Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 6 - Unit 3 + Unit 4 - Năm học 2024-2025 - Trịnh Thị Thúy Hạnh

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 6 - Unit 3 + Unit 4 - Năm học 2024-2025 - Trịnh Thị Thúy Hạnh

1. Week: 6 Tuesday, October 15 th 2024 Period: 21 Unit 3: Our friends Lesson 3: 1-3 I. Objectives. - By the end of the lesson, students will be able to: 1. Knowledge: By the end of the lesson, pupils will be able to: -Repeat and pronounce the sounds th (voiced) and th (unvoiced) in isolation, the words that and thank, and the sentences That's Lucy. and Thank you. with the correct pronunciation and intonation. -Identify the target words that and thank, and the sentences Thank you, Bill and That’s Lucy while listening. - Say the chant with the correct rhythm and pronunciation 2. Skills. - Listening, writing and speaking. 3. Attitude/ Quality: - Ss confident in communicate with their friends. - Ss love English, friends and teacher. 4. Forming competence: - Ss pronounce the sounds of the letters t and y - Active participate in groups, ready to help their friends. II. Methods: - Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... III. Preparation. 1. Teacher’s preparation: CDs player, stereo, book. 2. Student’s preparation: Students’ aids: books, notebooks, workbooks. IV. Integration students: - Count numbers from 1 to 5 IV. Procedures: Pupil’s Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 3, Lesson 1. Whole class - Ask pupils to sing the song.
2. - Invite some pupils to come to the board to role play, the rest of the pupils will sing. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes a. Goal To correctly repeat the sounds th (voiced) and th (unvoiced) in isolation, the words that and thank, and the sentences That's Lucy. and Thank you. with the correct pronunciation and intonation. b. Input - The sound th (voiced), the word that and the sentence That's Lucy. - The sound th (unvoiced), the word thank and the sentence Thank you. c.Outcome Pupils can correctly repeat the sounds th (voiced) and th (unvoiced) in isolation, the words that and thank, and the sentences That's Lucy. and Thank you. with the correct pronunciation and intonation. d.Procedure Step 1: Draw pupils’ attention to the sound th Whole class/ (voiced), the word that and the sentence That's Individual Lucy. Play the recording and encourage them to work point to the correct sound/ word/ sentence while listening. 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 when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the sound th (unvoiced). PRACTICE Activity 2. Listen and tick. 9 minutes a. Goal To identify the target words that and thank while listening. b. Input Two questions with three sentence options for each question. Audio script: 1. Thank you, Bill.
3. 2. That’s Lucy. c. Outcome Pupils can identify the words that and thank while listening. Key: 1. b 2. a d. Step 1: Draw pupils’ attention to the three sentence Whole class/ Procedure options for each question. Individual Step 2: Play the recording for pupils to listen to. work Play the recording again for pupils to listen and tick the correct options. Pair work/ Step 3: Get pupils to swap books with a partner, Whole class then check the answers together as a class. Write the correct answers on the board. Step 4: Tell pupils to return the books to their partners. Play the recording for pupils to check Whole class/ their answers again. Individual Extension: Invite one or two pupils to stand up, work listen and repeat the sentences. PRACTICE Activity 3. Let’s chant. 8 minutes a. Goal To say the chant with the correct rhythm and pronunciation. b. Input The lyrics and recording of the chant c. Outcome Pupils can say the chant with the correct rhythm and pronunciation. d. Step 1: Draw pupils’ attention to the lyrics of the Whole class/ Procedure chant. Check comprehension. Individual Step 2: Play the recording all the way through for work 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 th in the words that and thank. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation, if necessary. Group work
4. 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 take turns listening and repeating the chant, while the rest of the class claps along. Fun corner and wrap-up: 5 minutes Game: Sentence Puzzle Divide the class into groups of four. Give each Whole class group a sentence that is broken/cut into pieces. Ask pupils to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Period: 22 Tuesday, October 16 th 2024 Unit 3: Our friends Lesson 3: 4-6 I. Objectives. - By the end of the lesson, students will be able to: 1. Knowledge: By the end of the lesson, pupils will be able to: -Read and match four target sentence patterns with four pictures . -Read, understand and complete three sentences by writing the target words in the gaps. -Draw three pictures of their friends and introduce them to the class. - Sentence Patterns: Revision - Vocabulary: Revision 2.Skills: - Develop speaking, reading and writing 3. Attitude/ Quality: - Ss confident in communicate with their friends. - Ss love English, friends and teacher. 4. Forming competence:
