Kế hoạch bài dạy Tiếng Anh 3 - Tuần 26 (NH 2023-2024)(GV: Đào Thị Thanh Huyền)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 26 (NH 2023-2024)(GV: Đào Thị Thanh Huyền)

1. WEEK :26 Teaching date : Monday, March 11th 2024 UNIT 15: AT THE DINING TABLE Lesson 3- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to: - Correctly repeat and pronounce the sounds of the letters ea and ea in isolation, in the words bread and meat, and in the sentences I’d like some bread, please; Would you like some meat?; - identify the target words bread and meat while listening. - say the chant with the correct rhythm and pronunciation. 1. Knowledge/ Language focus: - Phonic: Sound / ea/ - Vocabulary: review - Sentence patterns:review 2. Skills: - Listening and speaking. 3. Quality /Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about food and drink Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness 4. Competences: SS can develop some competences: Motivation, adaptability, problem-solving, integrity, communication. Listening: listen and recognize about food and drink, then repeat Self-control & independent learning: Perform listening tasks. Communication and collaboration: Work in pairs or groups Sociability: ask and answer about food and drink, say good words to others II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS:
2. - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Play game Board Race! *Aims: to help ss to review the chant and be happy to learn new lesson. *Teaching techniques: - techiques in teaching playing game *Procedure: - Divide the class into two teams - Give each team a colored marker. -SS play game. - Draw a line down the middle of the board and write a topic at the top. - Have Ss write as many words related to the topic in a relay. - The first student will write the first word and pass the colored marker to the one next in line. - Score each team with one point for each correct word. - Unreadable or misspelled words are not counted. -Say “Open your book page 34 and look at -SS open their book. lesson 3” 2. New lesson Activity 1. - 1. Listen and repeat:10’ *Aims: To correctly repeat the sound of the letters ea in isolation, in the words bread and meat, andin the sentences I’d like some bread, please. and Would you like some meat? with the correctpronunciation and intonation. *Context: - The letters ea, the word bread and the sentence I’d like some bread, please.
3. – The letters ea, the word meat and the sentence Would you like some meat?*Teaching techniques - techniques in teaching listening and speaking, - individual, pairworks, ask and answer - using flashcards, recording, pictures *Procedure: -Look at the picture and -Draw Ss’ attention to the sound of the letters identify the characters in the ea in isolation, in the words bread and meat, pictures. andin the sentences I’d like some bread, please. and Would you like some meat? Tell Ss about the activity. -Listen, point, listen and repeat. -Play the recording for ss to listen. Encourage Ss to point at the letter/ word/ sentence while -Ss listen and repeat. listening. -Play the recording again and encourage Ss to listen and repeat. Do this several times until Ss feel confident. Correct their pronunciation where necessary. -Ss practise in pairs. -Have time for ss to practise in pairs. Go around the classroom to offer support if -SS practise in front of the necessary. class. - Call some pairs to act out in front of the class. - T corrects pronunciation, if necessary. -T gets feedback. *Outcome: Ss can correctly repeat the sound of the letters ea in isolation, in the words bread and meat, andin the sentences I’d like some bread, please. and Would you like some meat? with the correctpronunciation and intonation. Activity 2 - 2. Listen and circle:10’
4. *Aims: to identify the target words bread and meat while listening. *Context: Two gapped sentences, each with three options. *Teaching techniques - techniques in teaching listening and speaking, pairworks, ask and answer - using flashcards, recording, pictures -Look at the picture and *Procedure: answer. -Draw Ss’ attention to the sentences and the gap-fill options. Tell them about the activity. Check their comprehension and give feedback. -Ss listen and do the task. -Play the recording again for them to listen and -Ss swap and check. circle the correct answers. - Tell Ss to swap books with a partner, then -Ss listen and check. check the answers together as a class. -Play the recording for Ss to check their answers again. -Ss write the correct answers -Call some ss to write the correct answers on the on the board. board. -Ss read in front of the class. - Call some ss to read in front of the class. - T corrects pronunciation, if necessary. -T gets feedback. *Outcome: Ss can identify the target words bread and meat while listening. * Key: 1. b 2. c Activity 3. Let’s chant :6’ *Aims: To say the chant with the correct rhythm and pronunciation. *Context: The lyrics and recording of the chant.
