Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 17 - Năm học 2022-2023 - Nguyễn Thị Hồng Thắm

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 17 - Năm học 2022-2023 - Nguyễn Thị Hồng Thắm

1. WEEK 17 UNIT 10: BREAK TIME ACTIVITIES LESSON 3 (1 - 3) Time: From: Tuesday – Wednesday, December 27th – 28th 2022 A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - correctly repeat the sounds of the letters f and v in isolation, in the words football and volleyball, and in the sentences “I play football at break time.” and “I play volleyball at break time.” with the correct pronunciation and intonation. - identify the target words football and volleyball while listening. - say the chant with the correct rhythm and pronunciation. 2. Skills - Listening and speaking 3. Attitude/ Quality Diligence: complete learning tasks 4. Forming competence Self-control & independent learning: Perform listening tasks. Communication and collaboration: Work in pairs or groups B. INSTRUCTIONAL RESOURCES - Student’s book, page 72 - Audio track 104, 105, 106 - Teacher’s guide, pages 130, 131 - Website sachmem.vn - Flashcards/ pictures and posters (Unit 10) - Computer, projector C. LEARNING PLAN Warm up: T asks pupils to write 1 break time activity on their board and when they hear the word of their activities in the song, they will stand up and raise their board. Activity 1. Listen and repeat Step 1: Draw pupils’ attention to the letter f, the word football and the sentence “I play football at break time.” Play the recording and encourage them to point at the letter / word / sentence while they listen. 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 letter v. Step 4: Let pupils work in pairs or groups to pronounce the sounds of the letters f and v, say the words “football and volleyball” , and read the sentences “I play football at break time.” and “I play volleyball at break time.” Invite a few pupils to listen to the recording and say the language in front of the class. If they perform well, praise them. Activity 2. Listen and circle - Draw pupils’ attention to the exchanges and the answer options. Explain what pupils have to do. Check comprehension.
2. - Play the recording for pupils to listen to. Play the recording again for pupils to listen and circle the correct options. - Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board. Play the recording again so that pupils can check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the exchanges. Game: Bang Bang - Teacher calls many pairs to come to the board, lets them stand back to back. When they turn back to look at the pictures the teacher shows them, they have to say out loud the phrases corresponding to those pictures + Bang Bang. - The first one to say correctly will get the points. Key: 1. c 2. c Activity 3. Let’s chant - Draw pupils’ attention to the lyrics of the chant. Check comprehension of the lyrics and give feedback. - 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. Draw their attention to the sounds of the letters f and v in the words football and volleyball in the chant. - Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. - Play the recording all the way through for pupils to say the chant. Encourage them to clap along while they chant. Extension: Divide the class into two or more groups to take turns listening to and repeating the chant, while the rest of the class claps along. Activity 5. Wrap up Game: Racing car - Teacher divides the class into 4 teams (4 cars). - Teacher shows the pictures of break time activities and asks pupils in each team to make sentences with pictures using “I at break time”. - When pupils give correct sentences, the car will move 1 step. - The first team to finish the race will be the winner. UNIT 10: BREAK TIME ACTIVITIES LESSON 3 (4 - 6) Time: From: Tuesday – Wednesday, December 27th – 28th 2022 A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge By the end of the lesson, pupils will be able to: - read the exchange and tick the correct boxes in the table about Mary’s, Lucy’s, Bill’s and Minh’s break time activities. - use the target language in real context by completing a gapped text about their school break time activities. - revise the target language by asking and answering questions about school break time activities and talking about them to the class.
3. 2. Skills - Listening, writing and speaking 3. Attitude/ Quality Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills 4. Forming competence Critical Thinking: read and tick Written Communication: let’s write Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story B. INSTRUCTIONAL RESOURCES - Student’s book Page 73 - Teacher’s guide Pages 131, 132, 133 - Website sachmem.vn - Flashcards/ pictures and posters (Unit 10) - Computer, projector C. LEARNING PLAN Warm- up: Game: Picking flowers - Teacher divides the class into groups of 4-5. - Teacher lets the pupils choose the question numbered 1-8 (click to the flowers next to the numbers). - When the members of groups can answer correctly, they will get points by spinning the wheel. Click the three flowers at the top right corner to go back to the wheel. Activity 1. Read and tick - Draw pupils’ attention to the question What do you do at break time?, the four answers and read them as a class. - Draw pupils’ attention to the table about Mary’s, Lucy’s, Bill’s and Minh’s break time activities. Have them look at the column headed Mary and the tick in the row for chess. Check comprehension. - Ask pupils to read Lucy’s, Bill’s and Minh’s answers, then tick the correct boxes for them. - Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Ask pupils to look at the board and check their answers again.