5. - Ss using knowledge to do exercises. - Active participate in groups, ready to help their friends. II. Methods: - Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... III. Preparation. 1.Teacher’s preparation: CDs player, stereo, book. 2.Student’s preparation: Students’ aids: books, notebooks, workbooks. IV. Integration students: - Count numbers from 1 to 5 IV. Procedures. Pupil’s Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes * Greet the class. * Sing the song in Unit 3, 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. PRACTICE Activity 4. Read and match. 8 minutes a. Goal To read and match four target sentence patterns with four pictures. b. Input Four target sentences with four pictures to match c. Outcome Pupils can read and match four sentences with four pictures. Key: 1. d 2. c 3. a 4. b d. Step 1: Draw pupils’ attention to the first sentence Whole class/ Procedure (My name's Nam.) and read it as a class. Individual Step 2: Draw pupils’ attention to Picture d. Get work them to read the sentence again and match it to the correct picture. Step 3: Repeat Steps 1 and 2 for other sentences. Go around the classroom to offer support where necessary.
6. Step 4: Get pupils to swap books with their Pair work/ partners, then check answers together as a class. Individual Write the correct answers on the board for pupils work to correct their answers. PRODUCTION Activity 5. Let’s write. 9 minutes a. Goal To read, understand and complete three sentences by writing the target words in the gaps. b. Input Three picture cues with three target sentences to complete c. Outcome Pupils can read, understand and complete three sentences by writing the target words in the gaps. Key: 1. is 2. This is my 3. That’s my teacher d.Procedure Step 1: Write the first incomplete sentence on the Whole class/ board: Individual 1. This _____ my friend, Mai. work Step 2: Read the incomplete sentence together as a class, then look at Picture 1. When you reach the Whole class/ first gap, point at it and encourage pupils to say the Individual answer. work Step 3: Give pupils time to write the answer in their notebooks. Whole class/ Step 4: Repeat Steps 1 to 3 for Sentences 2 and 3. Individual work Extension: Invite one or two pupils to stand up, listen and repeat the sentences. Individual work Group work PRODUCTION Activity 6. Project. 8 minutes a. Goal To draw three pictures of their friends and use them to practise talking to their classmates. b. Input - A sample picture of a friend (a girl). - Materials: sheets of paper, coloured pencils.
7. c. Outcome Pupils can draw three pictures of their friends and use them to practise talking to their classmates. d.Procedure Step 1: Tell pupils to open their pictures (they have Whole class/ drawn at home) and use them to practise talking to Individual their classmates. work Step 2: Put pupils into groups and give them time Group work to show the pictures of their friends to talk to the groups, e.g. “This is my friend, (name).”. Step 3: Tell pupils to do the task. Give them enough time to complete each step. Whole class/ Step 4: Go around the class to monitor and offer Individual support if necessary. work Step 5: If time allows, invite two or three pupils to go to the front of the class and present their pictures to the class. Extension: Create a class display using the pictures and vote for the most creative. Fun corner and wrap-up: 5 minutes *Game: Sentence Puzzle Divide the class into groups of four. Give each Whole class group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, Group work then read it aloud. The group that makes it first will be the winner. Period: 23 Thursday, October 16 th 2024 Unit 4: Our bodies Lesson 1: 1-3 I. Objectives. - By the end of the lesson, students will be able to: 1. Knowledge:
8. - Use the words ear, eye, face, hair, hand, mouth, nose, open, touch in relation to the topic “Our bodies”; - Understand and correctly repeat the sentences in two communicative contexts (pictures) to talk about their body parts. - Use What’s this? – It’s ____. to identify parts of the body. 2. Skills: - Develop Ss listening and speaking 3. Attitude/ Quality: - Ss confident in communicate with their friends. - Ss love English, friends and teacher. 4. Forming competence: - Ss ask and answer questions about someone. - Active participate in groups, ready to help their friends. II. Methods: - Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... III. Preparation. 1.Teacher’s preparation: CDs player, stereo, book. 2.Student’s preparation: Students’ aids: books, notebooks, workbooks. IV. Integration students: - Count numbers from 1 to 5 IV. Procedures: Pupils’ Note Teacher’s activities activities Warm-up and review: 5 minutes *Sing the song: Head, Shoulders, Knees and Toes. Whole class - Pupils can dance while they sing the song and touch their heads, shoulders, knees, and toes in sequence to the words. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes a. Goal: To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on identifying parts of the body. b. Input: Context a: Bill: Let’s play a game! Mai: OK. Context b: Bill: What’s this? Mai: It’s a nose.
