Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 7 - Năm học 2022-2023 - Trần Thị Hạnh

WEEK 7 Monday, October 17th 2022 C: 3CT1; 3AT2; 3BT3 Period: 25 UNIT 4: OUR BODIES Lesson 2 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Our bodies” - Read and match the sentence halves to make complete instructions and read them aloud. - Vocabulary: Review - Sentense pattner: Review 2. Skills: Speaking, listening, reading and writing. 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: self-introduce - 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 31 - Audio Tracks 41 - Teacher’s guide Pages 56, 57, 58 - Website sachmem - Flashcards/pictures and posters (Unit 4 - Lesson 2: 4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: Can you touch ...? *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Teacher starts the music, pupils sing and dance around the room. - When teacher stops the music, put up a body flashcard, or just yell out the vocabulary. - Pupils must find a partner and touch the appropriate body part on the other child. - Let’s open your book page 31 and look at Unit 4, Lesson 2 (4,5,6) II. Listen and number. *Aims: Ss will be able to listen to and understand two communicative contexts in which pupils introduce someone and respond to the introduction. *Procedure: - Elicit the names of the characters in each picture and ask + How many pictures/numbers are there? + What can you see in each picture? - Point at the pictures respectively to explain the context and how to do the task. - Ask Ss to guess the answers and writes Ss’guessing on the board. - Play the recording for Ss listen. - Play the recording again for pupils to do the task. - Get Ss to swap books with their partners. - Play the recording again to check their answers together as a class. - Write the correct answers on the board. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. - Give feedbacks Key: 1. b 2. d 3. a 4. c *Outcome: Pupils can listen to and understand four communicative contexts in which instructions are given. III. Look, match and read. *Aims: Ss will be able to listen to and understand four communicative contexts in which instructions are given. *Procedure: - Have pupils look at the pictures. Have them identify the characters in the pictures. - Have Ss look at the first picture and incomplete sentence. - Model with sentence 1 - Ask Ss to read and match. When Ss answer correctly (Touch your face!) - Tell them to draw a line to match the two sentence halves - Have Ss work in groups and match the sentence 2, 3 and 4. - Write the correct answers on the board. - Invite pairs of pupils to stand up and read the matched instructions aloud. - Give feedbacks. Key: 1. b 2. d 3. a 4. c *Outcome: Pupils can correctly match the sentence halves and read them aloud. IV. Let’s play. *Aims: Ss will be able to practise using target sentence patterns by playing the game Touch your hair! *Procedure: - Elicit the language that Ss need to give instructions (Touch your ! and Open your ..!). When Ss answer correctly, write the language on the board. - Have Ss look at the picture. Get them to say how to play the game. Explain the rules of the game again: - A boy / girl standing in the centre gives an instruction and other Ss have to follow it. - If a pupil does not follow the instruction, he or she will be "out". - Check Ss’ understanding by getting one Ss to repeat what they have to do. - Have the whole class play the game. Ask one or two Ss to be the observer(s) of the game. Give out the instructions and monitor Ss while they play the game. Ss who cannot follow the rules of the game will be “out” and become the observers. - Divide the class into four teams. Each team plays the game. Ss are eliminated if they do not perform the correct actions. Give stars/ points to the winner. *Outcome: Pupils can practise using target sentence patterns by playing the game Touch your hair! V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: Game: Review - Divide the class into 10 groups (4 pupils/ group). - Teacher calls out “I want to see ... 4 hands!” and groups must show only 4 hands (other hands can be hidden behind their backs). - Teacher calls out “I want to see ... 6 eyes!” and groups must show only 6 eyes (other eyes can be closed). - Teacher calls out “I want to see ... 1 mouth!” and groups must show only 1 opened mouth (other mouths can be covered). - Teacher calls out “I want to see ... 3 faces!” and groups must show only 3 faces (other mouth can be covered by hand). - Teacher calls out “I want to see ... 2 noses!” and groups must show only 2 noses (other noses can be covered by hand). 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. VI. Home-link. - Have Ss learn by heart vocabulary, structure and do exercise part D of Unit 4 in workbook. - Prepare the next lesson: Unit 4-Lesson 3: 1,2,3 on page 32 VII. Adjustment after the lesson. (If have) Tuesday, October 18th 2022 S: 3CT2; 3BT3; 3AT4 Period: 26 UNIT 4: OUR BODIES Lesson 3 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Correctly pronounce the sounds of the letters air and ear in isolation, in the words hair and ears, and in the sentences Touch your hair! and Touch your ears! - Listen and circle the correct words. - Vocabulary: 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. - Sociability: Talk to each other, say good words to others. B. RESOURCES AND MATERIAL: - Pupil’s book Page 32 - Audio Tracks 42, 43 - Teacher’s guide Pages 58, 59 - Website sachmem - Flashcards/pictures and posters (Unit 4 - Lesson 3: 1, 2, 3) - Computer, projector C. PROCEDURE: I. Warm up. Game: Simon says *Aims: to create a friendly and active atmosphere in the class to beginning the lesson *Procedure: - Teacher is the “Simon” and calls out the actions. Every student must follow and do the action, but only when they hear “Simon says ...”