Kế hoạch bài dạy Tiếng Anh 3 - Tuần 23 - Năm học 2024-2025 - Phan Thị Phương Anh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 23 - Năm học 2024-2025 - Phan Thị Phương Anh

1. Week: 23 Preparing date: 16/ 2/2025 Period :89 Teaching date: 17/ 2/2025 UNIT 13: MY HOUSE Lesson 3- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to: - correctly pronounce the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house!; - listen and circle about the location of rooms in a house and things in a room; - say the chant with the correct rhythm and pronunciation. 1. Knowledge/ Language focus: - Phonic: Sound / ou/ and /ow/ - Vocabulary: review - Sentence patterns:review 2. Skills: - Listening and speaking. 3. Quality /Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about the location of rooms in a house and things in a room Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness 4. Competences: SS can develop some competences: Motivation, adaptability, problem-solving, integrity, communication. Listening: listen and recognize about the location of rooms in a house and things in a room, then repeat Self-control & independent learning: Perform listening tasks. Communication and collaboration: Work in pairs or groups Sociability: give instructions, say good words to others II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS:
2. - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Game: Spin the Wheel *Aims: to help ss to be happy to learn new lesson. *Teaching techniques: - techiques in teaching playing game. *Procedure: - Divide the class into teams. - Teacher calls one student to answer the -SS read the chant. question - Ss/ teacher click on the “spin” button to get points. -Say “Open your book page 22 and look at -SS open their book. lesson 3” 2. New lesson Activity 1. - 1. Listen and repeat:10’ *Aims: To correctly repeat the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house! with the correct pronunciation and intonation. *Context: – The letter cluster ou, the word house and the sentence Wow, it’s a big house! – The letter cluster ow, the word brown and the sentence Wow, it’s a brown house! *Teaching techniques - techniques in teaching listening and speaking, - individual, pairworks, ask and answer - using flashcards, recording, pictures *Procedure:
3. -Draw Ss’ attention to the sounds of the letter -Look at the picture and clusters ou and ow in isolation, in the words identify the characters in the house and brown, and in the sentences Wow, pictures. it’s a big house! and Wow, it’s a brown house! .Tell Ss about the activity. -Play the recording for ss to listen. Encourage -Listen, point, listen and Ss to point at the letter/ word/ sentence while repeat. listening. -Play the recording again and encourage Ss to -Ss listen and repeat. listen and repeat. Do this several times until Ss feel confident. Correct their pronunciation where necessary. -Have time for ss to practise in pairs. Go -Ss practise in pairs. around the classroom to offer support if necessary. -SS practise in front of the - Call some pairs to act out in front of the class. class. - T corrects pronunciation, if necessary. -T gets feedback. *Outcome: Ss can correctly repeat the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house! with the correct pronunciation and intonation. Activity 2 - 2. Listen and circle:10’ *Aims: to identify the target words house and brown while listening. *Context: Two pairs of sentences *Teaching techniques - techniques in teaching listening and speaking, pairworks, ask and answer - using flashcards, recording, pictures
4. *Procedure: -Draw Ss’ attention to the sentences and the gap-fill options. Tell them about the activity. -Look at the picture and Check their comprehension and give feedback. answer. -Play the recording again for them to listen and -Ss listen and do the task. circle the correct answers. - Tell Ss to swap books with a partner, then -Ss swap and check. check the answers together as a class. -Play the recording for Ss to check their -Ss listen and check. answers again. -Call some ss to write the correct answers on -Ss write the correct answers the board. on the board. - Call some ss to read in front of the class. -Ss read in front of the class. - T corrects pronunciation, if necessary. -T gets feedback. *Outcome: Ss can identify the target words house and brown while listening. * Key: 1. b 2. b Activity 3. Let’s chant :6’ *Aims: To say the chant with the correct rhythm and pronunciation. *Context: The lyrics and recording of the chant. *Teaching techniques - techniques in teaching listening and speaking, groupworks, ask and answer - using flashcards, pictures *Procedure: - Draw Ss’ attention to the lyrics of the chant. -Ss look and listen. Check comprehension.