9. c. Outcome: Pupils can understand and correctly repeat the sentences in two communicative contexts about parts of the body. d. Procedure: Step 1: Have pupils look at Pictures a and b and Whole class identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the Whole class recording 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 Whole class necessary. Step 3: Play the recording again for pupils to Pair work listen and repeat in chorus sentence by sentence. Individual Step 4: Invite a few pairs to the front of the work classroom to listen and repeat the sentences in the recording. Step 5: Draw their attention to the question What’s this? and the answer It's a nose. Tell pupils that they are a question and an answer about a part of the body. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes a. Goal: To correctly say the words and use What’s this? – It’s ________. to identify parts of the body. b. Input: - Picture cues: a. a face b. a hand c. an ear d. an eye - Speech bubbles: What’s this? It’s _____. Audio script: a. a face b. a hand c. an ear d. an eye A: What's this? B: It's a face. c. Outcome: Pupils can correctly say the words and use What’s this? and give the answer using It’s ____. to identify parts of the body. d. Procedure: Step 1: Have pupils look at the pictures and Whole class/ elicit the parts of the body. Individual work
10. Step 2: Have pupils point at Picture a (a face), listen to the recording and repeat the phrase (a face). Follow the same procedure with the other three pictures. Have the class repeat the phrases several times. Step 3: Point at the bubble and have pupils Whole class/ listen and repeat after the recording (What’s Individual this?). Point at Picture a and have pupils listen work and repeat after the recording (It's a face.). Follow the same procedure with the other three Pair work pictures. Step 4: Have pairs practise asking and Pair work answering the question What’s this? - It's __. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What’s this? and It’s ______. to identify parts of the body in context. b. Input – Picture cue: The picture of a body and arrows pointing to an eye, a nose, a hand, a face, and an ear. – Speech bubbles: What's this? - ______. c. Outcome Pupils can enhance the correct use of What’s this? – It’s ______. to identify parts of the body. d. Procedure Step 1: Draw pupils’ attention to the picture. Whole class/ Ask questions to help them identify the context Individual (see Input). Have pupils look at the two bubbles work to understand how the question and answer are used. Pair work Step 2: Have pupils practise asking the question and giving their own answers in pairs. Make sure pupils understand the structures and say them with the right pronunciation and Pair work
11. intonation. Go around the classroom to observe and provide help. Individual Step 3: Invite some pairs to practise asking the work/ question and giving the answers in front of the Whole class class. Extension: For a more able class, have pupils Individual point at their body parts and ask and answer work/ questions about them using the structures learnt. Whole class Game: Pass the ball - Divide class into 2 big groups, each group has a ball. - While the music plays, pupils pass the ball around the class. - When the music stops, the pupil in each group with the ball has to take turns to ask and answer: What’s this? (point to body part). - It’s a ___. Preparation Tell pupils about the project on page 33. Ask for the them to prepare for it at home by making project flashcards of some body parts. Remind them to bring their flashcards to class to present them at Project time. Fun corner and wrap-up: 5 minutes * Roll and draw - Divide the class into 6 - 8 groups. Whole class - Pupils in each group will roll a dice to see how many eyes/ ears/ noses/ hands/ faces they will Group work draw. - Each group presents their picture in front of the class.
