four target sentence patterns with the help of picture cues; - practise the target vocabulary and sentence patterns by playing the Miming game. 2. Skills: Decision making, teamwork, motivation, adaptability, problem- solving, integrity, 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 53 - Audio Tracks 76 - Teacher’s guide Pages 223, 224 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 18) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the Hello song. - Ask pupils to sing the song. - Let pupils do actions (waving, clapping, shaking hands ). Option 2: GAME: Hidden Picture Teacher asks pupils to choose the numbers to reveal and guess the pictures behind (words of activities in Lesson 1 - Period 1). Give points to pupils. Option 3: Invite a few pupils to stand up, come to the board, do an action and say I’m _____. for the others to guess. II. Listen and tick To listen to and understand two communicative contexts about identifying actions in progress and tick the correct pictures. Picture cues: 1a. a girl is writing 1b. a girl is reading 2a. a boy is singing 2b. a boy is dancing Audio script: 1. A: Where are you, Mary? B: I’m here in my room. I’m reading. 2. A: Where are you, Nam? B: I’m here. I’m dancing. Pupils can listen to and understand two communicative contexts about identifying actions in progress and tick the correct pictures. Key: 1. b 2. B Step 1: Have pupils look at Pictures 1a and 1b. Elicit the word for the action in each picture. 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. Repeat the same procedure with the second exchange. Step 2: Have pupils swap books with a partner, then check answers as a class. Write the correct answers on the board. Step 3: 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 individually and in chorus. Correct their pronunciation where necessary. Game: Slap the board Let pupils listen and read the sentence with I’m _____., then come to the front and slap the correct picture. The one who can do it fast and correctly will be the winner. The winner has 2 points; the others have 1 point. This game can be more interesting when playing in groups or teams. III. Look, complete and read To complete the four target sentence patterns with the help of picture cues. Four picture cues and four incomplete sentence patterns to complete Pupils can complete the four target sentence patterns with the help of picture cues. Key: 1. dancing 2. reading 3. singing 4. Writing Step 1: Have pupils look at the pictures and identify the actions in the pictures. Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Model Picture 1. Have pupils look at the sentence. Ask them what is missing in the sentence (dancing). Then have them look at the picture and identify the action. Have them complete the gap (I’m dancing). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the sentences individually. Get pupils to swap and correct their answers in pairs. Check the answers as a class. Ask a few pupils to read the sentences aloud. Game: Matching Pairs Divide the class into two teams. Each pupil from each team comes to the board, chooses a card from the left, then chooses one from the right. If they match, he/ she gets points for the team IV. Let’s play To practise the target vocabulary and sentence patterns by playing the Miming game. – A picture showing pupils how to play the game – Flash cards for dancing, reading, singing and writing Pupils can practise the target vocabulary and sentence patterns by playing the Miming game. Step 1: Tell pupils the goal of the game and how to play it: Point at the game illustration, point at the girl, do an action, pretend to be the girl to elicit the word dancing. Then say: Yes. I’m dancing. Step 2: Nominate a pupil to come to the front of the class. Show him or her a flash card and tell him / her to do the action for the class to guess. Check the answer as a class. Step 3: Divide the class into two groups. Have pupils in each group choose a picture and do the action. The group that guesses correctly wins a star. After three or four rounds, the group with more stars is the winner. Note: You may use other words in Unit 10 to play this game. V. Fun corner and wrap-up Option 1: Game: Tic Tac Toe T divides the class into 2 teams (BOYS and GIRLS). The teams will choose the circle or cross before playing. T asks 2 members of each team to listen and write the words (activities) on the board. Who can write fast and correctly can mark on “tic tac toe board”. Option 3: Goodbye and Bye activity Use goodbye and bye greetings to dismiss the class. Say goodbye to individual pupils and have them respond as they leave. VI. Home-link. VI. Adjustment after the lesson. (If have) Friday, April 07th 2023 S: 3AT1; 3BT2; 3CT3 Period: 116 UNIT 18: Playing and doing Lesson 2 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about an action in progress. - correctly say the words and use What are you doing? – I’m _____. to ask and answer questions about an action in progress. - enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress 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: 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 54 - Audio Tracks 77, 78 - Teacher’s guide Pages 224, 225, 226 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 18) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class and encourage pupils to respond to your greeting. Option 1: Sing the song of Unit 17. Ask pupils to sing the song. Invite some of them to come to the board to role play and do actions, the rest of the pupils will sing. Ask pupils to sing this song with some words covered. When they finish singing, have the class check the lyrics together. Option 2: Game: Remember that! Divide the class into 4 teams. Have the pupils look at pictures in 30 seconds and try to remember as many pictures as they can. T asks pupils to write the words they remember on the board to get points. Option 3: Game: Pass the ball Have pupils stand up and pass the ball with music. When music stops, those who keep the ball must look at a picture on the board and say a sentence: I’m ______. