Kế hoạch bài dạy Tiếng Anh 3 - Tuần 19 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 19 Năm học 2023-2024 (Lê Thị Xuân)

1. Unit 11: MY FAMILY Lesson 1 – Period 1 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words mother, father, brother, sister related to the topic “My family”; - use Who’s this / that? – It’s my _____. to ask and answer questions about a family member; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”; Core decision making, teamwork, work standards, reliability, motivation competencies General Listening: listen and recognize the contexts, focus on introducing someone, competencies then repeat Critical thinking: talk about family Oral communication: speak about family, ask and answer the questions 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 Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Student’s book Page 6 - Audio Tracks 2, 3 - Teacher’s guide Pages 140, 141, 142 - Website sachmem.vn - Flashcards/pictures and posters (Unit 11) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 10, 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. Group work Option 2: Chant and do activities (Unit 10, Lesson 3).
2. - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game “I’m a fairy” Individual - Divide the class into 2 teams. work/ - Each team chooses one letter to go to the question. Group work - Have pupils look, read and choose the right options. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are no letters left. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes a. Goal: To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about a family member b. Input: - Context a: Mary: Who’s this? Lucy: It’s my sister. - Context b: Nam: Who’s that? Mai: It’s my brother. c. Outcome: Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about a family member. d. Step 1: Have pupils look at Pictures a and b and identify Whole class Procedure: the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording Whole class 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. Whole class/ Step 3: Play the recording again for pupils to listen and Individual repeat in chorus sentence by sentence. work Step 4: Invite a few pairs to the front of the classroom to Pair work listen and repeat the sentences in the recording. Step 5: Draw their attention to the questions Who's this / that? and the answers: It's my sister/brother. Tell pupils Individual that they are questions and answers about a family work member. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes a. Goal: To correctly say the words and use Who’s this / that? – It’s my ______. to ask and answer questions about a family member b. Input: – Picture cues: a. mother b. father c. brother d. sister – Speech bubbles: Who’s this / that? – It’s my ______.
3. - Audio script: a. mother b. father c. brother d. sister A: Who’s that? A: Who’s this? B: It’s my mother. B: It’s my father. c. Outcome: Pupils can correctly say the words and use Who’s this / that? – It’s my ______. to ask and answer questions about a family member. d. Step 1: Have pupils look at the pictures and elicit the name Whole Procedure: of each family member. class/ Step 2: Have pupils point at Picture a (a woman), listen to Individual the recording and repeat the word (mother). Follow the work same procedure with the other three pictures. Have the Whole class repeat the words a few times. class/ Step 3: Point at the bubble and have pupils listen and Individual repeat after the recording (Who’s that?). Point at Picture a work and have pupils listen and repeat after the recording (It's my mother). Follow the same procedure with the other Whole three pictures. class/ Step 4: : Have pairs practise asking and answering the Individual question Who’s this / that? – It’s my ______. work Step 5: Invite a few pairs to point at the pictures and say Pair work 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 Who’s this /that? – It’s my ______. to ask and answer questions about a family member. b. Input – Picture cues: a brother and a sister are playing badminton and their parents are sitting on a bench nearby. – Speech bubbles: Who’s this / that? – It’s ______. c. Outcome Pupils can enhance the correct use of Who’s this / that? – It’s my ______. to ask and answer questions about a family member. d. Procedure Step 1: Draw pupils’ attention to the picture. Tell them Whole about the activity. Ask questions to help them understand class/ the context (see Input). Individual Step 2: Elicit the missing words in the speech bubble and work write them on the board. Get pupils to say the completed Whole class sentence. Correct their pronunciation where necessary. Step 3: Put pupils into groups of four. Tell them to ask and answer with Who's this / that? Go around the classroom to offer support. Group work Step 4: Invite some pupils to the front of the class to present their exchanges.
4. Preparation for the project: Individual Tell pupils about the project on page 11. Ask them to work prepare it at home by collecting a picture of their family and bring their work to the classroom at the project time to Individual present it. work/ Whole class Fun corner and wrap-up: 5 minutes Option 1: Using sachmem.vn, have pupils look at the phrases or Whole class sentences in the pictures of the lesson and repeat after the recordings. Option 2: Game: Sentence Puzzle Group work - 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. - The group that makes it first will be the winner. Option 3: Game: I’m a fairy. - Divide the class into 2 teams. - Each team chooses one letter to go to the question. Group work - Have pupils look, read and answer the questions. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are no letters left. BOARD PRESENTATION ......., .................. 2022 UNIT 11 — MY FAMILY Lesson 1 – period 1 Words: family father mother brother sister Model sentence: Who’s this / that? – It’s my _____.