5. *Teaching techniques - techniques in teaching listening and speaking, groupworks, ask and answer - using flashcards, pictures *Procedure: - Draw Ss’ attention to the lyrics of the chant. -Ss look and listen. Check comprehension. -Ss listen and chant. - Play the recording all the way through for Ss to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. -SS listen and repeat line by - Play the recording, line by line, for Ss to listen line. and repeat. Correct their pronunciation if necessary. -SS chant and clap. - Play the recording all the way through for Ss to chant. Encourage them to clap along while chanting. -SS chant in groups. - Divide the class into two or more groups to take turns listening and repeating the chant. while the rest of the class claps along. -SS chant in pairs. -Have time for ss to chant in pairs. Go around the classroom to offer support if necessary. -SS chant in front of the class. - Call some pairs to read the chant in front of the class. - T corrects pronunciation, if necessary. *Outcome: Ss can say the chant with correct rhythm and pronunciation. 3. Consolidation :3’
6. *Aims: to consolidate and wrap up the content -SS retell. of the lesson. - T tells Ss about the main content of the lesson. -T tells Ss about the educational aims of the lessons. -SS listen. 4. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. Teaching date : Tuesday, March 12 th 2024 UNIT 15: AT THE DINING TABLE Lesson 3- Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, students will be able to: - read and complete a passage with five words “dining, drinks, like, rice, some” provided in a box. - complete a paragraph about what a student and his / her family members would like to eat anddrink by writing the target words in the gaps. - Do a survey with classmates and tell the class about food and drinks they would like to eat or drink. 1. Knowledge/ Language focus: - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, writing and reading 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about food and drink Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions
7. Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills 4. Competences: SS can develop some competences: -Comunicative and collaborative competence:work in pairs/groups, role play, motivation, adaptability Critical Thinking: about food and drink. Written Communication: Complete the sentence Self-control & independent learning: Perform writing tasks Sociability:ask and answer about food and drink, say good words to others. II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Game: Hangman *Aims: to help ss to remember the old lesson. *Teaching techniques: - technique in teaching writing. *Procedure: Divide the class into 2 teams to play “ Hangman”. - SS play game - Have Ss guess the word letter by letter. - Whenever the Ss guess a letter that is in the secret word, click on the letter to fill it into the blank where it occurs. - The one who has more correct answers is the winner -Say “Open your book page 34 and look at -SS open their book. lesson 3” 2. New lesson Activity 1. - 4. Read and complete:9’
8. *Aims: to read and complete a passage with five words provided in a box. *Context: An incomplete passage with answer options *Teaching techniques - techniques in teaching reading -individual, pairworks, using recording, pictures *Procedure: -Draw student’s attention to the pictures and tell -Look at the picture, listen them about the table of hobbies. Elicit the names and answer. and hobbies of the characters in the table. Point at the pictures respectively to explain the context. -Ss do the task - Have time for ss to do the task. Go around the classroom to offer support if necessary. -Ss swap. - Get Ss to swap with a partner. -Ss listen and check. -Play the recording again to check answers together as a class. -SS write their answers - Ask ss to write their answers on the board. -SS read aloud. - T gets feedback and correct the answers. - Call some ss to read aloud in fron of the class. * Key: 1. dining 2. drinks 3. like 4. some 5. rice *Outcome: Ss can read and complete a passage with five words provided in a box. Activity 2 - 5. Let’s write :9’ *Aims: to complete a paragraph about what a student and his / her family members would like to eat anddrink by writing the target words in the gaps. *Context: The writing frame with four blanks to complete
9. *Teaching techniques: - techniques in teaching writing -individual, pairworks, pictures *Procedure: -Aks ss to look at the book and tell them how do -Look at the picture and to the activity. identify. -SS look and answer. -Elicit the context and the given words and give feedback. -SS do the task. - Give Ss time to do the task. Go around the classroom to offer support if necessary. -SS swap. - Get Ss to swap books with a partner, then check the answers together as a class. -Ss write their answers. - Ask ss to write their answers on the board -T gets feedback and corrects the answer. - Invite two Ss to role-play the exchange. -SS role-play. * Key: SS ‘s answer. *Outcome: Ss can complete a paragraph about what a student and his / her family members would like to eat anddrink by writing the target words in the gaps. Activity 3. - 6. Project :7’ *Aims: to do a survey with classmates to find out what they would like to eat and drink, then tell the class about the results. *Context: The instructions: Ask three classmates: What would you like to eat and drink? Complete the
10. table with their answers. Tell the class about them. *Teaching techniques - techniques in teaching base on project. - individual, groupworks, pictures *Procedure: -Ss look and listen. - Draw the table on the board. Ask a student: What would you like to eat and drink?, then write their name and answers in the table. - Tell Ss to draw their own tables in their notebooks. - Explain to Ss that they should move around the classroom and find three classmates to ask. Remind them to write their answers in the table before moving on to the next person. -SS do the task. - Allow enough time for all Ss to complete their tables. Go around the classroom to monitor and offer support. *Outcome: Ss can do a survey with classmates to find out what they would like to eat and drink, then tell the class about the results. 3. Consolidation :3’ *Aims: to consolidate and wrap up the content of the lesson. -SS listen. - T tells Ss about the main content of the lesson. -T tells Ss about the educational aims of the lessons. 4. Homelink .2’ - Practice more at home. -SS listen. - Prepare for the next lesson.
