Kế hoạch bài dạy Tiếng Anh 3 - Tuần 28 - Năm học 2024-2025 - Phan Thị Phương Anh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 28 - Năm học 2024-2025 - Phan Thị Phương Anh

1. Week: 28 Preparing date: 17/ 3/2025 Period: 109 Teaching date: 24 / 3 /2025 UNIT 17: OUR TOYS Lesson 2- Activity 4,5,6 I. OBJECTIVES: By the end of the lesson, pupils will be able to: - use the words birds, cats, dogs, parrots, rabbits and goldfish in relation to the topic "Pets". - use some and many to identify the quantity of pets; - use How many do you have? – I have _____. to ask and answer questions about the quantity of pets; - listen to and demonstrate understanding of simple communicative contexts in relationto the topic "Pets"; Core competencies: teamwork, reliability, motivation, communication and initiative General competencies: Listening: listen and recognize the names of the pets, then repeat. Critical thinking: talk about pets (names of the pets). Oral communication: ask and answer the questions about pets. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. II. RESOURCES AND MATERIAL: Student’s book Page 40 - Audio Tracks 54, 55 • - Teacher’s guide Pages 199 - 201 • - Website sachmem.vn • - Flash cards/ pictures and posters (Unit 16)
2. • - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 16, 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: Trashcan basketball - - Divide the class into 2 or 4 teams. - - Have the teams take turns answering a vocabulary question. - For each correct answer, the team gets 1 point. Then, give that team a ball (a crumpled piece of paper also works). If the team can throw the ball into the trash can, that team is rewarded an extra point. - Repeat until all vocabulary words have been tested! Whole class Individual work/ Group work PRACTICE Activity 4. Listen and number. 8 minutes a. Goal: To listen to and understand four communicative contexts in which pupils ask and answer questions about how many rabbits someone has and number the correct pictures. b. Input: Picture cues: a. one rabbit b. many rabbits c. four rabbits d. two rabbits Audio script: 1. Girl: How many rabbits do you have? Boy: I have many. 2. Girl: How many rabbits do you have? Boy: I have some. 3. Girl: How many rabbits do you have? Boy: I have two. 4. Girl: How many rabbits do you have? Boy: I have one. c. Outcome: Pupils listen to and understand four communicative contexts in which pupils ask and answer questions about how many rabbits someone has and number the correct pictures. Key: 1. b 2. c 3. d 4. a d. Procedure: Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the number of rabbits in each picture and give feedback. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for them to check their answers. Step 2: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for
3. pupils to correct their answers. Step 3: Play the recording again for pupils to double-check their answers. Step 4: Check answers 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. Whole class/ Individual work Pair work/ Whole class Whole class/ Individual work PRACTICE Activity 5. Look, complete and read. 9 minutes a. Goal: To complete the four gapped exchanges with the help of picture cues. b. Input: Four picture cues and four incomplete exchanges to complete. c. Outcome: Pupils can complete the four communicative contexts with the help of picture cues. Key: 1. one 2. two 3. some 4. many d. Procedure: Step 1: Have pupils look at the pictures. Have them identify the pets in the pictures and their names. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (one). Then have them look at the picture and identify the quantity. Then have them complete the gap (I have one.). Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils’ attention to two gaps in the dialogues 3 and 4. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. Whole class/ Individual work Individual work/ Pair work PRODUCTION Activity 6. Let’s play. 8 minutes a. Goal: To play the game How many ____? to review vocabulary and structure words related to the topic “Pets”. b. Input: – A picture showing pupils how to play the game. – Speech bubbles How many _____ do you have? - I have ______. c. Outcome: Pupils can play the game How many ____? to review vocabulary and structure words that they have learnt related to the topic “Pets”. d. Procedure: Step 1: Tell
4. pupils the goal of the game and how to play it. Ask them to look at the picture carefully, then listen to the questions to find the right answers. Step 2: Invite a group of four to the front of the class to demonstrate the game. Two pupils compete as a pair in one round. A teacher asks the question How many _________ do you have? and the player who first correctly answers I have ________. wins one point for his / her group. Step 3: Give pupils time to play the game in groups of four. Go around the classroom during the activity and offer help where necessary. Extension: Divide the class into two groups. Use the words in the game to get the groups to take turns asking and answering questions to identify things in a room. Whole class/ Individual work Group work Group work Fun corner and wrap-up: 5 minutes Option 1: Game: Pass the ball - Divide the whole class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turns to pass the ball around. When the music ends, 3 students who have the balls will stand up and tell how many pets they have, using the sentence models. Option 2: Game: Spin the wheel - Divide the class into teams. - Teacher calls one pupil to answer the question. (Invite 2 pupils from each team to ask and answer about pets, using the model sentences they have learnt in this lesson.) - Pupils/ teachers click on the “spin” button to get points. IV. FEEDBACK: Week: 28 Preparing date: 17/ 3/2025 Period: 110 Teaching date: 24/ 3 /2025 UNIT 17: OUR TOYS Lesson 3- Activity 1,2,3 I. OBJECTIVES: By the end of the lesson, pupils will be able to: - use the words birds, cats, parrots, rabbits in relation to the topic "My pets";
