Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 29 - Năm học 2022-2023 - Nguyễn Thị Hồng Thắm

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 29 - Năm học 2022-2023 - Nguyễn Thị Hồng Thắm

1. WEEK 29 UNIT 17: OUR TOYS LESSON 3 (1 - 3) Time: From: Tuesday – Wednesday, April 4th – 5th 2023 A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - correctly repeat the sounds of the letters i and oy in isolation, in the words kite and toy, and in the sentences She has a kite. and He has a toy. with the correct pronunciation and intonation. - identify the target words kite and toy while listening. - say the chant with the correct rhythm and pronunciation. 2. Skills - Listening 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 Listening: listen and recognize the toys, then repeat. Critical thinking: talk about toys. Oral communication: speak about toys, ask and answer the questions. Communication and collaboration: work in pairs or groups B. INSTRUCTIONAL RESOURCES - Student’s book Page 50 - Audio Tracks 71, 72, 73 - Teacher’s guide Pages 217, 218 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, C. LEARNING PLAN * Warm-up Sing the chant on page 44. - 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. Activity 1. Listen and repeat - Draw pupils’ attention to the letter i, the word kite and the sentence She has a kite. Play the recording and encourage them to point at the letter / word / sentence while listening. - Play the recording again and encourage pupils to listen and repeat. Do this
2. several times until pupils feel confident. Correct their pronunciation where necessary, and praise them when their pronunciation is good. Repeat the same procedure with the letters oy in the second line. - Let pupils work in pairs or groups to pronounce the sounds of the letters i and oy, say the words kite and toy, and read the sentences She has a kite. and He has a toy. 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 sentences and the gap-fill options (as mentioned in Input). Explain what pupils have to do. Check comprehension. - Play the recording for pupils to listen. Play the recording again for pupils to listen and circle the correct options. - Get pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board for pupils to correct their answers. - Play the recording again for pupils to double-check their answers. Extension: Game: Listen and choose. Ask pupils to look at the pictures, then listen to the sentences carefully and choose the best answer. This game can be played in groups to make it more interesting. Key: 1. c 2. b Activity 3. Let’s chant - Draw pupils’ attention to the lyrics of the chant. Check their comprehension. - Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters i and oy, the words kite and toy, and the sentences Ben has a kite. and Ben and Mary have toys. 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 chant. Encourage them to clap along while chanting. Extension: Divide the class into two or more groups to take turns listening and repeating the chant while the rest of the class claps along. Activity 4. Wrap up Look and read. - Divide the class into 2 teams. - Invite each pupil from each team to look at the phonics words or pictures and say them aloud. The faster pupil with correct answer will get points for his/ her team. - Encourage pupils to practise speaking English. - Give points to pupils. UNIT 17: OUR TOYS
3. LESSON 3 (4 - 6) Time: From: Tuesday – Wednesday, April 4th - 5th 2023 A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - read and understand a passage about toys. - read, understand and complete a paragraph about toys that Lucy has. - revise the target language by making paper toys and talking about them to the class. 2. Skills - Listening, writing and speaking 3. Attitude/ Quality Diligence: complete learning tasks. Leadership: collaborate with teachers to enhance language skills. Honesty: tell the truth about feelings and emotions. 4. Forming competence Critical thinking: talk about toys. Sociability: talk to each other, say good words to others. Written communication: practise writing about toys. (Let’s write) B. INSTRUCTIONAL RESOURCES - Student’s book Page 51 - Teacher’s guide Pages 219, 220 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, C. LEARNING PLAN * Warm-up: Game: What’s in the box? Review the previous lesson by having the class play the game, using the words: kite, plane, doll, train, bus, car, ship. - Divide the class into 4 teams. - Invite 1 pupil from each team to go to the board and look at the toy, then scramble the words by writing on the board and say aloud what the toy is. The fastest will get more points than the rest. - Encourage pupils to join in the game. - Give points to the teams. Activity 1. Read and circle a, b or c - Draw pupils’ attention to the passage about Linh’s and Lucy’s toys and read it together as a class. - Draw pupils’ attention to the pictures showing their toys. Have pupils spot the differences between the pictures (the quantity of toys in each picture). Check comprehension.
