Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 32 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 32 Monday, April 17th 2023 C: 3CT1; 3AT2; 3BT3 Period: 125 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 letters pl and fl in isolation, the words play and fly and the sentences She’s playing volleyball. and He’s flying a kite. with the correct pronunciation and intonation. - identify the target words play and fly 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 62 - Audio Tracks 91, 92, 93 - Teacher’s guide Pages 238 - Website sachmem - Flashcards/pictures and posters (Unit 19 - Lesson 3: 1, 2, 3) - Computer, projector C. PROCEDURE: I. Warm up. Game: Find and circle the words *Aims: To create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: D B K K E P S C P T P E S E E D D X L H L E S Y Y E C Z E I A A N M F C F Y A N Y A G N N R L S S K G J G S M E Y W E B S P L A C E V T G H M M R K K C S E A Y D F L A G C I N S M A C E B F A Z Y W - Divide class into 2 groups - Ask Ss to find and circle the words that they learnt. - Which groups find the best correct words is winner. - Give Ss time to play the game. Rows: place, flag Columns: play, fly, please - T checks who’s winner? - Let’s open your book page 62 and look at Unit 19, Lesson 3 (1,2,3) II. Listen and repeat. *Aims: Ss will be able to correctly pronounce the sounds of the letters pl and fl in isolation, the words play and fly and the sentences She’s playing volleyball. and He’s flying a kite. with correct pronunciation *Procedure: - T gives instruction to the letters pl and fl in isolation, the words play and fly and the sentences She’s playing volleyball. and He’s flying a kite. - Play the recording for the letter pl and fl - Encourage Ss to point at the letter/ word/ sentence while listening. - Play the recording again and encourage Ss to listen and repeat. - Do this several times until Ss feel confident. - T calls some Ss to practice. - T gives feedbacks. *Outcome: 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. III. Listen and circle. *Aims: Ss will be able to identify the target words play and fly while listening. *Procedure: - Elicit the sentences and explain that they have to listen. - T ask Ss to guess the answers. - T writes Ss’guessing on the board. - Play the recording for Ss listening - 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. - Invite one or two Ss to stand up and read the completed sentences. Key: 1.b 2.b *Outcome: Pupils can identify the target words playing and flying while listening. IV. Let’s chant *Aims: Ss will be able to say the chant with the correct rhythm and pronunciation. *Procedure: - Introduce the title and lyrics of the chant. - Play the recording for Ss to listen to the whole chant. - Have them repeat the title and lyrics line by line. + Ask Ss to attend to the sounds of the letters pl and fl and the words play and fly. - Play the recording all the way through for Ss to listen to pronunciation and melody. - Play the recording line by line for Ss to listen and repeat - Play the recording for Ss to chant and clap along. - Ask Ss to practice chant and clap along in pairs or groups. - Invite groups to the front of the classroom to perform the chant - T gives feedback. *Outcome: Pupils can say the chant with the correct rhythm and pronunciation. 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 game in the PowerPoint for Unit 19 – Lesson 3 – Period 5. - Divide the class into 2 teams. - Each team take turns choosing one letter. - If they answer the question correctly, they will get points. 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 part A of Unit 19 - Prepare the next lesson: Unit 19-Lesson 3: 4,5,6 on page 63 VII. Adjustment after the lesson. (If have) Tuesday, April 25th 2023 S: 3CT2; 3BT3; 3AT4 Period: 126 UNIT 19: Outdoor activities Lesson 3 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - read a passage and answer the questions about what someone is doing outdoors; - complete a paragraph about what a pupil and his/her friend are doing outdoors; - trace and colour the friends, then tell the class where they are and what they are doing.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 63 - Teacher’s guide Pages 240, 241 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 19) - Computer, projector, C. PROCEDURE: I. Warm up. Greet the class. Option 1: Say the chant in Unit 19, Lesson 3. - Ask pupils to chant. - Invite some of them to come to the board to role play, the rest of the pupils will chant. Option 2: 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: Tic-tac-toe - Divide the class into 2 teams. Have each team choose a symbol (o) or (x). - Have the teams take turns to look at the pictures and say the correct sentences. - For each correct answers, the team can fill into the table. II. Read and answer To read a passage and answer the questions about what someone is doing outdoors. A passage and four questions. Pupils can read a passage and answer the questions about what someone is doing outdoors. Key: 1. They’re in the park. 2. She’s cycling. 