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about an action in progress. – Context a: Lucy: Hello. Mai: Hi, Lucy. What are you doing? Lucy: I’m singing. Context b: Bill: Hi, Ben. What are you doing? Ben: I’m watching TV. Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about an action in progress. Step 1: Have pupils look at Picture a and Picture b. Point at each picture, elicit the names of the speakers in the pictures. Step 2: Have pupils 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 question What are you doing? and the answers I’m singing. and I’m watching TV. Tell pupils that they are a question and answers to ask an action in progress. III. Listen, point and say. To correctly say the words and use What are you doing? – I’m _____. to ask and answer questions about an action in progress. – Picture cues: a. a girl is playing basketball b. a girl is drawing a picture c. a girl is watching TV d. a boy is listening to music – Speech bubbles: What are you doing? – I’m _____. – Flash cards for playing basketball, drawing a picture, watching TV and listening to music Audio script: a. playing basketball b. drawing a picture c. watching TV d. listening to music A: What are you doing? B: I’m playing basketball. Pupils can correctly say the words and use What are you doing? – I’m _____. to ask and answer questions about an action in progress. Step 1: Have pupils look at the pictures and elicit the actions in progress. Step 2: Have pupils point at Picture a (playing basketball), listen to the recording and repeat the phrase. Repeat the same procedure with the other three pictures. Have the class repeat the phrases a few times. Hold up the flash cards for drawing a picture, listening to music, playing basketball and watching TV and have pupils say the phrases. Step 3: Point at Picture a, do the TPR action for playing basketball and have pupils do the action for playing basketball. Ask: What are you doing? and point at the target speech bubble to elicit the missing word. Then have the class repeat the completed sentence a few times: I’m playing basketball. Have the class repeat the question: What are you doing? and the answer: I’m playing basketball. Have pupils listen and repeat after the recording. Repeat the same procedure with other three pictures. Step 4: Give pupils time to practise asking and answering the question What are you doing? Remind them that they can use any of the four pictures to point, ask and answer the question. Go around the classroom to offer support. Step 5: Invite a few pairs to point at the pictures, ask and answer the question in front of the class. Game: Spin and say T calls some pupils to say the sentences with the pictures after they spin the wheel. T asks: What are you doing? Pupils answer: I’m _______. IV. Let’s talk. To enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress in a freer context.. – Picture cue: Two friends are talking on the phone. One pupil asks: What are you doing? and the other is drawing and answers. – Speech bubbles: What are you doing? – I’m _____. Pupils can enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress in a freer context. Step 1: Have pupils look at the picture. Point at the picture and elicit the answer I’m drawing a picture. Have pupils do the action for drawing a picture. Pretend to start a phone call and ask pupils: What are you doing? and elicit the full answer: I’m drawing a picture. Have pupils repeat the question a few times, and then the answer. Correct their pronunciation and intonation where necessary. Step 2: Have pupils sit back-to-back in pairs. One pupil is doing something while the other calls and asks: What are you doing? Give pupils time to take turns making a phone call and practising the questions and the answers in pairs. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to interact with each other, pointing at the activity in the picture cue in their books. Praise them, and get the class to cheer or clap hands if they do a good job. V. Fun corner and wrap-up Option 1: Use sachmem.vn, have pupils look at the pictures of the lesson and repeat after the recordings to consolidate the lesson. Option 2: Game: Act out and guess who Let the class sit or stand in a circle. One person is chosen to be in charge of doing the action by starting an action (such as playing basketball, then change to singing, next is dancing, then reading ) for the rest to follow and copy. Another pupil will stand outside and guess who is the chosen one. VI. Home-link. VII. Adjustment after the lesson. (If have)