4. - Get pupils to read and circle the correct letter. - Get pupils to swap books with a partner, then check answers together as a class. * Key: c Activity 2. Let’s write - Tell the class the goal of this activity: Pupils read the passage about Lucy’s toys and fill in the gaps. - Have pupils fill in the first gap together as an example. Write the first gapped sentence on the board. Ask them to look at the gap and guess what is missing (the word She). Let them write down the word in the gap. Repeat the same procedure with the other incomplete sentences. - If time allows, invite a few pupils to read aloud the paragraph they have completed in front of the class. The class observes and praises their work. Game: Who can choose fast? - Divide the class into four teams. - Let one pupil from each team comes to the board, read the sentences and choose the best answer. - Who can make it will get points for the teams. Activity 3. Project - Elicit the language needed to do the task: He / She has _____. Write it on the board. Ask pupils to repeat it several times. - Ask pupils to work in groups of six. Ask them to show the paper toys that they have made at home, then tell the group about them. Check comprehension. - Give pupils time to do the task. Encourage them to decorate their toys. Go around the classroom to offer help where necessary. - Invite some pupils to show and tell the class about the toys they have made using the language learnt. Have pupils display their toys on the classroom walls. - If there is not enough time, ask pupils to do the project as homework and check by giving pupils time to share their work in the next lesson. Activity 4. Wrap up 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. UNIT 18: PLAYING AND DOING LESSON 1 (1 - 3) Time: From: Thursday – Friday, April 6th – 7th 2023 A. OBJECTIVES By the end of the lesson, students will be able to:
5. 1. Knowledge - understand and correctly repeat the sentences in two communicative contexts to talk about an action in progress; - correctly say the words and use I’m _____. to identify an action in progress; - enhance the correct use of I’m _____. to identify an action in progress in a freer context. 2. Skills - Listening and speaking 3. Attitude/ Quality Kindness: help partners to complete learning tasks. Diligence: complete learning tasks. Responsibility: appreciate kindness. Secure and organized: join activities to have fun and relax after busy working or studying. 4. Forming competence Listening: listen and repeat. 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, say good words to others. B. INSTRUCTIONAL RESOURCES - Student’s book Page 52 - Audio Tracks 74, 75 - Teacher’s guide Pages 221, 222, 223 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 18) - Computer, projector, C. LEARNING PLAN Warm up: Chant and do activities (Unit 17, Lesson 3) - Ask pupils to chant and do the actions along the chant in Unit 17, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Domino Game - Divide the class into 2 teams: Boys and Girls. - Members of each team try to give answers after seeing the animal’s pictures on the screen to get the points. If they answer incorrectly, they lose their turns. Activity 1. Look, listen and repeat - Draw pupils’ attention to the pictures. Point at each picture, elicit the names of the speakers in the pictures. - Have pupils look at Picture a. Play the recording again for them to listen.
6. - Play the recording again for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. - Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording. - Draw pupils’ attention to the sentence I’m dancing. Tell pupils that it is used to talk about an action in progress. Activity 2. Listen, point and say - Have pupils look at the picture cues, and elicit the actions in progress. - Have pupils point at Picture a (writing), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Hold up the flash cards for writing, dancing, singing and reading and have pupils say the words. - Point at the speech bubble and have pupils listen and repeat after the recording (I’m writing). Repeat the same procedure with the other three pictures. - Point at one of the pictures randomly to elicit the sentence or use the flash cards for writing, dancing, singing and reading to elicit the action and I’m _____. Have pupils do the TPR action while saying each sentence. - Give pupils time to work in pairs. Remind them that they can select any of the four pictures to point and say the sentence. Go around the classroom to offer support. - Invite a few pupils to point at the pictures and say the sentences in front of the class. Game: Moving matchmaker - Divide the class into 2 teams: Boys and Girls. - Call each member to choose one number to show a picture. - The pictures will move around the words. - Pupils have say STOP to match the correct pictures and words. T clicks the button again to stop the pictures. - Pupils then say I’m ______. Activity 3. Let’s talk - Have pupils look at the picture cue and read the gapped speech bubble. Tell them about the activity. - Give pupils time to practise in pairs, do the action and say: I’m _____. in context. Remind pupils to do the action while saying. Circulate round the class during the activity and offer help or correct the pronunciation where necessary. - Invite some pupils to the front of the class to act and say. Praise them, and get the class to cheer or clap hands if they do a good job.