3. He’s flying a kite. 4. He’s playing football. Step 1: Draw pupils’ attention to four questions and his / her outdoor activity in the passage. Step 2: Have pupils work individually. Step 3: Set a time limit for pupils to read and answer the questions. Go around the classroom to offer support where necessary. Step 4: Tell pupils to swap the answers with a partner, then check answers as a class. Write the answers on the board. III. Let’s write. To complete a paragraph about what a pupil and his / her friend are doing outdoors. A gapped paragraph: Lucy and Nam are my friends. They like ____________. Lucy is _____________. Nam is ____________. I like ___________. I’m ____________. What are you doing? Pupils can complete the paragraph about what they and their friends are doing outdoors. Key: (Pupils’ answers) Step 1: Draw pupils’ attention to the first gap and elicit the words (sports and games). Have pupils write their answers. Step 2: Repeat Step 1 with the next gap. Step 3: Give pupils time to complete the paragraph. Step 4: Have some pupils read their completed paragraphs aloud. IV. Project. To trace and colour the friends, then tell the class where they are and what they are doing. A general picture Pupils can trace and colour the friends, then tell the class where they are and what they are doing. Step 1: Have pupils work in groups. Step 2: Model by saying: Look at this boy. He is Bill. I’ll trace and colour him. Then trace and colour the character (Bill) in different colours. Finally, describe the character. For example: Look! This is my friend Bill. He’s in the Central Park now. He’s skating Step 3: Hand out copies of the picture to pupils (as shown in Input) and coloured pencils. Step 4: Give time for all groups to do their task. Go around the classroom and check their work. Step 5: If time allows, invite representatives of one or two groups to tell the class about the characters they have traced and coloured, then describe where and what they are doing. 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 2: Game: Candy or lightening Divide the class into 2 teams. Pupils take turns picking candy. If they answer correctly, they will get points. . VI. Home-link. VII. Adjustment after the lesson. (If have) Thursday, April 27th 2023 S: 3AT1; 3BT2; 3CT3 Period: 127 UNIT 20: At the zoo Lesson 1 (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) to ask and answer questions about what animals someone can see at the zoo correctly use What can you see? – I can see ______. to ask and answer questions about what animals someone can see at the zoo enhance the correct use of What can you see? – I can see . to ask and answer questions about what animals someone can see at the zoo. 2. Skills: teamwork, motivation, 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 64 Audio Tracks 94, 95 Teacher’s guide Pages 242 Website sachmem.vn Flashcards/pictures and posters (Unit 20) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing a YouTube song about animals at the zoo. Link: Option 2: Ask pupils if they have ever been to the zoo and what animals they saw. (Pupils can show their pictures at the zoo if they want). Then introduce the animal names and key expressions for the lesson. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about what animals someone can see at the zoo – Context a: Bill calls and asks Mai: Where are you, Mai? Mai answers: I’m at the zoo. – Context b: Bill continues asking Mai: What can you see? Mai answers: I can see a tiger. Pupils can understand and correctly repeat What can you see? – I can see ______. to ask and answer questions about what animals someone can see at the zoo. Step 1: Have pupils look at Context a. Ask them some questions such as Who are they? Where are they? What is Mai doing?. Explain the meaning of the question and the answer. Check comprehension. Step 2: Play the recording all the way through for pupils to listen. Then let pupils listen and do choral and individual repetition, sentence by sentence. Step 3: Repeat Step 1 and 2 for Context b. Draw their attention to the question What can you see? and the answer I can see a tiger. Explain that they are used to ask and answer questions about what animals someone can see at the zoo. Check comprehension. Step 4: Invite a few pairs to listen to the recording, to point at the characters and say the language in front of the class III. Listen, point and say To correctly use What can you see? – I can see ______. to ask and answer questions about what animals someone can see at the zoo – Picture cues: a. a tiger b. a horse c. a monkey d. a peacock – Speech bubbles: What can you see? – I can see ______. – Audio script: a. a tiger b. a horse c. a monkey d. a peacock A: What can you see? B: I can see a tiger. Pupils can correctly use What can you see? – I can see ______. to ask and answer questions about what animals someone can see at the zoo. Step 1: Have pupils look at Pictures a, b, c and d and elicit the names of the animals. Have the class listen to the recording and repeat the words a few times in chorus and individually. Step 2: Model by getting pupils to point at the question in the first bubble “What can you see?” to listen to the recording and repeat a few times. Then let them point at Picture a, elicit the pupils to say the missing words (e.g. a tiger). After that, get them to point at the answer in the second bubble, listen to the recording and repeat I can see a tiger. Go around and offer help or correct pupils’ pronunciation, where necessary. Step 3: Repeat Step 2 for Pictures b, c, d by letting one pupil