Kế hoạch bài dạy Tiếng Anh 3 - Tuần 35 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 35 Năm học 2023-2024 (Lê Thị Xuân)

1. Monday, May 6, 2024 UNIT 19: OUTDOOR ACTIVITIES Lesson 3 – P 4- 6 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - correctly pronounce the sounds of the consonant clusters pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball. and He’s flying a kite; with the correct pronunciation and intonation; - read a passage and answer the questions about what someone is doing outdoors; - complete a paragraph about what a pupil and his/her friend are doing outdoors; - trace and colour the friends, then tell the class where they are and what they are doing. Core competencies: communication, planning and organization, stress tolerance, and initiative. General competences: Listening: listen and recognize someone, then repeat. Critical thinking: talk about someone. Oral communication: speak about someone, ask and answer the questions. Written communication: practice writing about school things. 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. Sociability: talk to each other, say good words to others. Attributes: - Kindness: help partners to complete learning tasks. - Diligence: complete learning tasks. - Honesty: tell the truth about feelings and emotions. - Responsibility: appreciate kindness. - Leadership: collaborate with teachers to enhance language skills. - Secure and organized: keep school things in the right ways.
2. II. RESOURCES AND MATERIAL: - Student’s book Page 63 - Teacher’s guide Pages 240, 241 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 19) - Computer, projector, III. PROCEDURE Warm-up and review – Read and answer – Let’s write – Project – Fun corner and wrap-up. Warm-up and review: 5 minutes Greet the class. Option 2: 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. The group that makes it first will be the winner. PRACTICE Activity 4. Read and answer. 8 minutes Step 1: Draw pupils’ attention to four questions and his / her outdoor activity in the passage. Step 2: Have pupils work individually. Step 3: Set a time limit for pupils to read and answer the questions. Go around the classroom to offer support where necessary. Step 4: Tell pupils to swap the answers with a partner, then check answers as a class. Write the answers on the board. PRODUCTION Activity 5. Let’s write. 9 minutes Step 1: Draw pupils’ attention to the first gap and elicit the words (sports and games). Have pupils write their answers. Step 2: Repeat Step 1 with the next gap.
3. Step 3: Give pupils time to complete the paragraph. Step 4: Have some pupils read their completed paragraphs aloud. PRODUCTION Activity 6. Project. 8 minutes Step 1: Have pupils work in groups. Step 2: Model by saying: Look at this boy. He is Bill. I’ll trace and colour him. Then trace and colour the character (Bill) in different colours. Finally, describe the character. For example: Look! This is my friend Bill. He’s in the Central Park now. He’s skating Step 3: Hand out copies of the picture to pupils (as shown in Input) and coloured pencils. Step 4: Give time for all groups to do their task. Go around the classroom and check their work. Step 5: If time allows, invite representatives of one or two groups to tell the class about the characters they have traced and coloured, then describe where and what they are doing. corner and wrap-up: 5 minutes Play game in the PowerPoint for Unit 19 – Lesson 3 – Period 6. - Divide the class into 2 teams. - Pupils take turn picking candy. If they answer correctly, they will get points. Wednesday, May 8, 2024 Unit 20: AT THE ZOO Lesson 1 – Period 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) to ask and answer questions about what animals someone can see at the zoo - correctly use What can you see? – I can see ______. to ask and answer questions about what animals someone can see at the zoo - enhance the correct use of What can you see? – I can see . to ask and answer questions about what animals someone can see at the zoo. Core competencies teamwork, motivation, problem-solving, integrity, communication General competencies
4. Listening: look, listen and repeat Critical thinking: listen, point and say Oral communication: let’s talk Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Sociability: talk to each other, share their knowledge about animals at the zoo to others II. RESOURCES AND MATERIAL: - Student’s book Page 64 - Audio Tracks 94, 95 - Teacher’s guide Pages 242 - Website sachmem.vn - Flashcards/pictures and posters (Unit 20) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 2: Ask pupils if they have ever been to the zoo and what animals they saw. (Pupils can show their pictures at the zoo if they want). Then introduce the animal names and key expressions for the lesson. Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Context a. Ask them some questions such as Who are they? Where are they? What is Mai doing?. Explain the meaning of the question and the answer. Check comprehension. Step 2: Play the recording all the way through for pupils to listen. Then let pupils listen and do choral and individual repetition, sentence by sentence. Step 3: Repeat Step 1 and 2 for Context b. Draw their attention to the question What can you see? and the answer I can see a tiger. Explain that they are used to ask and answer questions about what animals someone can see at the zoo. Check comprehension. Step 4: Invite a few pairs to listen to the recording, to point at the characters and say the language in front of the class. Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at Pictures a, b, c and d and elicit the names of the animals. Have the class listen to the recording and repeat the words a few times in chorus and individually. Step 2: Model by getting pupils to point at the question in the first bubble “What can you see?” to listen to the recording and repeat a few times. Then let them point at Picture a, elicit the pupils to say the missing words (e.g. a tiger). After that, get them to point at the answer in the second bubble, listen to the recording and repeat I can see a tiger. Go around and offer help or correct pupils’ pronunciation, where necessary.