5. - Play the recording all the way through for Ss to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. -Ss listen and chant. - Play the recording, line by line, for Ss to listen and repeat. Correct their pronunciation if necessary. - Play the recording all the way through for Ss -SS listen and repeat line by to chant. Encourage them to clap along while line. chanting. - Divide the class into two or more groups to -SS chant and clap. take turns listening and repeating the chant. while the rest of the class claps along. -Have time for ss to chant in pairs. Go around -SS chant in groups. the classroom to offer support if necessary. - Call some pairs to read the chant in front of the class. -SS chant in pairs. - T corrects pronunciation, if necessary. *Outcome: Ss can say the chant with correct -SS chant in front of the class. rhythm and pronunciation. 3. Consolidation :3’ *Aims: to consolidate and wrap up the content of the lesson. - T tells Ss about the main content of the lesson. -T tells Ss about the educational aims of the lessons. 4. Homelink. 1’ - Practice more at home. -SS retell. - Prepare for the next lesson. -SS listen. V. COMMENT
6. *********************************** Week: 23 Preparing date: 16 / 2/2025 Period :90 Teaching date: 17/ 2/2025 UNIT 13: MY HOUSE Lesson 3- Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, students will be able to: - read a communicative context and complete a table about the location of rooms in a house and things in a room. - to read and complete gapped sentences with personal information. - to reinforce and extend Ss’ language knowledge and competences by making a hobby show. 1. Knowledge/ Language focus: - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, writing and reading 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about hobbies. 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. Competences: SS can develop some competences: -Comunicative and collaborative competence:work in pairs/groups, role play, motivation, adaptability Critical Thinking: about hobbies. Written Communication: Complete the sentence Self-control & independent learning: Perform writing tasks Sociability:ask and answer about hobbies, say good words to others.
7. II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Review old lesson *Aims: to help ss to remember the old lesson. *Teaching techniques: - technique in teaching writing. *Procedure: - T calls 5 Ss come to the board and say their hobbies. - SS do the task. T asks: Where are ____? Ss answer: They’re ____ . - The others will listen and try to remember the the location of rooms in a house and things in a room of Ss on the board. - T asks 1 student to come to the board and retell the the location of rooms in a house and things in a room. -SS open their book. -Say “Open your book page 23 and look at lesson 3” 2. New lesson Activity 1. - 4. Read and complete:9’ *Aims: to read a communicative context and complete a table about the topic “My house”, *Context: An exchange with a table to tick *Teaching techniques - techniques in teaching reading -individual, pairworks, using recording, pictures *Procedure: -Draw student’s attention to the pictures and -Look at the picture, listen
8. tell them about the topic “My house”, Elicit the and answer. locations of things in a room of the characters in the table. Point at the pictures respectively to explain the context. - Have time for ss to do the task. Go around the -Ss do the task classroom to offer support if necessary. - Get Ss to swap with a partner. -Ss swap. -Play the recording again to check answers -Ss listen and check. together as a class. -SS write their answers - Ask ss to write their answers on the board. - T gets feedback and correct the answers. -SS read aloud. - Call some ss to read aloud in fron of the class. *Outcome: Ss can read a communicative context and complete a table about the locations of things in a room. Activity 2 - 5. Let’s write :9’ *Aims: to read and complete gapped sentences with personal information. *Context: A writing frame with gapped sentences *Teaching techniques: - techniques in teaching writing -individual, pairworks, pictures *Procedure: -Aks ss to look at the book and tell them how do to the activity. -Look at the picture and identify.