. - If teacher leaves out “Simon says” before giving instruction, anyone who does the action is out. - Then, teacher can choose one or more students as the leader to continue a game. - Let’s open your book page 32 and look at Unit 4, Lesson 3 (1,2,3) II. Listen and repeat: *Aims: Ss will be able to correctly pronounce the sounds of the letters air and ear in isolation, in the words hair and ears, and in the sentences Touch your hair! and Touch your ears! with correct pronunciation and intonation. *Procedure: - T gives instruction to the letter air and ear, hair and ears, and in the sentences Touch your hair! and Touch your ears! - Play the recording for the letter air, ear - 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. Correct their pronunciation where necessary. - Aks Ss can find some words with letter h and b. Feedback *Outcome: Pupils can correctly repeat the sound of the letters air and ear in isolation, the words hair and ears and the sentences Touch your hair! and Touch your ears! III. Listen and circle. *Aims: Ss will be able to identify the target words hair and ears while listening. *Procedure: - Elicit the sentences and check comprehension about three sentence options - Ask Ss to guess the answers and writes Ss’guessing on the board. - Play the recording for them to listen and circle - 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. - Give feedback - Key: 1.c 2.b *Outcome: Pupils can identify the words hair and ears 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 th and the words that and thank. - 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 *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: Option 3: Relax your body - This is a mini exercise for kids to relax after a lesson. Pupils listen and do after teacher. Shake your hands! Look around (eyes)! Open and close your mouth! And smile! Take a deep breath (nose)! Comb your hair (by fingers)! Massage your face! - Repeat the exercise a few times! 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 4 in workbook. - Prepare the next lesson: Unit 4-Lesson 3: 4,5,6 on page 33 VII. Adjustment after the lesson. (If have) Wednesday, October 19th 2022 S: 3AT2; 3CT3; 3BT4 Period: 27 UNIT 4: OUR BODIES Lesson 3 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: - Read and match four target sentence patterns with four pictures - Read, understand and complete three sentences by writing the target words in the gaps. - Draw three pictures of their friends and introduce them to the class. - Vocabulary: Review - Sentense pattner: Review 2. Skills: Speaking, listening, reading and writing. 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: Self-introduce - 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 33 - Teacher’s guide Pages 60, 61 - Website sachmem - Flashcards/pictures and posters (Unit 4 - Lesson 3: 4,5,6) - Computer, projector C. PROCEDURE: I. Warm up. Game: “Chant” *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Ask Ss chant and do the actions in Unit 4, Lesson 3 page 32 in groups. - Give point for the groups and encourage them - Let’s open your book page 33 and look at Unit 4, Lesson 3 (4,5,6) II. Read and match: *Aims: Ss will be able to read the four sentences/ exchanges on the left and match them with the pictures on the right correctly. *Procedure: - Have Ss look at pictures and ask What is this? - Have pupils read the first sentence and make model with sentence 1 - Ask Ss to read the first exchange and draw a line to match. - Have Ss work in pairs and match the sentences 2, 3, 4. - Tell Ss to swap books with a partner, then check answers together as a class. - Write the correct answers on the board for pupils to correct their answers. - Invite pairs of Ss to stand up and role play - Give feedback. - Key: 1. d 2. c 3. b 4. a *Outcome: Pupils can read four sentences/ exchanges and match them with the pictures correctly. III. Let’s write. *Aims: Ss will be able to read, understand and complete four target sentences / exchanges with picture cues. *Procedure: - Have Ss look at pictures and ask + What’s this? + What’s that? + What are they doing? - Write the first incomplete sentence on the board and encourage Ss to say the answer. - Give Ss time to write the answer in their books. - Ask Ss to write the answers to the sentences 2 and 3. - Get Ss to swap books with a partner, then check the answers together as a class. - Ask a few Ss to stand up and read the sentences in front of the class. - Give feedback. - Key: 1. a hand 2. an eye 3. nose 4. Open *Outcome: Pupils can read, understand and complete four target sentences/ exchanges correctly with the picture cues given. IV. Project. *Aims: Ss will be able to revise the target vocabulary items by making flashcards of the body parts pupils have learnt and presenting them to the class. *Procedure: - Ask Ss to look at the picture of an eye in the book. Demonstrate how to make a flashcard of an eye. Draw an eye on a card and write the word eye under the picture. - Show Ss your flashcard of an eye. Tell them to pass it around so that they can see what they are going to make. - Put Ss into