5. Step 3: Repeat Step 2 for Pictures b, c, d by letting one pupil ask the question and the other answer about what an animal he / she can see at the zoo. Go around the classroom and offer help where necessary. Step 4: Invite a few pairs to point at the pictures and ask and answer questions about animals in front of the class. Mini game: Listen and choose Teacher asks pupils to listen carefully, then choose the correct answer. Write it on their mini board. 1. Key: A 2. Key: B 3. Key: A 4. Key: D 5. Key: C Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the picture and elicit them to say the names of the animals. Check comprehension. Encourage pupils to point at each animal and say what they can see (e.g. I can see a tiger.) Step 2: Model by getting pupils to listen to and repeat the question in the first bubble What can you see? Then ask them to point at one animal (e.g. a peacock) and answer I can see a peacock. Correct the pronunciation if necessary. Step 3: Give the pupils time to practise asking and answering the questions in pairs. Go around the classroom and offer help where necessary. Step 4: Invite a few pairs to practise asking and answering the questions in front of the class. Fun corner and wrap-up: 5 minutes Game: Simon says - Teacher starts a sentence with “Simon says”. Pupils must follow the leader and do the action. - If the sentence does not start with “Simon says’, pupils do nothing. Simons says swim like a fish. Simons says jump like a monkey. Simon says run like a horse. Touch your ears like a rabbit! Did you touch your ears? I didn’t say Simon says. Simons says roar like a tiger. Dance like a peacock. Did you dance? I didn’t say Simon says. Option 3: Animal sounds Ask pupils to listen to the sound carefully, then guess the animal’s name.
6. Teacher: What do you hear? Pupils: It’s a ______ Thursday, May 9, 2024 Unit 20: AT THE ZOO Lesson 1 – 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 pupils ask and answer questions about what animals they can see at the zoo and number the correct pictures. - complete the four gapped exchanges with the help of the picture cues. - revise the target vocabulary items through the Miming game. Core competencies Decision making, teamwork, motivation, adaptability, problem-solving, integrity, and initiative. General competencies Self-control & independent learning: perform listening and writing tasks Listening: listen and respond by writing correct numbers Communication and collaboration: work in pairs or groups Attributes: Kindness: help partners to complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Student’s book Page 65 - Audio Tracks 96 - Teacher’s guide Pages 244 - Website sachmem.vn - Flashcards/pictures and posters (Unit 20) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Spend a few minutes revising the previous lesson by inviting a few pairs of pupils to the front of the class to ask and answer questions about what animals they can see at the
7. zoo, using the picture in Activity 3, Lesson 1. Option 2: Animal dance - Ask pupils to watch videos and listen to the song. - Then act out/dance/move (freestyle) like an animal to music. Option 3: Game: Choose the correct word. - Ask pupils to look at the picture, then choose the correct name of the animals. - Write the answer on their mini board. Activity 1. Listen and number. 8 minutes Step 1: Have pupils look at each picture in Activity 4 and ask them What can you see? and let them give the answers (e.g. Picture a: I can see a horse.). Check comprehension. Step 2: Play the recording all the way through so that pupils can get familiar with the characters’ voices. Then play the recording (once or twice, if necessary) for them to listen to and number the pictures. Step 3: Let them swap and check the answers before checking as a class. Correct the answers, if necessary. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct pronunciation where necessary. Extra activity: Listen and write. Ask pupils to listen carefully and write the correct name of animals on their mini board/notebook. This can be played in groups. Keys: 1. monkey 2. horse 3. tiger 4. peacock Activity 2. Look, complete and read. 9 minutes Step 1: Tell the class the goal of this activity. Have pupils read each exchange and guess the missing word(s) that can be used to fill in the gap(s). Then have them look at the picture and elicit the name of the animal in Pictures 1 and 2 and the verb or verb phrase in the question and the name of the animal in the answer in Pictures 3 and 4. You may model the gapped Exchange 1 as an example. Check comprehension. Step 2: Give pupils time to read the gapped exchanges, look at the pictures, and fill in the gaps independently. Go around and give further support to those pupils who find it difficult to do the task. Step 3: Ask pupils to swap and check their answers. Correct the answers where necessary. If there is enough time, ask pupils to write the answers on the board before having them write the answers in their notebooks.
8. Step 4: Invite a few pairs of pupils to read aloud the complete exchanges in front of the class. The class listens and praises their work. Game: What can you see? Divide the class into 2-4 groups. Each group has a small board, look at the picture then write what they can see there. There’s some letters for them to unscramble. The fastest pupils to finish will get points for their group. Activity 3. Let’s play. 8 minutes Step 1: Tell pupils that they are going to revise the target vocabulary items they have learnt in Lesson 1. Explain how the game is played. Check comprehension. Step 2: Divide pupils into groups of five and give each group a set of cards. Step 3: Have each player in group 1 in turn look at the card and mime / act out the animal on the card (e.g. peacock) without making any sounds or lip movements. The other player in the group asks What can you see? The players in group 2 answer (e.g. I can see a peacock.). If the second group has the correct answer, they get a point. If the answer does not match the action, switch the groups and let each player in group 2 mime the animal while the first group gives the answer. The game ends when all the cards are gone. Fun corner and wrap-up: 5 minutes Option 1: Using sachmem.vn, have pupils do the activities to consolidate the lesson. Option 2: Animal dice T can print the cards out and stick them into the dice. - Divide the class into 8 groups. - Each pupil in groups takes turns rolling the dice. - Then he/she names the animal. Next he/she will read the sentence “I can see a...”. Lastly, he/she moves/makes a sound like that animal. Option 3: Game Tic tac toe - Divide the class into 2 groups. (Group 1 is X, Group 2 is O.) Teacher uses flashcards to ask: + What can you see? + Pupils act out the animal on the card. + Make the sound of an animal. - Pupils in each group have to listen to the question from the teacher, then answer/do correctly. - The first player to get 3 of the marks in a row (up, down, across, or diagonally) is the winner.