9. -Elicit the context and the given words and give feedback. - Give Ss time to do the task. Go around the classroom to offer support if necessary. - Get Ss to swap books with a partner, then check the answers together as a class. - Ask ss to write their answers on the board -T gets feedback and corrects the answer. -SS look and answer. - Invite two Ss to role-play the exchange. * Key: SS ‘s answer. -SS do the task. *Outcome: Ss can read and complete gapped sentences with personal information. -SS swap. Activity 3. - 6. Project :7’ *Aims: to reinforce and extend Ss’ language -Ss write their answers. knowledge and competences by making a doll’s house -SS role-play. *Context: Picture of a student carrying out the project. *Teaching techniques - techniques in teaching base on project. - individual, groupworks, pictures *Procedure: - Explain the goal of this activity to Ss. Point at the picture and explain what they should do to complete the project. Tell Ss to work in groups. Remind Ss to be friendly, cooperative and supportive when working together. - Give the class time to complete the project by -Ss look and listen. making a doll’s house. Monitor and offer help where necessary. - Have a class display of Ss’ projects and have them vote for the most interesting. -Give prizes like paper flowers, coloured stars or stickers to the best presenters. *Outcome: Ss can reinforce and extend Ss’ -SS do the task. language knowledge and competences by
10. making a doll’s house. -SS display and vote. 3. Consolidation :3’ *Aims: to consolidate and wrap up the content of the lesson. - T tells Ss about the main content of the lesson. -T tells Ss about the educational aims of the lessons. 4. Homelink .2’ - Practice more at home. - Prepare for the next lesson. -SS listen. -SS listen. V. COMMENT Week: 23 Preparing date: 16/ 2/2025 Period :91 Teaching date: 19/ 2/2025 UNIT 14: MY BEDRROOM Lesson 1- Activity 1, 2, 3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on quantities of things in a room; - correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room;
11. - enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context. Core decision making, teamwork, reliability, motivation, adaptability, competencies problem-solving, integrity, communication, planning and organization General Listening: listen and repeat competencies Oral communication: let’s talk Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Responsibility: appreciate kindness II. RESOURCES AND MATERIAL: - Student’s book Page 24 - Audio Tracks 32, 33 - Teacher’s guide Pages 172, 173, 174 - Website sachmem.vn - Flashcards/pictures and posters (Unit 14) - Computer, projector III. Warm-up and review – Look, listen and repeat – Listen, point PROCEDURE and say – Let’s talk – Fun corner and wrap-up Procedure Teacher’s activities Pupils’ Note
12. activities Warm-up and review: 5 minutes Greet the class. Whole class Option 1: Sing the song in Unit 13, Lesson Group work 1. Individual - Ask pupils to sing the song. work/ - Invite some of them to come to the board Teamwork to role play, the rest of the pupils will sing. Option 2: Chant and do activities (Unit 13, Lesson 3). - Ask pupils to chant and do the actions in Unit 13, Lesson 3 in groups. - Give points and encourage them. Option 3: Game: What room is this? - A picture is hidden behind some coloured squares. - Pupils choose a square to open, then try to guess what the room behind is. - Teacher shows the whole picture then asks pupils to say out loud the name of the room. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes a. Goal: To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on quantities
13. of things in a room b. Input: – Context a: Mai: This is my bedroom. There’s a desk in the room. – Context b: Mai: There are two chairs in the room. c. Outcome: Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on quantities of things in a room. d. Procedure: Step 1: Have pupils look at Whole class Pictures a and b and identify the characters in the pictures. Whole class Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Whole class Step 3: Play the recording again, sentence / Individual by sentence, for pupils to listen and repeat work individually and in chorus. Correct their Pair work pronunciation where necessary. Repeat the same procedure with Picture b. Individual work 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 There’s a desk in the room and There are two chairs in the room. Tell pupils that they are used to talking about quantities of things in a room. KNOWLEDGE CONSTRUCTION
14. Activity 2. Listen, point and say. 9 minutes a. Goal: To correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room b. Input: – Picture cues: a. a desk b. a bed c. two doors d. two windows – Speech bubbles: There’s _____ in the room. There are _____ in the room. Audio script: a. a desk b. a bed c. two doors d. two windows There’s a desk in the room. There are two doors in the room. c. Outcome: Pupils can correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room. d. Procedure: Step 1: Have pupils look at Picture a and Whole class elicit the name of the thing in the room. Have the class listen to the recording and / Pair work repeat the word a few times. Then let them Whole class work in pairs, pointing at the pictures and saying the words until they feel confident. / Individual work Step 2: Model by getting pupils to point at the sentence There’s _____ in the room. in Whole class the first bubble. Have them point at
15. Picture a and elicit the missing words (e.g. / Individual a desk). Then get pupils to listen to the work recording and repeat the sentence There’s a Pair work desk in the room. a few times until they feel confident. Go around and offer help or Individual correct pupils’ pronunciation. Repeat the work same procedure with Picture b. Group work Step 3: Repeat Steps 1 and 2 with Picture c. Remind pupils that the structure There are _____ in the room. is used with more than one thing (e.g. Pictures c and d). Let pupils listen to the recording and repeat the sentence There are two doors in the room. a few times until they feel confident. Repeat the same procedure with Picture d. Step 4: Give pupils time to work in pairs or groups, pointing at the pictures and saying the quantities of the things in the room. Go around and offer help. Step 5: Invite a few pupils to point at the pictures and say the quantities of the things in the room in front of the class. Game: What’s missing? - T divides the class into 2 teams: BOYS and GIRLS. - T shows 4 pictures on the board. Take out
