Tiếng AnhLớp 3Phần 13. Review 2 & Fun time

Giáo án Review 2

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
Ask and answer to confirm a school place with 'Is this/that our + place?' and reply 'Yes, it is' or 'No, it isn't'.
Give and respond to classroom instructions (Open your book, please. Stand up, please.) and ask for permission with 'May I + action?'.
Say what school things they have ('I have a/an…') and ask others with 'Do you have a/an…?', answering 'Yes, I do' or 'No, I don't'.
Ask and answer about colours of one object ('What colour is it? It's…') and several objects ('What colour are they? They're…').
Talk about break time activities ('I play chess at break time', 'I chat with my friends at break time').
Communicative competence in English through listening, speaking, reading and writing: Ss listen and tick the correct word or phrase (Ex 1–5), complete short dialogues and sentences (Ex 6–10), ask and answer in pairs about school, colours and break time, and read and write short sentences in the Review 2 exercises.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce school, classroom, colour and break time words clearly, use 'a/an' correctly with 'I have', use 'it is' and 'they are' correctly, and use 'to', 'I', 'have', 'are' and 'with' in the right places.

2. General competences

Self-control and independent learning: Ss review the Units 6–10 language on their own, check their answers against the key and record what they can and cannot do yet.
Communication and collaboration: Ss work in pairs and groups to ask and answer questions, listen to each other's pronunciation and give peer feedback.
Problem-solving and creativity: Ss use the language in games, chants and a mini survey to solve communication tasks in new contexts.

3. Personal qualities

Diligence: Ss practise pronunciation and sentence patterns regularly, repeating each sentence at least three times before speaking without the book.
Responsibility: Ss complete their self-assessment honestly and follow classroom rules, such as asking permission with 'May I…?' before leaving their seat.
Honesty: Ss tick the 'Already can' and 'Need practice' boxes truthfully and give their partner honest and kind feedback.
Kindness: Ss encourage classmates who make mistakes, using phrases such as 'Good try! Let's say it together.'

II. Resources and materials

1. Teacher

Textbook English 3 (Global Success), Review 2 pages
Audio recording for the Review 2 listening exercises (Ex 1–5)
Flashcards: school, library, gym, classroom, pen, pencil, book, notebook, eraser, ruler, bag, colour cards (red, blue, yellow, green, brown)
Picture cards of school places and classroom instructions (Open your book, Close your book, Stand up, Sit down)
A mystery bag with pen, pencil, eraser, ruler, notebook and book
Chess and badminton pictures for break time
Whiteboard and colourful markers
NeoEdu online lesson: neoedu.vn/learn/3/english/review-2 (interactive exercises, for display and extra practice)

2. Pupils

English 3 textbook and notebook
Pencil case with pencil, eraser, ruler and colour pencils
Mini whiteboard and marker (optional)
Worksheet 1 and Worksheet 2 (printed or copied)

III. Procedures

Activity 1: Warm-up and review · 8 minutes

Lucky Bingo: Our school words

Aims

Ss recall the vocabulary and sentence patterns from Units 6–10 and get ready for the review.

Content

Ss draw a 3 × 3 grid in their notebook and write nine words from the lesson: school, library, gym, classroom, pen, pencil, book, eraser, blue. T calls out the words in random order. When a word is called, Ss tick it. The first pair who ticks a full line shouts 'Bingo!' and reads the line aloud.

Expected outcomes

Ss recall at least nine school and colour words and say them correctly, and the winning pair reads a full line of words aloud.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the bingo rules on the board and models the first word: 'Listen and tick: school.' T draws a 3 × 3 grid on the board to show Ss how to draw theirs.
Pupils
Ss copy the grid into their notebooks and write nine words from the list in any order.
Teacher
T reads out or says each word randomly, two times for each word. T checks the words by pointing to flashcards quickly.
Pupils
Ss listen and tick the words on their grid. Ss repeat each word in a whisper after T.
Teacher
T asks: 'Who has a line? Say your line for us.' T checks the words with the class.
Pupils
Pair A: 'Bingo! School, library, gym.' Other Ss check the words with their own grids. Expected answer: 'Yes, we have school, library, gym.'
Teacher
T praises the winning pair and says: 'Good job! Today we will review Units 6–10.'
Pupils
Ss clap for the winners and say: 'Thank you, teacher.'