9. Thursday, May 9, 2024 Unit 20: AT THE ZOO Lesson 2 – P 1-3 I. OBJECTIVES Language focus: By the end of the lesson, pupils will be able to: - understand and correctly repeat What is the _____ doing? It's _____. to ask and answer questions about what a zoo animal is doing. - use What is the ______ doing? – It's ______. to ask and answer questions about what a zoo animal is doing. - enhance the correct use of What’s the _____ doing? – It’s _____. to ask and answer questions about what a zoo animal is doing. Core competencies communication, planning and organization, stress tolerance, and initiative General competencies Listening: look, listen and repeat Critical thinking: listen, point and say Oral communication: let’s talk Attributes: Communication and collaboration: work in pairs or groups Self-confidence: ability to work as a team member and practice speaking in front of the class II. RESOURCES AND MATERIAL: - Student’s book Page 66 - Audio Tracks 97, 98 - Teacher’s guide Pages 246 - Website sachmem.vn - Flashcards/pictures and posters (Unit 20) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Spend a few minutes revising Unit 20, Lesson 1 by asking the class to play the Miming game. Option 2: You may invite a few pairs of pupils to point at the pictures in Activity 5 and act
10. out the exchanges, using What can you see at the zoo? – I can see _____. Option 3: Animal quiz game - Divide the class into 4 groups. - Teacher asks pupils to read the sentence about the animal's facts carefully. Then choose the correct name. 1. tiger 2. horse 3. monkey 4. elephant 5. parrot 6. peacock 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 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 question What’s the elephant doing? and the answer It’s dancing. Tell pupils that they are the question and the answer about what a zoo animal is doing. Extension: For a more able class, let pupils read aloud the conversation in the two contexts after listening and repeating. Extra activity: Listen and Slap (Flashcards) - Divide the class into 2 groups: Boys and Girls. - The teacher then ask pupil from each group to come up to the board with fly swatters. - They then listen as the teacher calls out a word and race to slap the correct picture or word. Suggestion: 1. monkey 5. tiger 2. counting 6. elephant 3. parrot 7. climbing 4. dancing 8. swinging Activity 2. Listen, point and say. 9 minutes
11. Step 1: Have pupils point at the words under the pictures, listen to the recording and repeat a few times until they feel confident. Explain the meaning of the words. Check comprehension. Step 2: Model by getting pupils to point at Picture a and elicit the name of the animal (e.g. elephant). Have them look at the question in the first bubble, listen to the recording and repeat it a few times. Then have them look at the gapped answer It's ___. and fill the gap with the ing form of the verb under the picture (e.g. dancing), listen to the recording and say the complete answer a few times. Step 3: Give pupils a time limit to practise asking and answering the questions, using the ing form of the verbs under the pictures as cues. Go around and offer help where necessary. Step 4: Invite a few pairs of pupils to point at the pictures, ask and answer questions about what an animal is doing at the zoo in front of the class. Extra activity: Look and match Ask pupils to look at the pictures, then match them with correct verbs. Write their answers in a notebook. 1. dancing 2. counting 3. swinging 4. climbing Activity 3. Let’s talk. 8 minutes Step 1: Tell the class the goal of this activity. Get them to point at the monkey and ask What is the monkey doing? Then have them complete the exchange by saying: It's swinging. Ask one pair of pupils to role-play the exchange in front of the class. Check comprehension. Step 2: Give the pupils time to practise asking and answering the questions in pairs or groups. Go around the classroom and offer help or correct the pronunciation where necessary. Step 3: Invite a few pairs of pupils to point at each animal, asking and answering the question in front of the class. Fun corner and wrap-up: 5 minutes
12. Option 1: Using sachmem.vn, have pupils do the activities to consolidate the lesson. Option 2: My favorite animal. - Ask pupils to draw and color a picture about an animal they like best. - Then ask some pupils (3-4 pupils) to show and talk about his/her drawing in front of the class. Example: This is my drawing about monkey at the zoo / Monkey is my favorite animal/ I like monkey best. The monkey is swinging. It’s brown and beautiful. It likes eating banana. Option 3: Game: Who is faster? - Divide class into 2 groups: A and B - Teacher clicks each box to open them and reveal the letter inside. - Pupils in each group will guess what the verb-ing is. Then run and write the answer on the board as fast as they can.