16. 1, then 2 pictures then ask pupils to find out what is/ are missing. - Members of each team try to say out loud the missing room as fast as possible. PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal: To enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context b. Input: – Picture cue: some things in a bedroom – Speech bubbles: There’s _____. There are _____. c. Outcome: Pupils can enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context. d. Procedure: Step 1: Have pupils look at the things in the Whole bedroom and elicit their names. Draw pupils’ class attention to the singular things (e.g. a bed, a desk) and multiple things (e.g. two chairs, two windows). / Individual work Step 2: Model by getting pupils to point at the gapped sentence There’s _____. in the first bubble. Whole Then point at one thing in the bedroom (e.g. a bed), class and say There’s a bed in the room / bedroom. / Individual Step 3: Repeat the same procedure with the gapped work sentence There are _____. in the second bubble and Individual one plural thing (e.g. two chairs) and say There are work/
17. two chairs in the room / bedroom. Whole class Step 4: Give pupils time to practise in pairs or groups. One pupil points at and says the quantities Pair work/ of things in the room / bedroom and the others listen Group and make comments. work Step 5: Invite a few pupils to say the quantities of Individual things in front of the class. work Extension: If time allows, encourage pupils to point Group at and say about the things in the classroom. work E.g. There is a board in the classroom. / Individual work Game: Look and say - Divide the class into 2-4 teams. - Show the pictures on the screen. Ask pupils to look at the arrows pointing to things in the room. Pupils have to say the corresponding sentences. - One pupil from each team comes to the front and says. FEEDBACK: .. Week: 23 Preparing date: 16 / 2/ 2025 Period :92 Teaching date: 19/ 2/ 2025 UNIT 14: MY BEDROOM Lesson 1- Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, students will be able to:
18. - Listen and number the correct answers about the location of a room in a house. - Read and complete the correct answers about the location of a room in a house.. 1. Knowledge/ Language focus: - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, writing and reading 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to ask and answer questions about the location of a room in a house. 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. Competences: SS can develop some competences: Decision making, teamwork, work standards, reliability, motivation, communication, planning and organization Listening: listen and recognize the contexts, focus on asking and answering questions about the location of a room in a house. Critical Thinking: ask and answer questions about hobbies. Oral Communication: speak about the location of a room in a house, ask and answer the questions Self-control & independent learning: Perform listening and writing tasks. Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others. II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’
19. Game: Slap the board *Aims: to help ss to be happy and play the game. *Teaching techniques - techniques in teaching playing game. *Procedure: - SS play game. T asks 2 Ss to come to the board, look at the pictures and repeat the the location of a room in a house in the pictures. T says out loud the word of 1 picture and 2 Ss use the sticks to slap the board choosing the correct picture (T calls 5 pairs). T lets the Ss to ask and answer using: Where’s the ? – It’s here/ there. (1 student uses the stick to point to the picture and asks, the other answer. -SS open their book. -Say “Open your book page 19 and look at lesson 1” 2. New lesson Activity 1. - 4. Listen and number:9’ *Aims: to listen to and understand two communicative contexts in which Ss ask and answer questions about the location of a room in a house and circle the correct pictures. *Context: Picture cues: *Teaching techniques - techniques in teaching listening -individual, pairworks, using recording, pictures *Procedure: -Aks ss to look at the pitures and elicit actitity in each picture. Point at the pictures respectively to explain the context. -Look at the picture, listen and answer. -Ss listen and do the task. - Play the recording for ss to do the task. Go
20. around the classroom to offer support if -Ss swap. necessary. -Ss listen and repeat. - Get Ss to swap with a partner. -Play the recording again to check answers together as a class. -SS write their answers -Ask ss to write their answers on the board and -SS check the answers. correct their answers. - Play the recording all the way through for Ss to double-check all the answers. * Key: 1. a 2. b *Outcome: Ss can listen to and understand two communicative contexts in which Ss ask and answer questions about the location of a room in a house and circle the correct pictures. Activity 2 - 5. Look, complete and read. :9’ *Aims: to complete four gapped exchanges with the help of picture cues. *Context: Four picture cues and four gapped exchanges *Teaching techniques - techniques in teaching reading -individual, pairworks, pictures -Look at the picture and *Procedure: identify. - Get Ss to look at the pictures. Get them to identify the location of a room in each picture. -SS do the task. - Have Ss look at the four incomplete sentences. Draw their attention to the missing words in the sentences. -Ss write their answers - Model with a sentence . -SS read in front of the class. - Have time for Ss to complete the sentences individually. Go around the classroom to offer support if necessary. -Ask ss to write their answers on the board and