12. Period: 24 Friday, October 17 th 2024 Unit 4: Our bodies Lesson 1 : 4-6 I. Objectives. - By the end of the lesson, students will be able to: 1. Knowledge: - Ask and answer question about someone. - Listen and tick the correct pictures. - Read and fill the gapped exchanges, using the pictures. - Write the answers to the question Who’s that? using the pictures. - Sentence Patterns: Revision - Vocabulary: Revision 2. Skills. - Listening, reading and writing. 3. Attitude/ Quality: - Ss confident in communicate with their friends. - Ss love English, friends and teacher. 4. Forming competence: - Ss using knowledge to do exercises. - Active participate in groups, ready to help their friends. II. Methods: - Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... III. Preparation. 1.Teacher’s preparation: CDs player, stereo, book. 2.Student’s preparation: Students’ aids: books, notebooks, workbooks. IV. Integration students: - Count numbers from 1 to 5 IV. Procedures. Pupils’ Note Teacher’s activities activities Warm-up and review: 5 minutes Play Game “Who is faster?” - Divide the class into 2 big groups: Boys and Whole class Girls. Group work
13. - Have two pupils stand back to back. Give them each a different flashcard to hold facing out and away from them. - When teacher says Go, they walk three steps, turn to face each other and say what the other pupil has. - The faster one will get a point. PRACTICE Activity 4. Listen and tick. 8 minutes a. Goal: To listen to and understand two communicative contexts in which pupils ask and answer questions to identify parts of the body. b. Input: Picture cues: 1a. a hand 1b. an eye 2a. an ear 2b. a nose Audio script: 1. A: What’s this? B: It’s a hand. 2. A: What’s this? B: It’s an ear. c. Outcome: Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions to identify parts of the body. Key: 1. a 2. a d.Procedure: Step 1: Draw pupils’ attention to Pictures 1a and Whole class 1b. Elicit the name of the body part in each picture. Step 2: Play the recording for Question 1. Ask Whole class/ pupils to listen and tick the correct picture, a or b. Individual Play the recording again for pupils to do the task. work Play the recording a third time to give pupils another listening opportunity. Step 3: Repeat Steps 1 and 2 for Pictures 2a and Pair work 2b. Step 4: Tell pupils to swap their books with their Individual partners, then check answers together as a class. work Write the correct answers on the board. Whole class
14. Step 5: Tell pupils to return the books to their partners. Play the recording for pupils to check their answers again. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes a. Goal: To complete four target sentence patterns with the help of the picture cues. b. Input: Four exchanges with the target sentences to complete. c. Outcome: Pupils can complete four target sentence patterns with the help of the picture cues. Key: 1. an ear 2. an eye 3. a nose 4. a hand d.Procedure: Step 1: Have pupils look at the pictures. Have Whole class/ them identify the body parts in the pictures. Individual Step 2: Have pupils look at the four incomplete work dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (an ear). Then have them look at the picture and identify the body part. Then have them complete the gap (What’s this? - It's an ear.). Step 4: Follow the same procedure with Pictures Individual 2, 3 4. work Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them Group work aloud. Game: Matching friends Step 1: Teacher asks 4 pairs (8 pupils) to join this game. Divide them into 2 group: A and B. Step 2: Give randomly 4 pictures to each pupil in group A and 5 words to each pupil in group B.
15. Step 3: Pupils have to find a matching pair as fast as they can and say out loud their word. PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal To sing the song Parts of the body with the correct pronunciation and melody. b. Input The lyrics and the recording of the song Parts of the body. c. Outcome Pupils can sing the song Parts of the body with the correct pronunciation and melody. d. Procedure Step 1: Draw pupils’ attention to the title and Whole class/ lyrics of the song. Encourage them to point at the Individual pictures to reinforce their understanding. work Step 2: Play the recording all the way through for pupils to listen to the whole song. Encourage them to listen carefully to the pronunciation and the melody. 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 Group work pupils to sing along. Step 5: Introduce actions for pupils to do while singing along with the recording. Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the class to perform, while the rest of the class sings and / or claps along. Individual Encourage the class to cheer the performers. work/ Whole Mini game: Follow me! class - Teacher plays a song. - Ask pupils to sing along as they continually pass a ball (or any object). - When the music stops, the pupil holding the ball (or any object) has to sing one next sentence in the song.
16. Fun corner and wrap-up: 5 minutes Option 2: Game: Lucky wheel Whole class - Divide class into 6 - 8 groups. - Each group has a pupil to spin the wheel. Teacher pushes the button and let’s it spin until a Group work pupil says “Stop!”. - Their group will get points when he/ she answers the question correctly.