7. Extension: Pupils can choose a pupil in the picture cue, do the action, say I’m _____. to describe an action in progress, and have other friends guess who they are pretending to do. Game: Guess what? - T asks some pupils to come to the board and do some actions to describe words (dancing, singing, writing, reading) and the others will guess. If pupils can answer correctly, they will get points for their teams. Preparation for the project: - Tell pupils about the project on page 57. Ask them to prepare the photos of themselves to share with their friends and introduce what they are doing in the photos. 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. Activity 4. Wrap up Game: WHERE’S MICKEY? - Divide the class into 4 teams. - Decide on the winning overall score for this game (e.g. 20). - Click on the Mickey sitting on top of the big cubes. He will fly off and hide in one of the cubes. - Each team then clicks the small cube in their cloud to indicate which cube they think Mickey is going to be found under. Click the big cube to see if Mickey is there. - The team choosing the correct cube has to say the sentence with I’m If they say correctly, they will get points for their team. - Then click the ‘NEXT’ sign for the next turn. - Continue to play until one team achieves the winning overall score. UNIT 18: PLAYING AND DOING LESSON 1 (4 - 6) Time: From: Thursday – Friday, April 6th – 7th 2023 A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - listen to and understand two communicative contexts about identifying actions in progress and tick the correct pictures; - complete the four target sentence patterns with the help of picture cues; - practise the target vocabulary and sentence patterns by playing the Miming game. 2. Skills - Listening and speaking. 3. Attitude/ Quality Patience: pupils wait for their turns to answer the questions. Diligence: complete learning tasks.
8. Responsibility: appreciate kindness. Leadership: collaborate with teachers to enhance language skills. 4. Forming competence Listening: listen and respond by choosing correct answers (tick the correct one). Oral communication: sing the song Written communication: complete the sentences. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. B. INSTRUCTIONAL RESOURCES - Student’s book Page 53 - Audio Tracks 76 - Teacher’s guide Pages 223, 224 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 18) - Computer, projector, C. LEARNING PLAN Warm up: Game: Hidden Picture - Teacher asks pupils to choose the numbers to reveal and guess the pictures behind (words of activities in Lesson 1 - Period 1). Give points to pupils. Activity 1. Listen and tick - Have pupils look at Pictures 1a and 1b. Elicit the word for the action in each picture. Play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Repeat the same procedure with the second exchange. - Have pupils swap books with a partner, then check answers as a class. Write the correct answers on the board. - 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 individually and in chorus. Correct their pronunciation where necessary. Game: Slap the board Let pupils listen and read the sentence with I’m _____., then come to the front and slap the correct picture. The one who can do it fast and correctly will be the winner. The winner has 2 points; the others have 1 point. This game can be more interesting when playing in groups or teams. * Key: 1. b 2. b Activity 2. Look, complete and read - Have pupils look at the pictures and identify the actions in the pictures. - Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences.
9. - Model Picture 1. Have pupils look at the sentence. Ask them what is missing in the sentence (dancing). Then have them look at the picture and identify the action. Have them complete the gap (I’m dancing). Repeat the same procedure with Pictures 2, 3 and 4. - Have pupils complete the sentences individually. Get pupils to swap and correct their answers in pairs. Check the answers as a class. Ask a few pupils to read the sentences aloud. Game: Matching Pairs - Divide the class into two teams. - Each pupil from each team comes to the board, chooses a card from the left, then chooses one from the right. - If they match, he/ she gets points for the team. * Key: 1. dancing 2. reading 3. singing 4. Writing Activity 3. Let’s play - Tell pupils the goal of the game and how to play it: Point at the game illustration, point at the girl, do an action, pretend to be the girl to elicit the word dancing. Then say: Yes. I’m dancing. - Nominate a pupil to come to the front of the class. Show him or her a flash card and tell him / her to do the action for the class to guess. Check the answer as a class. - Divide the class into two groups. Have pupils in each group choose a picture and do the action. The group that guesses correctly wins a star. After three or four rounds, the group with more stars is the winner. Note: You may use other words in Unit 10 to play this game. Activity 4. Wrap up Game: Tic Tac Toe - T divides the class into 2 teams (BOYS and GIRLS). - The teams will choose the circle or cross before playing. - T asks 2 members of each team to listen and write the words (activities) on the board. Who can write fast and correctly can mark on “tic tac toe board”.