5. School: __________________ __ Grade: __________________ __ Teacher: __________________ Date of teaching: __ Attendance: __________________ __ __________________ __ Unit 11: MY FAMILY Lesson 1 – Period 2 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - listen to and understand two communicative contexts to ask and answer questions about a family member and tick the correct pictures - to complete the four gapped dialogues with the help of relevant picture cues - sing the song My family Core decision making, teamwork, reliability, motivation, adaptability, problem-solving competencies General Listening: listen and tick the correct pictures of introducing someone competencies 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 Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Student’s book Page 7 - Audio Tracks 4, 5 - Teacher’s guide Pages 142, 143 - Website sachmem.vn - Flashcards/pictures and posters (Unit 11) - Computer, projector III. Warm-up and review – Listen and tick – Look, complete and read – Let’s PROCEDUR sing – Fun corner and wrap-up E
6. Pupils’ Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 10, Lesson 1. Whole 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. Option 2: Chant and do activities (Unit 10, Lesson 3). Group work - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points for the groups and encourage them. Option 3: Game: Hangman - Divide the class into 2 teams. Individual - Have pupils guess the word letter by letter. work/ - Whenever a team guesses a letter, click that letter. If it belongs to the secret word, it will be filled in the blank, Group work and the team will get one point. If not, parts of the hangman will appear. PRACTICE Activity 4. Listen and tick. 8 minutes a. Goal: To listen to and understand two communicative contexts to ask and answer questions about a family member and tick the correct pictures b. Input: Picture cues: 1a. father 1b. brother 2a. mother 2b. sister Audio script: 1. A: Who’s this? B: It’s my father. 2. A: Who’s that? B: It’s my sister. c. Outcome: Pupils can listen to and understand two communicative contexts to ask and answer questions about a family member. Key: 1. a 2. b d. Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell Whole class Procedure: them about the activity. Elicit the word for each family member and its cue, and 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. Step 2: Repeat Step 1 for the second exchange. Whole class Step 3: Tell pupils to swap books with a partner, then Pair work/ check answers as a class. Write the correct answers on the Whole class board for pupils to correct their answers.
7. Step 4: Play the recording again for pupils to double- Individual check their answers. work Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation if necessary. Whole class PRACTICE Activity 5. Look, complete and read. 9 minutes a. Goal: To complete the four gapped dialogues with the help of relevant picture cues b. Input: – Four picture cues – Two gapped sentences and two gapped dialogues c. Outcome: Pupils can complete the four gapped dialogues with the help of relevant picture cues. Key: 1. mother 2. father 3. sister 4. brother d. Step 1: Have pupils look at the pictures. Have them Whole class/ Procedure: identify the people in the pictures. Individual Step 2: Have pupils look at the four incomplete sentences work and dialogues. Draw their attention to the missing words Whole class/ in the sentences. Individual Step 3: Model with Picture 1. Have pupils look at the work sentence. Ask them what is missing in the answer (mother). Then have them complete the gap. Whole class/ Step 4: Follow the same procedure with Pictures 2, 3, 4. Individual Draw the pupils' attention to gaps. work Step 5: Have pupils complete the sentences individually and ask a few pupils/pairs to read them aloud. Individual Game: Slap the board. work Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil Group work from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points. PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal: To sing the song My family with the correct pronunciation b. Input: The lyrics and the recording of the song My family c. Outcome: Pupils can sing the song My family with the correct pronunciation. d. Step 1: Draw pupils’ attention to the title and lyrics of the Whole class/ Procedure: songs. Encourage them to point at the characters' pictures Individual to reinforce their understanding. work Whole class
8. Step 2: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary Whole class Step 3: Play the recording all the way through for pupils to sing along. Whole class Step 4: Introduce actions for pupils to do while singing along with the recording. Group work Step 5: Invite groups to the front of the class to perform while the rest of the class sings and / or claps along. Fun corner and wrap-up: 5 minutes Option 1: Game: Interview your friend(s). Whole class Each pupil gets 1 sheet of paper from the teacher. They fill in the information about their family members. Then they can move around the class to ask and answer questions to know more about their friends’ family members. Option 2: Game: Sentence Puzzle Group work Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. Option 3: Game: Gold miner - Divide the class into 2 teams. - Each team chooses one item to go to the question. Group work - Have pupils listen and choose the right pictures. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there is no item left.