ask the question and the other answer about what an animal he / she can see at the zoo. Go around the classroom and offer help where necessary. Step 4: Invite a few pairs to point at the pictures and ask and answer questions about animals in front of the class. Mini game: Listen and choose Teacher asks pupils to listen carefully, then choose the correct answer. Write it on their mini board IV. Let’s talk. To enhance the correct use of What can you see? – I can see______ . to ask and answer questions about what animals someone can see at the zoo – Picture cue: Some animals at the zoo: a tiger, a horse, a peacock, a monkey – Speech bubbles: What can you see at the zoo? – _______. Pupils can enhance the correct use of What can you see? – ______. to ask and answer questions about what animals someone can see at the zoo. Step 1: Have pupils look at the picture and elicit them to say the names of the animals. Check comprehension. Encourage pupils to point at each animal and say what they can see (e.g. I can see a tiger.) Step 2: Model by getting pupils to listen to and repeat the question in the first bubble What can you see? Then ask them to point at one animal (e.g. a peacock) and answer I can see a peacock. Correct the pronunciation if necessary. Step 3: Give the pupils time to practise asking and answering the questions in pairs. Go around the classroom and offer help where necessary. Step 4: Invite a few pairs to practise asking and answering the questions in front of the class V. Fun corner and wrap-up Option 1: Game: Simon says - Teacher starts a sentence with “Simon says”. Pupils must follow the leader and do the action. - If the sentence does not start with “Simon says’, pupils do nothing. Simons says swim like a fish. Simons says jump like a monkey. Simon says run like a horse. Touch your ears like a rabbit! Did you touch your ears? I didn’t say Simon says. Simons says roar like a tiger. Dance like a peacock. Did you dance? I didn’t say Simon says. Option 2: Animal sounds Ask pupils to listen to the sound carefully, then guess the animal’s name. Teacher: What do you hear? Pupils: It’s a ______ VI. Home-link. VI. Adjustment after the lesson. (If have) Friday, April 28th 2023 S: 3AT1; 3BT2; 3CT3 Period: 128 UNIT 20: At the zoo 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 four communicative contexts in which pupils ask and answer questions about what animals they can see at the zoo and number the correct pictures. - Complete the four gapped exchanges with the help of the picture cues. - Revise the target vocabulary items through 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: 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 65 Audio Tracks 96 Teacher’s guide Pages 244 Website sachmem.vn Flashcards/pictures and posters (Unit 20) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Spend a few minutes revising the previous lesson by inviting a few pairs of pupils to the front of the class to ask and answer questions about what animals they can see at the zoo, using the picture in Activity 3, Lesson 1. Option 2: Animal dance - Ask pupils to watch videos and listen to the song. - Then act out/dance/move (freestyle) like an animal to music. Option 3: Game: Choose the correct word. - Ask pupils to look at the picture, then choose the correct name of the animals. - Write the answer on their mini board. II. Listen and number. To listen to and understand four communicative contexts in which pupils ask and answer questions about what animals they can see at the zoo and number the correct pictures – Picture cues: a. a horse b. a tiger c. peacock d. a monkey Audio script: 1. A: What can you see? B: I can see a monkey. 2. A: What can you see? B: I can see a horse. 3. A: What can you see? B: I can see a tiger. 4. A: What can you see? B: I can see a peacock. Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about what animals they can see at the zoo. Key: 1. d 2. a 3. b 4. c III. Look, complete and read. To complete the four gapped exchanges with the help of the picture cues. Four picture cues and four incomplete exchanges to complete. Pupils can complete and read aloud four exchanges correctly with the help of the picture cues. Key: 1. peacock 2. a horse 3. see; a monkey 4. can you see; a tiger IV. Let’s play. To revise the target vocabulary items through the Miming game Five cards, each with a target vocabulary item (e.g. horse, tiger, monkey, elephant, peacock). Pupils can play the Miming game to revise the target vocabulary items learnt in the lesson. V. Fun corner and wrap-up Option 1: Animal dice - Divide the class into 8 groups. - Each pupil in groups takes a turn rolling the dice. - Then he/she names the animal. Next he/she will read the sentence “I can see a...”. Lastly, he/she moves/makes a sound like that animal. (T can print the cards out and stick them into the dice.) Option 3: Game Tic tac toe - Divide the class into 2 groups. (Group 1 is X, Group 2 is O.) Teacher uses flashcards to ask: + What can you see? + Pupils act out the animal on the card. + Make the sound of that animal. - Pupils in each group have to listen to the question from the teacher, then answer/do correctly. - The first player to get 3 of the marks in a row (up, down, across, or diagonally) is the winner. VI. Home-link. VII. Adjustment after the lesson. (If have)