groups and give each group a set of materials for making flashcards of the body parts. - Give Ss enough time to make flashcards. Encourage them to decorate their flashcards. - When Ss have finished making their flashcards, give them time to present the flashcards to their classmates. Go around the classroom to monitor and offer support. *Outcome: Pupils can make flashcards of the body parts they have learnt and present them to the class. V. Fun corner and wrap-up. *Aims: Ss will be able consolidate and wrap up the content of the lesson by game. *Procedure: The Memory Circle - Divide class into 6 groups (work in group of 6). - The first pupil says a body part and touches it (e.g. face). - The second pupil touches and says the first one’s word (face) but then adds their own (ears). The game continues until someone makes a mistake and then they’re out. 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. VI. Home-link. - Have Ss learn by heart vocabulary, structure and do exercise part E of Unit 4 in workbook. - Prepare the next lesson: Unit 5-Lesson 1: 1,2,3 on page 34 VII. Adjustment after the lesson. (If have) Friday, October 21th 2022 S: 3AT1; 3CT2; 3BT3 Period: 28 UNIT 5: MY HOBBIES Lesson 1 (1,2,3) A. Objectives - By the end of the lesson, sts will be able to: 1. Language focus: - understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering about hobbies. - correctly say the words and use: What’s your hobby? – It’s _____. to ask and answer about hobbies. - enhance the correct use of What's your hobby? – It’s _____. to ask and answer questions about someone's hobby. - Vocabulary: Teamwork, motivation, communication, planning and organizational skill - Sentense pattner: What's your hobby? – ________. 2. Skills: Speaking, listening, reading and writing. 3. Quality/Attitude: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills4. Competence: - Critical Thinking: self-introduce - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform listening tasks. B. Language Focus * Key terms - Vocabulary: this, that, it, yes, no, friend, teacher * Key grammatical structures - Sentence Patterns: What's your hobby? – ________. C. Instructional Resources - Student’s book Page 34 - Audio Tracks 45, 46 - Teacher’s guide Pages 62 - 64 - Website sachmem.vn - Flash cards/ pictures, ppt and posters (Unit 5) - Computer, projector, STAGE 2: LEARNING EXPERIENCES / LEARNING PLAN I. Warm-up Greet the class. Option 1: Sing the song in Unit 4 - Lesson 3. - 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: Action Simulation - Show pictures of hobbies: singing, swimming, drawing, dancing. - Ask some pupils who can simulate the actions in the pictures through the shadows ￿ Choose the best ones and gives them points. - Ask pupils to match the numbers from 1 to 4 with the shadows below then the teacher clicks to show the answers. Option 3: Chant and do activities (Unit 4, Lesson 3). - Ask pupils to chant and do the actions in Unit 4 in groups. - Give points to the groups and encourage them II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering about hobbies. - Context a: Bill points to the activity on the stage and asks Linh: What’s your hobby? Linh says: It’s singing. - Context b: Lucy points to the activity on the stage and asks Ben: What’s your hobby, Ben? Ben says: Dancing. Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer about hobbies. Step 1: Have pupils look at Pictures a and b and identify the characters (Bill, Linh, Lucy and Ben) 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 class to listen and repeat the sentences in the recording. Step 5: Draw their attention to the sentences: What is your hobby? - It’s singing. and Dancing. Tell pupils that we use the question: What is your hobby? to ask someone’s hobby and to answer we use: It’s ___ (the activities). III. Listen, point and say To correctly say the words and use: What's your hobby? - It's _____. to ask and answer about hobbies. – Picture cues: a. a girl singing b. a boy drawing c. a girl dancing d. a boy swimming Speech bubble: What's your hobby? - It's _____. Audio script: a. singing b. drawing c. dancing d. swimming A: What’s your hobby? B: It’s singing. Pupils can correctly say the words and use What's your hobby? - It's _____. to ask and answer about someone’s hobby. *Aims: Ss will be able to read, understand and complete four target sentences / exchanges with picture cues. *Procedure: - Have Ss look at pictures and ask + What’s this? + What’s that? + What are they doing? - Write the first incomplete sentence on the board and encourage Ss to say the answer. - Give Ss time to write the answer in their books. - Ask Ss to write the answers to the sentences 2 and 3. - Get Ss to swap books with a partner, then check the answers together as a class. - Ask a few Ss to stand up and read the sentences in front of the class. - Give feedback. - Key: 1. a hand 2. an eye 3. nose 4. Open *Outcome: Pupils can read, understand and complete four target sentences/ exchanges correctly with the picture cues given. IV. Let’s talk. To enhance the correct use of What's your hobby? – It's ______. to ask and answer questions about someone's hobby. - Picture cue: a boy and a girl are drawing by the beach, and three other people are swimming in the sea. - Speech bubbles: What's your hobby? – ________. Pupils can enhance the correct use of What's your hobby? – It's ______. to ask and answer questions about someone's hobby. V. Adjustment after the lesson. (If have)