Activity 2.1: Exploration · 12 minutes

Our school and classroom instructions

Aims

Ss review how to confirm school places with 'Is this/that our + place?' and understand and give classroom instructions and permission requests.

Content

Part A: Ss look at the picture cards of school places and listen to the model 'Is this our library? Yes, it is.' T explains the use of 'this' for near places and 'that' for places farther away, and the phrase 'Let's go to the gym' (keep 'to' and 'the'). Part B: Ss play 'Simon says' with the classroom instructions Open your book, please. Close your book, please. Stand up, please. Sit down, please. Ss ask for permission: 'May I go out?' 'Yes, you can.' 'No, you can't.'

Expected outcomes

Ss can ask and answer 'Is this/that our + place?' with the correct short answer, follow classroom instructions quickly and ask for permission using 'May I…?'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T puts the place cards on the board and asks: 'Is this our library?' T models the question and answer with 'Yes, it is.' T explains: 'this' = near, 'that' = farther away.
Pupils
Ss look at the cards and listen carefully. Ss repeat the model question and answer.
Teacher
T points to a card and asks, 'Is that our gym?' Ss answer. T plays 'Simon says' with the instructions and models 'May I go out?' with a picture of the door.
Pupils
Pairs take turns asking and answering: 'Is this our classroom?' 'Yes, it is.' / 'Is that our library?' 'No, it isn't.' Ss follow the instructions when T says 'Simon says'. Expected answer: 'May I go out?' - 'Yes, you can.'
Teacher
T calls on four pairs to say one question and answer to the class. T gently corrects 'is' or 'it' mistakes.
Pupils
Pair representatives say: 'Is this our school? Yes, it is.' / 'May I go to the toilet? Yes, you can.'
Teacher
T summarises on the board: 'Is this our + place? Yes, it is / No, it isn't. Open your book, please. May I + action? Yes, you can / No, you can't.'
Pupils
Ss copy the key structures into their notebooks.

Activity 2.2: Exploration · 12 minutes

My school things and colours

Aims

Ss review how to talk about school things with 'I have a/an…' and 'Do you have a/an…?' and how to ask about colours of one or more objects.

Content

T shows the mystery bag and takes out one object at a time. T models 'I have a pen.' and 'I have an eraser.' (an before vowel sounds). Pairs then ask 'Do you have a ruler?' 'Yes, I do.' / 'No, I don't.' For colours, Ss ask 'What colour is it?' 'It's yellow.' and 'My pen is blue.' They also ask 'What colour are they?' 'They're green.' for two or more objects, and T stresses that 'it is' changes to 'they are' and that the colour word does not take an 's'.

Expected outcomes

Ss can say at least four school things they have, ask and answer 'Do you have…?' with 'Yes, I do' or 'No, I don't', and ask and answer about the colours of one and two objects.

Procedure

Teacher's activities

Pupils' activities

Teacher
T takes out an object from the mystery bag and models 'I have a pen.' Then T takes out an eraser and says 'I have an eraser.' T writes the two sentences on the board.
Pupils
Ss listen and repeat the sentences, paying attention to the 'a' and 'an' sounds. Ss copy the sentences into their notebooks.
Teacher
T asks pairs to take turns taking an object from the bag and asking: 'Do you have a ruler?' Then T asks: 'What colour is it?' and 'What colour are they?' while showing two green pens.
Pupils
Pairs take turns: 'Do you have a book?' 'Yes, I do.' / 'Do you have a notebook?' 'No, I don't.' Then: 'What colour is it?' 'It's yellow.' Expected answer for two objects: 'What colour are they?' 'They're green.'
Teacher
T asks several pairs to report, and corrects 'What colour is they?' to 'What colour are they?' if needed.
Pupils
Pair A: 'I have a pen. My pen is blue.' Pair B: 'What colour are they? They're green.'
Teacher
T reminds Ss: 'Book is a book; notebook is a notebook (vở). Use do, not is, in short answers. They're = They are.'
Pupils
Ss say the key rules in chorus and write one example sentence in their notebooks.