11. Teaching date : Wednesday, March 13th 2024 REVIEW & FUN TIME 3 Review – Period 1 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - review the following sentence patterns: - Who’s this / that? It’s my ____.; How old is he / she? - He’s /She’s ____.; What’s her job? – He’s / She’s ____. - Is he / she ____? – Yes, he / she is. / No, he / she isn’t. - Where’s ____? – It’s here / there.; Where are the ____? – They’re ____. - There’s / There are ____ in the room.; - The ____ is ____.; The ____ are ____.; - Would you like some ____? – Yes, please. / No, thanks. - What would you like to eat / drink? – I’d like some ____, please. Through different contexts - listen to and understand five communicative contexts and tick the correct pictures - listen to and understand four communicative contexts. Core decision making, teamwork, work standards, reliability, motivation competencies General Listening: listen and tick the correct answers competencies Self-control & independent learning: perform listening tasks Sociability: talk to each other, say good words to others Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Student’s book Page 36 - Audio Tracks 52, 53 - Teacher’s guide Pages 194,195,196 - Website sachmem - Flashcards/pictures and posters (Review 3 & Fun time) - Computer, projector III. PROCEDURE Warm-up and review – Listen and tick – Listen and number – Fun corner and wrap- up
12. Pupils’ Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 15, 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 15, Lesson 3). Group work - Ask pupils to chant and do the actions in Unit 15, Lesson 3 in groups. - Give points and encourage them. Option 3: Game: Battleships Individual - Divide the class into 2 teams. work/ Group work - Each team chooses one number to go to the question. - Have pupils look, choose and answer the questions. - Pupils can open 2 squares if they answer correctly. - Back to the menu to choose a question. - Pupils continue their turns until they can find all the ships. Activity 1. Listen and tick. 8 minutes a. Goal: To listen to and understand five communicative contexts and tick the correct pictures b. Input: Picture cues: 1a. a father 1b. a mother 2a. a mother working as a doctor 2b. a mother working as a teacher 3a. a living room (near) 3b. a living room (far) 4a. a big window 4b. a small window 5a. a carton of milk 5b. a carton of juice Audio script: 1. A: Who’s this? B: It’s my father. 2. A: What’s her job? B: She’s a doctor. 3. A: Where’s the living room? B: It’s there. 4. The window is small. 5. A: What would you like to drink? B: I’d like some milk, please.
13. c. Outcome: Pupils can listen to and understand five communicative contexts and tick the correct pictures. Key: 1. a 2. a 3. b 4. b 5. a d. Procedure: Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit the Whole class/ characters in each picture. Check comprehension. Individual Step 2: Play the recording for pupils to listen to Question 1. Ask work pupils to listen and circle the correct answer a or b. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Repeat the same procedure with the rest of the pictures: 2a – 2b, 3a – 3b, 4a – 4b and 5a – 5b. Whole class/ Step 4: Get pupils to swap books with a partner, then check Pair work answers together as a class. Write the correct answers on the board. Extension: If time allows, play the recording, sentence by Whole class/ sentence, for the class to listen and repeat in chorus. Correct Individual their pronunciation where necessary. work Activity 2. Listen and number. 9 minutes a. Goal: To listen to and understand four communicative contexts b. Input: Picture cues: a. a mother giving chicken to her daughter. b. a boy sitting near a birthday cake with the number 14 on it c. a father driving a taxi d. two lamps on a table Audio script: 1. A: How old is your brother? B: He’s fourteen years old. 2. What’s his job? B: He’s a driver. 3. A: Where are the lamps? B: They’re on the table. 4. A: Would you like some chicken? B: Yes, please. c. Outcome: Pupils can listen to and understand four communicative contexts and number the correct pictures. Key: 1. b 2. c 3. d 4. a.
14. d. Procedure: Step 1: Draw pupils’ attention to the pictures. Elicit the context Whole class/ of each picture (see Input). Individual Step 2: Play the recording for pupils to listen and number the work picture. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Check answers together as a class. Play the recording Whole class/ again for the pupils to double-check their answers and correct Pair work their answers in pairs. Whole class/ Extension: If time allows, play the recording sentence by Individual sentence, for the class to listen and repeat in chorus. Correct work their pronunciation, where necessary. Game: Slap the board. Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team Group work has to point/slap the right picture and says the sentence again. The one who says faster will get points. Fun corner and wrap-up: 5 minutes Option 1: Game: Pictionary! - Before the class starts, prepare a bunch of words and put Whole class them in a bag. - Divide the class into two teams and draw a line down the middle of the board. - Give one pupil from each team a pen and ask them to choose a word from the bag. - Ask pupils to draw on the board and encourage their team to guess the word. - The first team to shout the correct answer gets a point. 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: Hangman - Divide the class into 2 teams. Whole class - Have pupils guess the word letter by letter. - Whenever the pupils guess a letter that is in the secret word, click the letter to fill it into the blank where it occurs.
