Kế hoạch bài dạy Tiếng Anh 3 - Tuần 24 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 24 Năm học 2023-2024 (Lê Thị Xuân)

1. Monday, February 19, 2024 Unit 13: MY HOUSE Lesson 2 – P 4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - listen to and understand four communicative contexts in which two characters ask and answer questions about the locations of things in a room and number the correct pictures. - circle the correct answers to the gapped exchanges with the help of picture cues. - review vocabulary and structure words in relation to the topic “My house” and use them in the sentence patterns Where’s_____? − It’s here / there. and Where are_____ ? – They’re_____. by playing the game Bingo. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Pupil’s book Page 21 - Audio Track 28 - Teacher’s guide Pages 167, 168 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Slap the board Spend a few minutes revising the previous lesson by asking the class to play the game Slap the board. Game: Trash can basketball - Divide the class into 2 or 4 teams. - Have each team take turns answering a vocabulary question. - If they can answer correctly, the team gets 1 point. - Then, give that team a ball (by crumpled paper). - If that team can throw the ball into the trash can, reward that team an extra point. Repeat the game until all new words have been tested! PRACTICE Activity 4. Listen and number. 8 minutes
2. Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the location of the lamps in each picture. Use Picture a as an example. Play the recording the first time for pupils to listen and identify the order of Picture a. Play the recording again. Elicit the order of Picture a (3). Write Number 3 on the board. Play the recording a third time for pupils to check their answer. Step 2: Play the recording twice for pupils to do the task with the rest of the pictures. Play the recording a third time for them to check their answers. Step 3: Get pupils to swap books with a partner, then play the recording to check answers together as a class. Write the answers on the board. Step 4: Play the recording all the way through 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. PRACTICE Activity 5. Look, circle and read. 9 minutes Step 1: Get pupils to look at the picture cues, incomplete exchanges and their answer options. Get them to identify the rooms and things in the pictures. Step 2: Have pupils read the four incomplete exchanges. Draw their attention to the missing word(s) in each sentence. Step 3: Have pupils read Sentence 1, the answer options and look at the relevant picture. Ask them what is missing in the question (tables) and read the answer options. Tell them to circle the correct answer and read the completed exchange in chorus. Repeat the same procedure with Exchanges 2, 3, 4. Step 4: Have pupils complete the exchanges individually and ask a few pairs to read completed exchanges aloud. PRODUCTION Activity 6. Let’s play. 8 minutes Step 1: Explain how to play the game: Draw a 3 x 3 Bingo grid on the board and a list of the vocabulary words for reviewing. Get pupils to copy the grid onto a paper sheet and fill their grids with the vocabulary words. Pupils need to listen carefully for the words that you’ll be calling out from the list on the board. If they have a word that is called out, then they need to cross it out on their grids. Eventually, one pupil will have crossed out all of his or her words and shout out “Bingo!” to show that he / she has finished. You should then check the pupil’s grid to see that he / she has all the words you’ve called out. Step 2: Give pupils time to play the game in pairs or groups. Go around the classroom to offer support where necessary. Step 3: When time runs out, invite a few pairs to stand up and take turns asking and answering questions using the sentence patterns Where’s _____? − It’s here / there. and Where are they? – They’re _______. Fun corner and wrap up: 5 minutes Game: Spin the Wheel - Teacher calls some pairs to the board to practise asking and answering with the sentence models they have learnt. Pupils/ teachers click the “spin” button to get points.
3. Wednesday, February 21, 2024 UNIT 13: MY HOUSE Lesson 3 – P 1-3 I. OBJECTIVES Language By the end of the lesson, pupils 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!; - identify the target words house and brown while listening - say the chant with the correct rhythm and pronunciation. 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 22 - Audio Tracks 29, 30, 31 - Teacher’s guide Pages 169, 170 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) - Computer, projector III. Warm-up and review – Listen and repeat – Listen and circle – Let’s PROCEDUR chant – Fun corner and wrap-up E Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 13, Lesson 1 page 18. - 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: Lucky number Review the previous lesson by having the class play the game Lucky number, using the model sentences.
4. Option 3: Game: Look and guess KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the letter cluster ou, the word house and the sentence Wow, it’s a big house! Play the recording and encourage pupils to point at the letter cluster / word / sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until they feel confident. Correct their pronunciation where necessary. Step 3: Repeat Step 1 and 2 for the second letter cluster ow. PRACTICE Activity 2. Listen and circle. 5 minutes Step 1: Draw pupils’ attention to the sentences and the answer options. Tell them about the activity. Play the recording for pupils to listen. Play the recording again for them to do the task. Play the recording a third time for them to check the answers. Step 2: 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. Step 3: Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen to and repeat the sentences. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Check their comprehension. Step 2: Play the recording all the way through. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letter clusters ou and ow in the words house and brown. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: 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 listen to and repeat the chant in turn while the rest of the class claps along. Fun corner and wrap-up: 5 minutes Option 1: Using sachmem.vn, have pupils look at the words in the picture and repeat after the recording.
