Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 31 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 31 Monday, April 17th 2023 C: 3CT1; 3AT2; 3BT3 Period: 121 UNIT 19: Outdoor activities Lesson 1 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - use the words and phrase play badminton, run, paint, walk in relation to the topic “Outdoor activities”; - use He’s / She’s _____. to talk about what someone is doing; - listen to and understand two communicative contexts about what someone is doing and tick the correct answers; - read and complete four target sentence patterns with the help of the picture cues; - sing the song Painting and singing with the correct pronunciation, rhythm and melody. - Vocabulary: Review - Sentense pattner: Review 2. Skills: Problem-solving, decision making, teamwork, reliability, motivation, and adaptability 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 59 - Audio Tracks 86, 87 - Teacher’s guide Pages 233, 234 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 19) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 18, 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 18, Lesson 3). - Ask pupils to chant and do the actions in Unit 18, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game: Catch the butterflies Have pupils choose the butterflies to go to the questions. Ask them look, read and choose the right options. II. Listen and tick. To listen to and understand two communicative contexts about what someone is doing and tick the correct pictures. Picture cues: 1a. Mary is playing badminton. 1b. Mary is painting. 2a. Nam is running. 2b. Nam is playing football. Audio script: 1. 2. A: Is that Mary? A: Who’s that? B: Yes, it is. B: It’s Nam. A: Look! She’s A: Look! He’s playing running. badminton. B: Yes, he is. B: Yes, she is. Pupils can listen to and understand two communicative contexts about what someone is doing and tick the correct picture. Key: 1. a 2. a Step 1: Draw pupil’s attention to Pictures 1a and 1b. Elicit the names of the characters. Step 2: Play the recording for Question 1. 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 to 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 read and complete four target sentence patterns with the help of the picture cues. Four picture cues and four incomplete sentence patterns to complete Pupils can complete and read four target sentence patterns with the help of the picture cues. Key: 1. playing football 2. painting 3. playing badminton 4. Running Step 1: Have pupils look at the pictures. Have them identify the characters (a boy or a girl) in the pictures. Step 2: Have pupils look at the incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the first sentence. Ask them what words are missing in the sentence (playing football). Then have them complete the sentence (He’s playing football.) Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils' attention to the gaps in the sentences in Pictures 2, 3 and 4. Step 5: Have pupils complete the gaps in the sentences individually and ask a few pupils 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 Painting and singing with the correct pronunciation. The lyrics and the recording of the song Painting and singing Pupils can sing the song Painting and singing with the correct 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’ pictures 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 to 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 their 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. Encourage the class to praise or cheer the performers. Game: Matching game - Use pictures and flash cards, get 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. Fun corner and wrap-up. Option 1: 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 pieces to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. Option 3: Candy or chilly? - Divide the class into 3 teams. - Each team takes turns picking a square, listen and choose the correct picture. - Pupils will get points for each correct question VI. Home-link. VII. Adjustment after the lesson. (If have) Tuesday, April 18th 2023 S: 3CT2; 3BT3; 3AT4 Period: 122 UNIT 19: Outdoor activities 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 (pictures) focus on what someone is doing outdoors; - use What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors; - enhance the correct use of What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors in a freer context. 2. Skills: communication, planning and organization, stress tolerance, 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 60 - Audio Tracks 88, 89 - Teacher’s guide Pages 235, 236 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 19) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 19, 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: Save the ocean animals - Have pupils click on the letters to go to the questions, choose the right words/phrases to make correct sentences. - Click on the global to turn back the menu. - Click on the animals on the net to release them. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone is doing outdoors. – Context a: Nam: Where’s Bill? - Mary: He’s in the park. – Context b: Nam: What’s he doing? - Mary: He’s skating Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focus on what someone is doing outdoors. 