Activity 2.3: Exploration · 8 minutes

Break time activities

Aims

Ss review how to talk about break time activities with 'I play + game + at break time' and 'What do you do at break time?'

Content

T shows pictures of chess, badminton and chatting with friends. T models 'I play chess at break time.' and 'I chat with my friends at break time.' T reminds Ss: no 'the' before game names in these patterns (play chess, play badminton). Ss then play 'Find someone who' with the question 'What do you do at break time?'

Expected outcomes

Ss can name at least two break time activities, ask 'What do you do at break time?' and answer with a complete sentence.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the pictures and says 'I play chess at break time.' T points to the 'play' pattern and says: 'No the before chess.'
Pupils
Ss repeat the sentences, and copy the question 'What do you do at break time?' into their notebooks.
Teacher
T gives Ss two minutes to walk around and ask classmates 'What do you do at break time?' Ss write one name for each activity.
Pupils
Ss ask and answer, for example: 'What do you do at break time?' 'I play badminton at break time.' / 'I chat with my friends at break time.'
Teacher
T calls on Ss to report one sentence about a classmate: 'Minh plays chess at break time.' T checks the third-person 's' form with the class.
Pupils
Ss report: 'Lan chats with her friends at break time.'
Teacher
T praises Ss and summarises: 'I play + game + at break time. I chat with my friends at break time.'
Pupils
Ss repeat the summary sentences in chorus.

Activity 3.1: Practice · 10 minutes

Listen, point and say: Exercises 1–5

Aims

Ss listen to words and phrases and choose the correct written form, practising listening for key words.

Content

Ss complete Exercises 1–5 in the textbook. T plays the audio twice for each item. Ss listen for the key word, tick the correct answer, and then confirm the whole phrase. Item 1: school. Item 2: open. Item 3: pen. Item 4: blue. Item 5: play chess.

Expected outcomes

Ss choose the correct answers: 1B (school), 2C (open), 3A (pen), 4B (blue), 5C (play chess), and say each word or phrase aloud correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T reads the instructions of Exercises 1–5 and plays the first item. T asks: 'What word do you hear?'
Pupils
Ss listen to the first item and point to the word on the page. Expected answer: 'School.'
Teacher
T plays Exercises 1–5 two times each. T pauses after each item and asks Ss to show their answers with fingers (A, B or C).
Pupils
Ss listen, show their answers with fingers and say the correct word after the audio: 'B, school' / 'C, open' / 'A, pen' / 'B, blue' / 'C, play chess'.
Teacher
T asks four Ss to read their answers aloud and checks the pronunciation of blue, pen and chess.
Pupils
Ss read out: '1B. School.' '2C. Open.' '3A. Pen.' '4B. Blue.' '5C. Play chess.'
Teacher
T confirms the answers and says: 'Excellent listening! Remember to listen for the key word first, then check the whole phrase.'
Pupils
Ss check their answers and correct their mistakes in pencil.

Activity 3.2: Practice · 12 minutes

Let's talk: Fill in the gaps and chant

Aims

Ss complete the gaps in Exercises 6–10 with correct words and practise the sentence patterns in a chant and pair work.

Content

Ss complete Exercises 6–10 in Worksheet 1 and check their answers in pairs. Then Ss chant the patterns: 'Let's go to the gym, OK, let's go! May I go out? Yes, you can!' and in pairs one student asks and one student answers the question 'Do you have a pencil?' 'Yes, I do.' Finally, Ss say 'They are green. I chat with my friends at break time.'

Expected outcomes

Ss complete Exercises 6–10 with the correct words: 6 to, 7 I, 8 have, 9 are, 10 with. Ss chant and use the patterns correctly in pairs.

