Tiếng AnhLớp 3Phần 19. Review 3 & Fun time

Giáo án Review 3

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (35 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 about family members, ages and jobs using: Who's this? It's my + relationship; How old is he/she? He's/She's + age; What's his/her job? He's/She's a + job; Is he/she a + job? Yes, he/she is. No, he/she isn't.
- Ask and answer about the location of rooms and objects using: Where's the + room? It's here/there; Where are the + plural nouns? They're in the + room / on the + object.
- Describe objects and rooms using: There is a + object + in the room; There are two windows; It's big/small/new/old; They're big/small/new/old.
- Offer and respond to food and drink using: Would you like some + food? Yes, please. No, thanks.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and identify words such as mother, doctor, living room, bed and beans; speak short exchanges about family, jobs, rooms and food; read and complete sentences with is, on and some.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce thirteen to nineteen with a clear teen sound and twenty correctly; use the vocabulary of the five units; use is, on and some correctly in context.

2. General competences

Self-control and independent learning: Ss review the target words and sentence patterns of Units 11–15 by checking their own answers and noting what they can do well and what they need to practise more.
Communication and collaboration: Ss work in pairs and small groups to ask and answer questions, give feedback on pronunciation and complete a shared talk about their family and house.
Problem-solving and creativity: Ss use the given picture cues and sentence patterns to solve listening and gap-filling tasks, and create their own short dialogues about a family, a job or a room.

3. Personal qualities

Diligence: Ss actively join all review activities, repeat the target sentences until they can say them clearly and complete the tasks on time.
Responsibility: Ss take turns in pairs and groups, check their own answers carefully and complete their homework on their own.
Kindness: Ss give polite and encouraging comments to their partners when they check pronunciation and answers.

II. Resources and materials

1. Teacher

Textbook Tiếng Anh 3 (Global Success), Review 3 pages
Audio recording for Exercises 1–5 of Review 3
Flashcards or pictures of family members (mother, father, brother, sister), jobs (doctor, driver, nurse, worker, cook), rooms (bedroom, kitchen, living room) and furniture and food (bed, desk, door, fish, beans, meat)
Projector or interactive board
NeoEdu lesson page for review, with explanations, examples and interactive exercises: neoedu.vn/learn/3/english/review-3
Worksheet No. 1 printed for each pair

2. Pupils

Textbook Tiếng Anh 3 and notebook
Pencil, eraser and coloured pencils
A small sheet of paper or card for drawing a family picture or a room (for the application activity)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Who's this?

Aims

Ss recall the vocabulary and sentence patterns of Units 11–15 and get ready for the review lesson.

Content

A quick guessing game 'Who's this?'. T shows flashcards of family members, jobs, rooms and food. Ss ask and answer using the target sentence patterns.

Expected outcomes

Ss say at least three target sentences correctly and clearly in the warm-up game.

Procedure

Teacher's activities

Pupils' activities

Teacher
T greets the class and says: 'Today we review Units 11 to 15. Let's play the game Who's this?' T explains the rule: T shows a flashcard, Ss guess and ask the question.
Pupils
Ss greet the teacher and listen to the rules. Ss say: 'Good morning, teacher!'
Teacher
T shows the flashcard of a mother and asks: 'Who's this?' T answers: 'It's my mother.' T models the sentence, then T shows the flashcard of a doctor and asks: 'What's his/her job?'
Pupils
Ss repeat in chorus, then play the game in pairs. Expected answers: 'Who's this? It's my mother.' / 'What's his job? He's a doctor.'
Teacher
T invites 3 pairs to play the game in front of the class and gives feedback on pronunciation, especially the word mother and the word doctor.
Pupils
Ss stand up, say the question and answer in front of the class. Other Ss listen and give a thumbs up if the answer is correct.
Teacher
T praises the class and says: 'Excellent! You remember many words. Let's review them in more detail.'
Pupils
Ss answer: 'Thank you, teacher!' and open their textbooks to Review 3.

Activity 2.1: Exploration · 8 minutes

Exploration 1: My family, jobs and ages

Aims

Ss review the vocabulary and sentence patterns about family members, ages and jobs from Units 11 and 12 through the Look, listen and repeat technique.