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 What’s he doing? and the answer He’s skating. Tell pupils that they are the question and the answer about what Nam’s doing in the park. III. Listen, point and say To correctly use What’s he / she doing? − He’s / She’s . to ask and answer questions about what someone is doing outdoors. – Picture cues: a. a boy is skating b. a girl is cycling c. a boy is flying a kite d. a girl is skipping – Speech bubbles: What’s he / she doing? − He’s / She’s ______. Audio script: a. skating b. cycling c. flying a kite d. skipping A: What’s he doing? B: He’s skating. Pupils can correctly use What’s he / she doing? − He’s / She’ s __. to ask and answer questions about what someone is doing outdoors. Step 1: Have pupils look at the pictures and identify the characters (a boy or a girl) and their actions. Have the class repeat the words/ phrases a few times. Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (skating). 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’s he doing? - He’s skating.) Step 4: Have pairs practise asking and answering questions What’s he / she doing? – He’s / She’s ____. with Pictures b, c 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. - The one who says faster will get points. IV. Let’s talk. To enhance the correct use of What’s he / she doing? − _____. to ask and answer questions about what someone is doing outdoors. – Picture cues: In the park, Lucy is cycling, Ben is skating, Minh is flying a kite and Linh is skipping. – Speech bubbles: What’s he / she doing? − _______. Pupils can enhance the correct use of What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors in a freer context. Step 1: Draw pupils’ attention to the pictures. Ask questions to help them identify the contexts (see Input). Step 2: Put pupils into pairs and encourage them to ask and answer questions about what someone is doing outdoors. Go around the classroom to offer support. Step 3: Invite some pairs of pupils to come to the front of the class to perform their conversations. Game: Matching game Use pictures and flash cards, get 3 pupils 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. Fun corner and wrap-up Option 1: Using sachmem.vn, have pupils look at pictures of the lesson and repeat after the recording. 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 them to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. Option 3: Game: Let’s clean up - Divide the class into 2 teams. - Each team chooses a piece of trash to go to the question. - Have pupils look, read and choose the right word to complete the sentence. - Back to the menu for another question. - The one who helps the environment cleanest is the winner. VI. Home-link. VII. Adjustment after the lesson. (If have) Thursday, April 20th 2023 S: 3AT1; 3BT2; 3CT3 Period: 123 UNIT 19: Outdoor activities 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 which pupils ask and answer questions about what someone is doing outdoors; - read and complete four target sentence patterns in four sentences and dialogues with the help of picture cues. - listen to and repeat target words about outdoor activities. 2. Skills: communication, planning and organization, stress tolerance, 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 61 - Audio Tracks 90 - Teacher’s guide Pages 236, 237, 238 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 19) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 19, Lesson 1. - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing. Option 2: Game: Miming game! - Divide the class into two groups. - Have pupils in each group choose a picture and do the action. - The other group that guesses correctly wins a star. - After three or four rounds, the group with more stars is the winner. - Give point to the groups and encourage them. Option 3: Game: Car racing - Divide the class into 2 teams. Have the teams choose the numbers to go to the questions. - Have pupils listen and choose the correct picture. II. Listen and number To listen to and understand four communicative contexts in which pupils ask and answer questions about what someone is doing outdoors – Picture cues: a. a boy is flying a kite b. a girl is cycling c. a girl is skipping d. a boy is skating – Audio script: 1. A: What’s he doing? B: He’s skating. 2. A: What’s he doing? B: He’s flying a kite. 3. A: What’s she doing? B: She’s cycling. 4. A: What’s she doing? B: She’s skipping. Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about what someone is doing outdoors. Key: 1. d 2. a 3. b 4. c Step 1: Draw pupils’ attention to the pictures. Elicit the characters and their outdoor activities. Step 2: Play the recording for pupils to listen. Play the recording again so that pupils can 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. III. Look, complete and read To read and complete four target sentence patterns in four sentences and dialogues with the help of picture cues Four picture cues and four incomplete sentence patterns to complete. Pupils can complete and read target sentence patterns with the help of the picture cues. Key: 1. cycling 2. flying 3. skating 4. she; skipping Step 1: Have pupils look at the pictures. Have them identify the characters and their actions in the pictures. Step 2: Have pupils look at the two incomplete sentences and two incomplete dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the first sentence. Ask them what word is missing in the gap (cycling). Then have them complete the sentence (She’s cycling.). Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils' attention to the gaps in the sentences in Pictures 2, 3 and 4. Step 5: Have pupils complete the sentences 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 play To listen to and repeat target words about outdoor activities A picture showing pupils how to play Whispering game Pupils can listen to and repeat target words about outdoor activities Step 1: Tell pupils that they are going to play Whispering game. Write Whispering game on the board. Step 2: Divide the class into two teams and have both teams line up in front of the board. Step 3: Whisper a word or sentence about outdoor activities (e.g. skating) to the first member of each team. Then each member whispers the words to the next member in the team until the words reach the last member of each team. The last member must say the word aloud. The team which correctly repeats the words first receives a point. Step 4: Have the first pupils go to the end of their teams’ lines and replay the game until every pupil has had a chance to go first. Step 5: At the end of the game, the team with the most points wins. Extension: Put pupils into groups to create 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 the song. Game: Matching game Use pictures and flash cards, get 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. Fun corner and wrap-up Option 1: 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 them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Option 3: Game: Green Earth - Divide the class into 2 teams. - Ask the pupils to click on the numbers to go to the questions, then look and guess what people are doing. VI. Home-link. VI. Adjustment after the lesson. (If have) Friday, April 21th 2023 S: 3AT1; 3BT2; 3CT3 Period: 124 UNIT 19: Outdoor activities Lesson 3 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - correctly repeat the sounds of the consonant clusters pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball. - identify the target words playing and flying while listening - say the chant with the correct rhythm and pronunciation 2. Skills: decision making, teamwork, 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 62 - Audio Tracks 91, 92, 93 - Teacher’s guide Pages 238 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 19) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song in Unit 19, 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: Play Whispering game! (Unit 19, Lesson 2). - Divide the class into two teams and have both teams line up in front of the board. - Whisper a word or sentence about outdoor activities (e.g. skating) to the first member of each team. Then each member whispers the words to the next member in the team until the words reach the last member of each team. The last member must say the word aloud. The team which correctly repeats the words first receives a point. - Have the first pupils go to the end of their teams’ lines and replay the game until every pupil has had a chance to go first. - At the end of the game, the team with the most points wins. Option 3: Game: Turtle and rabbit’s racing - Divide the class into 2 teams. - Have pupils chooses the letters to go to the questions, look at the pictures and say the correct sentences. II. Listen and repeat. To correctly repeat the sounds of the consonant clusters pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball. and He’s flying a kite. with the correct pronunciation and intonation. - The consonant cluster pl, the word play and the sentence She’s playing volleyball. - The consonant cluster fl, the word fly and the sentence He’s flying a kite. Pupils can correctly repeat the sounds of the consonant clusters pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball. and He’s flying a kite. with the correct pronunciation and intonation. Step 1: Draw pupils’ attention to the consonant cluster pl, the word play and the sentence She’s playing volleyball. Play the recording and encourage them to point to the consonant 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 and praise them if their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the consonant cluster fl. III. Listen and circle. To identify the target words playing and flying while listening Two sentences for completion. Audio script: 1. Mai is playing volleyball. 2. Minh is flying a kite. Pupils can identify the target words playing and flying while listening. Key: 1. c 2. b Step 1:Draw pupils’attention to the sentences and the gap-fill options(a, b). Step 2: Play the recording for pupils to listen. Step 3: Play the recording again for pupils to listen and circle the correct options. Step 4: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Step 5: Tell pupils to return the books to their partners. Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen to 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 so that pupils can listen to the whole chant. 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 say the 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. Fun corner and wrap-up Option 1: Using sachmem.vn, have pupils look at the words and sentences of the lesson and repeat after the recording. Option 2: Game: The Odd-one-out - Divide the class into 2 teams. - Each team take turns choosing one letter. - If they answer the question correctly, they will get points. VI. Home-link. VII. Adjustment after the lesson. (If have)