Procedure

Teacher's activities

Pupils' activities

Teacher
T hands out Worksheet 1 and reads the first item: 'Let's go ___ the gym.' T asks the class to choose a word from the word bank.
Pupils
Ss read the gap, think about the answer and write 'to' on Worksheet 1.
Teacher
T leads a chant for the patterns and then asks pairs to check answers. T walks around to help weaker pairs.
Pupils
Pairs check their answers together. Ss chant: 'Let's go to the gym! May I go out? Yes, you can!' Pair work: 'Do you have a pencil?' 'Yes, I do.' 'What colour are they?' 'They're green.'
Teacher
T checks the answers with the class: 6 to, 7 I, 8 have, 9 are, 10 with. T points out 'to the gym' (not 'go gym') and 'They are' = 'They're'.
Pupils
Ss read out: 'Let's go to the gym.' 'May I go out?' 'Do you have a pencil?' 'They're green.' 'I chat with my friends at break time.'
Teacher
T praises Ss and writes the correct words on the board. T asks Ss to say one sentence about their own school things.
Pupils
Ss make one sentence about themselves: 'I have a ruler.' and correct their worksheet.

Activity 4: Application · 8 minutes

Fun corner and wrap-up: My school survey

Aims

Ss use the Units 6–10 language in a short real-life survey about their school and assess their own skills in listening, speaking, reading and writing.

Content

Ss work in groups of four. Each group makes a short class survey with three questions: 'Do you have a pencil?', 'What colour is your bag?' and 'What do you do at break time?' Ss record answers in a simple table in their notebooks. Then Ss fill in Worksheet 2 (self-assessment), with one 'Already can' item and one 'Need practice' item for each skill. Optional homework: finish the survey with family members.

Expected outcomes

Each group reports three survey results in full sentences, and each S completes Worksheet 2 with one 'Already can' and one 'Need practice' item for each skill.

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the survey task and models one question with a student: 'Do you have a ruler?' T hands out Worksheet 2 and explains the self-assessment.
Pupils
Ss form groups of four, choose a group leader and a recorder. Ss read the survey questions and the self-assessment items.
Teacher
T moves around the room, listens to groups and checks pronunciation. T gives reminders such as 'Use they are, not is they.'
Pupils
Groups ask each other the survey questions and record answers, for example: 'Minh has a blue pen. Lan chats with her friends at break time.' Ss complete Worksheet 2 individually.
Teacher
T asks each group to report three sentences from the survey and asks the class to give a thumbs up if the sentence is correct.
Pupils
Group reps say: 'We have a ruler. Our bag is brown. We play badminton at break time.' The class listens and gives thumbs up or down.
Teacher
T reviews the key language with the class, gives praise and encourages Ss to use the NeoEdu page at home: 'Good job, everyone! Practise at neoedu.vn/learn/3/english/review-2.'
Pupils
Ss say: 'I can ask about school places. I need to practise colours.' Ss put Worksheet 2 in their English folders.

Worksheets

Worksheet 1: Exercises 6–10

Complete the sentences with one word from the word bank.

Word bank: to, I, have, are, with
1. Let's go ___ the gym.
1. May ___ go out?
1. Do you ___ a pencil?
1. They ___ green.
1. I chat ___ my friends at break time.

Answer key (for T): 6 to; 7 I; 8 have; 9 are; 10 with.

Worksheet 2: My self-assessment

Read each skill and tick one box for 'Already can' and one box for 'Need practice'.

Listening: I can listen twice and tick the key word.
Speaking: I can ask 'Is this our library?' and answer 'Yes, it is.'
Reading: I can find details in a short text and complete a sentence.
Writing: I can write 'I have a pen.' and 'I play chess at break time.'
Pronunciation: I can say school, blue, pen and chess clearly.

My goal for next week: ______________________________

Homework

Say these sentences aloud three times each without looking at the book: 'Is this our library? Yes, it is.' / 'I have an eraser.' / 'What colour are they? They're green.' / 'I chat with my friends at break time.'
Ask a family member: 'Do you have a ruler?' and 'What do you do at break time?' Write their answers in your notebook in full sentences.
Complete Worksheet 2 at home and bring it to the next lesson. Be honest when you tick the 'Need practice' box.
Practise the Review 2 exercises at neoedu.vn/learn/3/english/review-2 and try to get a full score in the listening exercises.

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