4. Activity 2. Let’s write Write the first gapped sentence on the board: I am in the school ______. Read the sentence as a class. When you reach the gap, point at it and encourage pupils to say what is missing (playground). Give pupils time to write the answer. Step 2: Repeat Step 1 for the other sentences. Give pupils time to complete the text independently. Go around the classroom and offer help if necessary. Step 3: If time allows, invite a few pupils to read the sentences they have completed aloud in front of the class. The class observes and praises their work. * Key: 1. a hand 2. an eye 3. nose 4. Open Activity 3. Project Step 1: Draw the table on the board. Ask pupils to look at it as an example. Elicit the language needed to do the task: What do you do at break time? – I _____. Write it on the board. Ask pupils to repeat it several times. Step 2: Choose a pupil and model the activity with him / her, asking: What do you do at break time? The pupil answers, e.g. I play football. Put a tick in the column football in the table. Check pupils’ comprehension. Step 3: Ask pupils to work in groups of six. Remind pupils to be friendly and supportive when they work together. Give them time to do the task. Go around the classroom and offer help if necessary. Step 4: Invite some pupils to report their work using the language learnt. Have pupils stick their notes on the walls of the classroom as a display. Step 5: If there is not enough time, ask pupils to do the project as homework and check it by giving pupils time to share their work in the next lesson. Activity 4. Wrap up Game: Who says fast? Game: - Teacher divides the class into 2 groups. - Teacher lets the pupils in each group take turns to stand up and say out loud their break time activities. - Show the picture on the screen with 4 answers (there’s only one correct answer). Who can say the correct answer quickly will get points for his/her group. REVIEW 2 Time: From: Thursday – Friday, December 29th – 30h 2022
5. A. OBJECTIVES By the end of the lesson, pupils will be able to review the following sentence patterns: 1. Knowledge ● Is this our ? – Yes, it is. / No, it isn’t. ● __ , please. ● May I ? − Yes, you can. / No, you can’t. ● I have . ● Do you have ? − Yes, I do. / No, I don’t. ● What colour is it? − It’s . ● What colour are they? − They’re . ● I at break time. ●What do you do at break time? − I. 2. Skills - Listening, writing and speaking 3. Attitude/ Quality Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills 4. Forming competence teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication Self-control & independent learning: perform learning tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others B. INSTRUCTIONAL RESOURCES - Student’s book Page 74 - Teacher’s guide Pages 134, 135, 136 - Website sachmem.vn - Flashcards/ pictures and posters (Unit 10) - Computer, projector C. LEARNING PLAN Warm-up Sing the song It’s break time (page 69) - 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. PRACTICE Activity 1. Listen and tick. 8 minutes a. Goal: To listen to and understand five communicative contexts and tick the correct pictures b. Input: Picture cues: 1a. a book being closed 1b. a book being opened 2a. a pen 2b. a pencil 3a. a brown school bag 3b. a blue school bag 4a. a boy playing football 4b. a boy playing basketball
6. 5a. a music room 5b. a computer room Audio script: 1. Female teacher: Open your book, please! 2. Female teacher: Do you have a pen? Mai: Yes, I do. 3. Female teacher: What colour is it? Mai: It’s blue. 4. Male teacher: What do you do at break time? Nam: I play basketball. 5. Minh: Is that your computer room? Mary: Yes, it is. c. Outcome Pupils can listen to and understand five communicative contexts and tick the correct pictures. Key: 1. b 2. a 3. b 4. b 5. b d. Procedure Step 1: Draw pupils’ attention to Pictures Whole class 1a and 1b. Tell pupils about the activity. Elicit the context of Pictures 1a and 1b 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 Whole class time for pupils to check their answers. / Pair work Step 2: Repeat Step 1 for the rest of the pictures. Whole class/ Step 3: Tell pupils to swap books with a Individual work partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: Play the recording for 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. Activity 2. Listen and number. 9 minutes a. Goal: To listen to and understand four communicative contexts and number the correct pictures b. Input: Picture cues: a. Mai asking permission to enter the classroom b. A library c. Two girls holding badminton rackets and shuttlecock d. Five green books Audio script: 1. Linh: Is that our library? Nam: Yes, it is.