5. - use Do you have any _____? – Yes, I do. / No, I don’t. to ask and answer questions about pets; - to and demonstrate understanding of simple communicative contexts in relation to the topic "My pets". Core competencies: teamwork, reliability, motivation, communication and initiative General competencies: Listening: listen and recognize the names of the pets, then repeat. Critical thinking: talk about pets (names of the pets). Oral communication: ask and answer the questions about pets. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. II. RESOURCES AND MATERIAL: Student’s book Page 40 - Audio Tracks 54, 55 • - Teacher’s guide Pages 199 - 201 • - Website sachmem.vn • - Flash cards/ pictures and posters (Unit 16) • - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song Would you like some Whole ....? in Unit 15. class
6. - Ask pupils to sing the song. - Invite some of them to come to the board to role play, Group the rest of the pupils will sing. work Option 2: Sing the song I have a pet (Youtube link: 8XU0). Individual work/ Option 3: Game: Who is faster? Group work Review the previous lesson by having the class play the game Who is faster?, using the words in Unit 15. 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 pets. b. Input: - Context a: Minh: I have a dog. Do you have any dogs? Lucy: Yes, I do. - Context b: Bill: I have two cats. Do you have any cats? Mai: No, I don’t. I have one dog. c. Pupils can understand and correctly repeat the sentences in two Outcome: communicative contexts focusing on pets. d. Step 1: Have pupils look at Pictures a and b and Whole Procedure: identify the characters in the pictures. Draw their class/ attention to the questions Do you have any cats / Individual work
7. dogs? and the answers Yes, I do. / No, I don’t. Check comprehension. 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. Whole Step 4: Invite a few pairs to the front of the classroom class/ Pair to listen and repeat the sentences in the recording. work KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes a. Goal: To correctly say the words birds, parrots, rabbits, cats and use Do you have any ____? – Yes, I do./ No, I don’t. to ask and answer questions about having pets. b. Input: – Picture cues: a. three birds b. two parrots c. three rabbits d. four cats – Speech bubbles: Do you have any _____? Yes, I do. / No, I don’t. Audio script: a. birds / yes
8. b. parrots / no c. rabbits / yes d. cats / no A: Do you have any birds? B: Yes, I do. A: Do you have any parrots? B: No, I don’t. c. Pupils can correctly say the words and use Do you have any ______? Outcome: – Yes, I do. / No, I don’t. to ask and answer questions about having pets. d. Step 1: Have pupils look at the pictures and elicit the Whole class/ Procedure: names of the pets. Individual work Step 2: Have pupils point at Picture a (birds), listen to the recording and repeat the word.Follow the same procedure with the other three pictures. Have pupils repeat the word under each picture a few times. Step 3: Point at the Picture a and ask the question (Do Whole class/ you have any birds?). Elicit the answer (Yes, I do). Individual Point at Picture b and ask the question (Do you have work any parrots?). Elicit the answer (No, I don’t.). Follow the same procedure with the last two pictures. Step 4: Have pairs practise asking and answering the question Do you have any _______? - Yes, I do. / No, I don’t. Pair work
9. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Pair work PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal: To enhance the correct use of Do you have any _____? – Yes, I do. / No, I don’t. to ask and answer questions about having pets in a freer context. b. Input: - Picture cue: one parrot, one rabbit, two cats and three birds are in the garden. - Speech bubbles: Do you have any _____? − Yes, / No, . c. Pupils can enhance the correct use of Do you have any ____? Outcome: − Yes, / No, _____. to ask and answer questions about pets in a freer context. d. Step 1: Draw pupils’ attention to the picture. Tell Whole class/ Procedure: them about the activity. Ask questions to help them Individual understand the context (see Input). work Step 2: Put pupils into groups of four. Tell them to Group work ask and answer questions using Do you have any ? – Yes, / No, ______. Go around the classroom to offer support. Step 3: Invite some pupils to the front of the class to Individual ask and answer questions about their pets. work Preparation for the project:
10. Tell pupils about the project in page 45. Ask them to prepare the photos of their pets to share with the class and introduce about their pets. 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. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem.vn, have pupils look at the words in the Whole class pictures of the lesson and repeat after the recordings. Option 2: Game: Spin the wheels Group work • - Divide the class into 2 teams. • - Click on the SPIN button to run the wheel; then click again to stop the wheel. • - Have the pupils ask and answer with the model sentences using the given words on the wheel. • - If they give the correct answer, they get points for their team. IV. FEEDBACK: Week: 28 Preparing date: 17/ 3/2025 Period: 111 Teaching date: 26 / 3 /2025 UNIT 16: MY PETS Lesson 3- Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, pupils will be able to: - read and complete a target paragraph using the four words provided;
11. - read, understand and complete a gapped text about pets; - use the target language items they have learnt in a real context by showing the photos of their pets and telling the class about them. Core competencies: teamwork, reliability, motivation, communication and initiative General competencies: Listening: listen and recognize the names of the pets, then repeat. Critical thinking: talk about pets (names of the pets). Oral communication: ask and answer the questions about pets. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. II. RESOURCES AND MATERIAL: Student’s book Page 40 - Audio Tracks 54, 55 • - Teacher’s guide Pages 199 - 201 • - Website sachmem.vn • - Flash cards/ pictures and posters (Unit 16) • - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 16, 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 the chant in Unit 16, Lesson 3 - Ask pupils to chant - Give points to the groups and encourage them Option 3: Game: Slap the board Whole class Group work Individual work/
12. Group work PRACTICE Activity 4. Read and complete. 8 minutes a. Goal: To read and complete a target paragraph using the four words provided. b. Input: - - Words in the box: and, do, have and many - - A gapped paragraph c. Outcome: Pupils can read the target paragraph and complete it using the four words provided. Key: 1. many 2. have 3. and 4. do d. Procedure: Step 1: Tell pupils about this activity. Tell pupils how to complete the task: They should read the gapped paragraph in silence, and look at the four words provided in order to complete the sentences. Step 2: Give pupils time to do the task individually. Go around the classroom to offer support where necessary. Step 3: Get pupils to swap and correct their answers with a partner. Then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Whole class Individual work Pair work/ Whole class PRODUCTION Activity 5. Let’s write. 9 minutes a. Goal: To read, understand and complete a gapped text about pets. b. Input: A short gapped text c. Outcome: Pupils can read, understand and complete the text with their own experiences. d. Procedure: Step 1: Explain the goal of this activity. Tell pupils how to complete the task: They should read the gapped text, guess the missing information and complete it. Check comprehension and give feedback. Whole class Step 2: Give the pupils time to do the task. Go around the classroom to offer help where necessary. Step 3: In pairs or groups, ask pupils to swap their complete text. Step 4: Invite a few pupils to stand up and read their writings aloud. Whole class Pair work/ Group work Individual work PRODUCTION
13. Activity 6. Project 8 minutes a. Goal: To use the target language items they have learnt in a real context by showing the photos of their pets and telling the class about them. b. Input: Some photos of the pets. c. Outcome: Pupils can use the target language items they have learnt in a real context by showing the photos of their pets and telling the class about them. d. Procedure: Step 1: Point at the prompt picture and explain what they should do to complete the project. Step 2: Prepare two photos to share with pupils. Point at one photo and say: I have some ____. and point at the other photo and say: I have some ____. Step 3: Have pupils work in groups. Each pupil shares his/ her photos and says what pets he/ she has in the photos. Step 4: Give the class time to complete the project. Go around the classroom to monitor and offer support. Step 5: Invite some pupils to the front of the class to present the photos. Note: If there isn’t enough time, set the project as homework and check it in the next lesson. Whole class/ Individual work Group work Individual work Individual work/ Whole class Individual work Fun corner and wrap-up: 5 minutes Option 2: Game: Noughts and crosses - Divide the class into 2 teams. - Each team chooses a number and answers the questions in relevant number(s). - Each player takes a turn to add either an O or a X to the board. The first player to line up three of their symbols in a row wins. Option 3: 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. Group work Group work - The group that makes it first will be the winner. IV. FEEDBACK: ________________________________________________________________