5. Option 2: Video watching - Have children watch and repeat after a video introducing the pronunciation of “ou”, “ow” in seperation, in words and sentences. - Video link: Option 3: Preparation for the project: Tell pupils about the project on page 23. Prepare for the presentation in class. Guide them with the presentation language. Thursday, February 22, 2024 Unit 13: MY HOUSE Lesson 3 – P 4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read a paragraph and complete sentences with the words from the paragraph - read, understand and complete a gapped text using the information from a picture cue - make a doll’s house and tell the class about it. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Pupil’s book Page 23 - Teacher’s guide Pages 170, 171 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 13, Lesson 1. - Ask pupils to sing the song.
6. - 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 13, Lesson 3. - Ask pupils to chant and do the actions. - Give points for the groups and encourage them. Option 3: Game: Lucky number (PowerPoint slides) PRACTICE Activity 4. Read and complete. 8 minutes Step 1: Tel l Step 1: Pupils about this activity. Read the four gapped sentences as a class. Draw pupils’ attention to the blank in Sentence 1. Get pupils to scan the paragraph and find the missing words. When pupils give the correct answer, write it on the board and get the class to read the completed sentence together. Step 2: Give pupils time to do the rest of the sentences individually. Go around the classroom to offer support. Step 3: Get pupils to swap their answers with a partner. Then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite a few pupils to stand up and read the completed sentences. Praise them and get the class to clap or cheer if they have good pronunciation. PRODUCTION Activity 5. Let’s write. 9 minutes Step 1: Write the writing frame on the board. Tell pupils about this activity. Read the sentences as a class. When you reach the first gap, elicit the missing word and give feedback. Tell pupils to read and look at the picture cue to guess the missing words and complete the sentences. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Step 3: Invite a few pupils to stand up and read their sentences aloud. PRODUCTION Activity 6. Project. 8 minutes Step 1: Tell pupils about the activity. Check their doll’s houses. Stick a sample of a doll’s house on the board, and write the presentation language under it. Check comprehension and give feedback. Have pupils repeat the sentences until they can say them by themselves. Model the presentation a few times. Step 2: Invite a pupil to the front of the classroom to model the presentation. Watch and offer your support with the language. Step 3: Put pupils into groups to rehearse their presentation. Go around the classroom to offer support where necessary. Step 4: Invite a few pupils from different groups to present their doll’s houses in front of the classroom.
7. Extension: Create a class display of doll’s houses and vote for the best decorated one. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording. Option 2: Game: Lucky number 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 the words to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. Thursday, February 22, 2024 UNIT 14: MY BEDROOM Lesson 1 – P 1-3 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; - 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. 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
8. III. Warm-up and review – Look, listen and repeat – Listen, point and say PROCEDUR – Let’s talk – Fun corner and wrap-up E Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 13, 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 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 Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. 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 Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at Picture a and elicit the name of the thing in the room. Have the class listen to the recording and repeat the word a few times. Then let them work in pairs, pointing at the pictures and saying the words until they feel confident.
9. Step 2: Model by getting pupils to point at the sentence There’s _____ in the room. in the first bubble. Have them point at Picture a and elicit the missing words (e.g. a desk). Then get pupils to listen to the recording and repeat the sentence There’s a desk in the room. a few times until they feel confident. Go around and offer help or correct pupils’ pronunciation. Repeat the same procedure with Picture b. 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. For example: take out 1 picture then ask pupils to find out what it is. Members of each team try to say out loud the missing room as fast as possible. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the things in the bedroom and elicit their names. Draw pupils’ attention to the singular things (e.g. a bed, a desk) and multiple things (e.g. two chairs, two windows). Step 2: Model by getting pupils to point at the gapped sentence There’s _____. in the first bubble. Then point at one thing in the bedroom (e.g. a bed), and say There’s a bed in the room / bedroom. Step 3: Repeat the same procedure with the gapped sentence There are _____. in the second bubble and one plural thing (e.g. two chairs) and say There are two chairs in the room / bedroom. Step 4: Give pupils time to practise in pairs or groups. One pupil points at and says the quantities of things in the room / bedroom and the others listen and make comments. Step 5: Invite a few pupils to say the quantities of things in front of the class. Extension: If time allows, encourage pupils to point at and say about the things in the classroom. E.g. There is a board in the classroom. Game: Look and say
10. - Divide the class into 2-4 teams. - Show the pictures on the screen. Ask pupils to look at the picture, the arrows point to things in the room and pupils say the sentences. - One pupil from each team comes to the front and says. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings. Option 2: Game: What can you see in the room? - Teacher shows pictures of rooms. - For example: Teacher asks pupils about the picture of the bedroom: + What can you see in the picture? + How many ..? Option 3: Preparation for the project: Tell pupils about the project on page 29. Ask them to find a picture of any bedroom and tell the class about it. They need to prepare the sentences that they are presenting. In Lesson 2, period 4, remind pupils of what they need to prepare for the project.