7. 2. Female teacher: What colour are they? Nam: They’re green. 3. Mai: May I come in? Female teacher: Yes, you can. 4. Male teacher: What do you do at break time? Girl: I play badminton. Outcome: Pupils can listen to and understand four communicative contexts and number the correct pictures. Key: 1. b 2. d 3. a 4. c Procedure: Step 1: Draw pupils’ attention to the Whole class pictures. Tell them about the activity. Elicit / Individual the content and context of each picture. Play work the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for pupils to Whole class/ check the answers. Pair work Step 2: Tell pupils to swap books with a Whole class/ partner, then check answers as a class. Write Individual work the correct answers on the board for pupils to correct their answers. Step 3: Play the recording again for 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. Option 2: Game: Last Letter, First Letter: (A Group work popular Japanese game called Shiri Tori). Have the pupils sit in a circle with you. Teacher starts by saying a word, then the student to the teacher's right must make a word that starts with the last letter of that word (e.g. bus --- steak --- key --- yellow -- Group work - ). Continue around the circle until someone makes a mistake. Option 3: Game: Space hunt The rule is the same with snakes and ladders. Activity 3. Read and match. 8 minutes a. Goal: To read and match pairs of target sentence patterns. b. Input: Five pairs of sentence patterns, which together form simple exchanges between two speakers
8. c. Outcome: Pupils can read and match pairs of target sentence patterns. Key: 1. e 2. d 3. b 4. c 5. a d. Procedure: Step 1: Draw pupils’ attention to the Whole class five pairs of sentence patterns. Tell them about the activity. Get pupils to read Question 1 in chorus and elicit the answer (Sentence e). Then give Whole class feedback and match with Sentence e. / Individual work Have the class role-play the exchange. Pair work Step 2: Give pupils time to do the task. Go around the classroom to offer Pair work support where necessary. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite pairs of pupils to stand up and role-play the matched exchanges. Activity 4. Look, complete and read. 9 minutes a. Goal: To understand and complete two incomplete sentence patterns and two exchanges b. Input: Two incomplete sentence patterns and two exchanges with picture cues c. Outcome: Pupils can understand and complete sentence patterns and exchanges. Key: 1. a pencil case 2. sit down, you can 3. chess 4. red d. Procedure: Step 1: Draw pupils’ attention to the Whole class/ incomplete sentences and picture cues. Individual work Tell pupils about the activity. Get them to read the first sentence. Elicit the missing words and give feedback. Complete the sentence and get pupils to read the completed sentence in chorus. Pair work/ Whole Step 2: Give pupils time to look, class complete and read the rest of the sentences. Go around the classroom to offer support where necessary. Pair work Step 3: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers.
9. Extension: Invite pairs of pupils to stand up and read the completed sentences and the exchanges aloud. Activity 5. Ask and answer. 8 minutes a. Goal: To read and understand five question patterns, then take it in turns to ask and answer the questions b. Input: Five question patterns with picture cues c. Outcome: Pupils can read and understand five question patterns, then take it in turns to ask and answer the questions. d. Procedure: Step 1: Draw pupils’ attention to the Whole class/ questions and the pictures. Tell them Individual work about the activity. Point at Question 1, tell pupils to look at the picture, elicit the answer and give feedback. Write the answer on the board and have pupils Pair work read the question and the answer as a class. Pair work Step 2: Repeat Step 1 with the rest of the questions. Step 3: Have pupils work in pairs. Tell them to take it in turns to ask and answer the questions. Go around the classroom to offer support where necessary. Extension: Invite a few pairs of pupils to stand up and take turns asking and answering the target questions. Fun corner and wrap-up: 5 minutes Game: Pass the ball - Divide the class into 3 teams. Whole class - Each team has 1 sticky ball. - Play the music, pupils in each team take Group work turns passing the ball. After the music ends, 3 pupils who have the balls will stand up and say the model sentences. Fun time 2 Time: From: Thursday – Friday, December 29th – 30h 2022
10. I. OBJECTIVES Language By the end of the lesson, pupils be able to: - revise the target vocabulary by doing a word search - revise vocabulary and sentence patterns related to asking and answering questions that help to identify school things and their colours - understand how mixing two colours makes a third colour Core teamwork, reliability, motivation, adaptability, problem-solving, competencies integrity, communication General Communication and collaboration: work in pairs or groups competencies Sociability: talk to each other, say good words to others Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Student’s book Page 76,77 - Teacher’s guide Pages 137,138,139 - Website sachmem.vn - Flashcards/pictures and posters - Computer, projector III. Warm-up and review – Find and circle – Quiz time – Look PROCEDURE and write – Fun corner and wrap-up Pupil’s Note Procedure Teaching and learning activities activities Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song Colours on Whole page 65. class - 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. Group Option 2: Chant and do activities work (Unit 7, Lesson 3). - Ask pupils to chant and do the actions in Unit 7, Lesson 3 in groups. - Give points to the groups and encourage them. Individual Option 3: Game: I spy work/ Teacher says "I spy with my little eye Group something that begins with work B". Pupils try to guess the object (e.g.