14. Week: 28 Preparing date: 17/ 3/2025 Period: 112 Teaching date: 26/ 3 /2025 UNIT 17: OUR TOYS Lesson 1- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to: - understand and correctly repeat the sentences in two communicative contexts to identify someone’s toys. - To correctly say the words and use He / She has . to identify someone’s toys. 1. Knowledge/ Language focus: - Vocabulary:toys, car, kite, train, plane, doll - Sentence patterns: He / She has 2. Skills: - Listening and speaking. 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to ask and answer questions about someone’s toys. 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: Decision making, teamwork, work standards, reliability, motivation. Listening: look, listen and repeat Critical Thinking: about someone’s toys. Oral Communication: ask and answer questions about someone’s toys, let’s talk, Self-control & independent learning: perform listening 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:
15. - 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: Animals quiz *Aims: to help ss to be happy to learn new lesson. *Teaching techniques - techniques in teaching playing game *Procedure: -Review the previous lesson by having the class -SS play game play the game, using the words: bird, parrot, cat, dog, fish, elephant, duck, rabbit. - Divide class into 4 teams. - Set rules: invite 1 student to go to the board choose an animal and say aloud. The one who can make it will have 3 points. - Encourage Ss to join in the game. - Give point for Ss. - Say “Open your book page 46 and look at, -SS open their book. Lesson 1” 2. New lesson Activity 1. - 1. Listen and repeat:10’ *Aims: To understand and correctly repeat the sentences in two communicative contexts (pictures) to identify someone’s toys. *Context: – Context a: Lucy: My brother has a car. Ben: Wow, I like cars! – Context b: Ben: My sister has two dolls. Lucy: Wow, I like dolls! *Teaching techniques - techniques in teaching listening and speaking, - individual, pairworks, ask and answer
16. - using flashcards, recording, pictures *Procedure: - Teach vocabulary: toys, car, kite, train, plane, doll -Check vocabulary:game what and where -Set the scene: we are going to listen to the -SS listen and repeat new dialogue in which the characters ask and words, then write on their answer questions about someone’s toys. notebook -SS play game. -Look at the picture and listen. - Ask students to look at the picture in the book and identify the characters in the -SS look at the picture and pictures: identify the characters in the +Who are they in the picture? pictures. +What are they talking about? - Play the recording again for Ss to listen and repeat in chorus, sentence by sentence. -Ss listen and repeat sentence -Divide the class into two groups to read the by sentence. dialogue. -SS read in groups. -Have time for ss to point and read in pairs. T -SS point and read in pairs. goes around the classroom to offer support where necessary. - Invite some pairs to practise in front of the -SS practise in front of the class. class. - T get feedback. *Outcome: Ss can understand and correctly repeat the sentences in two communicative contexts (pictures) to identify someone’s toys. Activity 2 - 2. Point and say:9’ *Aims: to correctly say the words and use He / She has _____. to identify someone’s toys. *Context:
17. - Picture cues: a. a boy and a car b. a girl and a kite c. a boy and two trains d. a girl and three planes – Speech bubble: He / She has _____. *Teaching techniques - techniques in teaching speaking, pairworks, groupworks, ask and answer - using flashcards, recording, pictures *Procedure: - Have Ss look at pictures. Ask them to ask and answer about someone’s toys. -Look at the picture and +What’s this? answer - Sentence Pattern: He / She has . - T models with a student.Then asks ss practice in pairs -A student model. -Divide the class into two groups to read the words and sentences. -SS read in groups. - Have time for Ss to practise in pairs and corrects pronunciation if necessary. -Ss practise in pairs. - Invite ss to ask and answer in front of the class. ( Play game: What’s missing?). -SS practise in front of the - T gets feedback class. *Outcome: Ss can correctly say the words and use He / She has _____. to identify someone’s toys. Activity 3. Let’s talk :7’
18. *Aims: To enhance the correct use of He / She has _____. to identify someone’s toys in a freer context. *Context: - Picture cue: A girl and a boy are playing with some toys. – Speech bubble: He / She has _____. *Teaching techniques: - techniques in teaching speaking ,pairworks groupworks, ask and answer - using flashcards, pictures *Procedure: -Tell ss that they are going to practise more -Ss look and listen. with their friends to ask and answer about someone’s toys - Elicit the words to fill in the gaps and have ss -SS repeat. to repeat. - Have time for ss to practise in pairs. Go -Ss practise in pairs. around the classroom to offer support where necessary. - Call some pairs to act out in front of the class. -SS act out in front of the - T corrects pronunciation, if necessary. class. -T gets feedback. *Outcome: Ss can enhance the correct use of He / She has _____. to identify someone’s toys in a freer context. 3. Consolidation :3’ *Aims: to consolidate and wrap up the content of the lesson. - T tells Ss about the main content of the lesson. -SS listen.
19. - T tells Ss about the educational aims of the lesson. 4. Homelink. 1’ -SS listen. - Practice more at home. - Prepare for the next lesson. V. COMMENT