15. Teaching date : Friday, March 15th 2024. REVIEW & FUN TIME 3 Review – Period 2 I. OBJECTIVES Language By the end of the unit, pupils will be able to: - review the following sentence patterns through different contexts: - ask and answer four questions using picture cues. - read and match pairs of target sentence patterns. - read and complete a gapped text. - read and answer questions using picture cues. - Who’s this / that? It’s my ____.; - What’s his/her job? – He’s / She’s ____.; - Where’s ____? – It’s here / there.; - The ____ is ____.; The ____ are ____.; - What would you like to eat / drink? – I’d like some ____, please. - Would you like some ____? – Yes, please. / No, thanks. - take part in three fun activities relating to their language knowledge and competences. - read and match pairs of target sentence patterns. - read and complete a gapped text with the words in relation to the topics of My houses and My bedrooms. Core decision making, teamwork, work standards, reliability, motivation, adaptability, competencies problem-solving General Reading: read a gapped text and fill in the blanks competencies Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills. II. RESOURCES AND MATERIAL: - Student’s book Page 37 - Teacher’s guide Pages 196, 197 - Website sachmem - Flashcards/pictures and posters (Review 3 & Fun time)
16. - Computer, projector III. PROCEDURE Warm-up and review – Read and match – Read and complete – Ask and answer – Fun corner and wrap- up Pupils’ Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 15, 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 15, Lesson 3). Group work - Ask pupils to chant and do the actions in Unit 15, Lesson 3 in groups. - Give points and encourage them. Option 3: Game: Talk for one minute about Individual - Get the whole class to play the game. work - Have pupils spin the wheel to go to the questions. - Get pupils to talk one minute about the topics they have learnt. Activity 3. Read and match. 8 minutes a. Goal: To read and match pairs of target sentence patterns. b. Input: Five pairs of target sentence patterns, which together form simple exchanges between two pupils c. Outcome: Pupils can read and match pairs of target sentence patterns. Key: 1. c 2. e 3. d 4. b 5. a d. Procedure: Step 1: Draw pupils’ attention to the first sentence (1. How old Whole class is your sister?). Read it together as a class. Check comprehension. Step 2: Draw pupils’ attention to the Sentences a to e on the right. Ask them to read and choose the correct answer to Whole class Question 1, then match. When pupils answer correctly, tell them to draw a line to match the question to the answer. Repeat the same procedure with the rest of the questions. Step 3: Tell pupils to swap books with a partner, then check Whole class/ answers together as a class. Write the correct answers on the Pair work
17. board. Play the recording for pupils to check their answers Pair work again. Extension: Invite pairs of pupils to stand up and read aloud the matched exchanges. Activity 4. Read and complete. 8 minutes a. Goal: To read and complete a gapped text. b. Input: An incomplete passage with answer options c. Outcome: Pupils can read and complete a gapped text with the words in relation to the topics of My houses and My bedrooms. Key: 1. are 2. is 3. big 4. in 5. on d. Procedure: Step 1: Draw pupils’ attention to the first sentence There (1) Whole class/ _____ two bedrooms in my house. Write it on the board. Individual Step 2: Draw pupils’ attention to the word cues to choose the work correct word to fill in the gap in the first sentence. When Whole class/ pupils answer correctly, tell them to read and complete the Individual sentence. Repeat the same procedure with the rest of the work text. Step 3: Get pupils to swap books with a partner, then check Pair work/ answers together as a class. Whole class Extension: Invite some pupils to stand up and read aloud the Individual completed text. work Game: Slap the board. Group work - Divide the class into four teams. - Stick the pictures of activities on the board. - Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points. Activity 5. Ask and answer. 9 minutes a. Goal To read and answer questions using picture cues b. Input – Four picture cues – Questions c. Outcome Pupils can ask and answer four questions using picture cues. d. Procedure Step 1: Draw pupils’ attention to the first picture. Get them to Whole class/ identify the people in the picture. Check pupils’ Individual comprehension. work
18. Step 2: Draw pupils’ attention to Question 1 (1. Who’s this?). Whole class/ Have pupils point to each person in the picture to answer the Individual question. Repeat the same procedure with the rest of the work questions. Step 3: Have pupils work in pairs to role-play the four Pair work/ exchanges. Go around the classroom to monitor the activity. Whole class Extension: Invite pairs of pupils to stand up and take it in turns Pair work to role-play the target exchanges. Game: Matching game T uses pictures and sentence cards, gets 3 pupils to hold the Group work pictures and 3 others to hold the sentences. Ask them to find and match. Praise the ones who finish matching. Then ask the whole class to look and say aloud.