11. book). Colours are a good alternative (E.g. I spy with my little eye something that is red). PRACTICE Activity 1. Find and circle. 8 minutes a. Goal: To revise vocabulary and sentence patterns by doing a word search b. Input: - The word search - Picture cues: a school, a girl closing a book, a classroom, a ruler, the colour yellow - Flash cards for school, close (your book), classroom, ruler and yellow c. Outcome: Pupils can read and find the words in the word search. d. Procedure: Step 1: Have pupils look at the Whole pictures and elicit the words. Write class/ the words or stick the flash cards of Individual the words, one by one, on the board. work Point at each word on the board and have pupils say the word as a class. Step 2: Point at the word school, then find and circle it in the word search as an example. Tell pupils to repeat the same procedure with the rest of the Whole words. class Step 3: Check the answers as a class. Pair work Extension: Have pupils work in pairs. Ask them to point at each circled word in the word search and say it aloud. Have pupils work in pairs, point at each picture and say the word aloud. PRACTICE Activity 2. Quiz time. 5 minutes
12. a. Goal: To revise vocabulary and sentence patterns related to asking and answering questions that help to identify school things and their colours b. Input: – The pictures of school things – Flash cards for book, pen, ruler, pencil, pencil case, notebook and school bag c. Outcome: Pupils can ask and answer questions to identify school things and their colours. d. Procedure: Step 1: Draw pupils’ attention to the Whole picture. Elicit the words and stick the class/ flash cards on the board one by one as Individual pupils say the corresponding words. work Point at each flash card and have pupils say the word as a class. Step 2: Point at a flash card and elicit the answers to the questions Do you have_______? and What colour is it? or What colour are they? Hold up a textbook, point at a picture of a school thing and ask these questions again. Step 3: Show the class how to complete the task: Point at a picture Pair work of a school thing and ask the questions in pairs. Invite two more able pupils to take turns asking and answering the questions as an example. Check comprehension and give feedback before having pupils do the activity in pairs. Step 4: Invite a few pairs to the front of the class to interact with each other. Encourage the class to praise them or cheer if they do a good job. Activity 3. Look and write. 10 minutes a. Goal: To understand how mixing two colours makes a third colour b. Input: - A diagram to show how to mix red, blue and yellow to create purple, orange and green - Colour sums to present new language (purple, orange, green) and show the different colour combinations c. Outcome: Pupils understand how mixing two colours makes a third colour.
13. Key: 2. orange 3. green d. Procedure: Step 1: Recognize the colours through Whole ppt slide. Then watch a video to see class how colours are blended with each / other. Individual Step 2: Draw pupils’ attention to the work diagram and elicit the names of the three colours in the middle: red, blue, yellow. Step 3: Use crayons or paints to show pupils what happens when you mix red and blue. Explain that this third colour is called purple. Write purple on the board and model it for pupils to repeat.Step 4: Repeat Step 2 for red and yellow (orange), yellow and blue (green). Step 5: Have pupils complete the colour sums. Check answers together as a class. Fun corner and wrap up: 5 minutes Option 2: Game: Last Letter, First Letter: (A Group popular Japanese game called Shiri work Tori). Have the pupils sit in a circle with you. Teacher starts by saying a word, then the student to the teacher's right must make a word that starts with the last letter of that word (e.g. bus -- Group - steak --- key --- yellow --- ). work Continue around the circle until someone makes a mistake. Option 3: Game: Space hunt The rule is the same with snakes and ladders.