Content

T reviews the words mother, father, brother, sister, doctor, driver, nurse, worker, cook and the numbers thirteen to nineteen and twenty. T models the questions: Who's this? It's my + relationship; How old is he/she? He's/She's + age; What's his/her job? He's/She's a + job; Is he/she a + job? Yes, he/she is. No, he/she isn't. Ss practise with a family picture (T's picture or a family picture in the textbook). Note: thirteen to nineteen have the teen sound; twenty is 20, not twelve.

Expected outcomes

Ss ask and answer about the people in the family picture correctly, pronounce the teen numbers clearly and identify the difference between twelve and twenty.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the family picture and says: 'Look at the picture. Listen and repeat after me.' T says the words mother, father, brother, sister and asks Ss to repeat.
Pupils
Ss look at the picture, listen and repeat chorally and individually.
Teacher
T models the question 'How old is he?' and the answer 'He's thirteen.' T points to the word teen and asks Ss to repeat thirteen, fourteen, nineteen. T explains: 'twenty is 20, not twelve.' T asks: 'Is he a driver?' and answers 'Yes, he is.' T asks pairs to practise with the picture.
Pupils
Ss repeat the sentences and the teen numbers. In pairs, they ask: 'How old is she?' Expected answer: 'She's fourteen.' Ss ask: 'Is he a driver?' Expected answer: 'No, he isn't. He's a doctor.'
Teacher
T calls on 3–4 pairs to present their questions and answers and corrects any mistakes in pronunciation, for example the difference between thirteen and thirty.
Pupils
Ss present in front of the class. Other Ss listen and say if the answer is right or wrong.
Teacher
T summarises the patterns on the board: Who's this? It's my ...; How old is he/she? He's/She's ...; What's his/her job? He's/She's a ...; and asks Ss to note them in their notebooks.
Pupils
Ss copy the sentence patterns into their notebooks and repeat the main pattern once more.

Activity 2.2: Exploration · 7 minutes

Exploration 2: My house, my bedroom and at the dining table

Aims

Ss review the vocabulary and sentence patterns about rooms, objects, their positions, descriptions and offering food and drink from Units 13, 14 and 15.

Content

T uses the NeoEdu page neoedu.vn/learn/3/english/review-3 on the projector to show examples. Review the structures: Where's the + room? It's here/there; Where are the + plural noun? They're in the + room / on the + object; There is a + object + in the room; There are two windows; It's big/small/new/old; They're big/small/new/old; Would you like some + food? Yes, please. No, thanks. Note: in means inside, on means on a surface, and do not use It's for many objects.

Expected outcomes

Ss explain the position of objects in a house using in and on, describe a bedroom and offer food correctly with some and the answers Yes, please or No, thanks.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a picture of a house on the projector and asks: 'Where's the bedroom?' T answers: 'It's there.' T points to the picture to show there and here. Ss listen carefully.
Pupils
Ss look at the picture and listen. Ss answer T's questions: 'It's there.'
Teacher
T asks Ss to work in pairs. T models: 'Where are the chairs?' 'They're on the floor.' T shows a picture of the table and asks: 'Would you like some fish?' Ss answer: 'Yes, please.' or 'No, thanks.'
Pupils
Ss practise the questions in pairs. Expected answers: 'Where's the bed? It's there.' / 'Where are the books? They're on the desk.' / 'Would you like some beans? No, thanks.'
Teacher
T invites a few pairs to present and corrects their use of in, on, it's and they're. T reminds them that they use It's for one thing and They're for more than one thing.
Pupils
Ss present their dialogues in front of the class and correct their mistakes when T points them out.
Teacher
T summarises: 'Where's the ...? It's here/there. Where are the ...? They're in/on the ... Would you like some ...? Yes, please./No, thanks.' T asks Ss to record these in their notebooks.
Pupils
Ss write the patterns in their notebooks and repeat them aloud.

Activity 3: Practice · 8 minutes

Practice: Listen, circle and fill in

Aims

Ss practise listening and writing skills through Exercises 1–10 of Review 3, and check their understanding of the vocabulary and grammar of Units 11–15.

Content

Ss do Exercises 1–10 in Worksheet No. 1. Exercises 1–5: Ss listen to each word or phrase twice and circle the correct spelling. Exercises 6–10: Ss complete the sentences with is, is, on, is and some. Ss check their answers in pairs before T gives the answers.

Expected outcomes

Ss complete Worksheet No. 1 with the following answers: 1. A (mother); 2. B (doctor); 3. C (living room); 4. A (bed); 5. B (beans); 6. is (She is twelve? No: She is twelve is not correct; the correct answer is: She is twelve, reading from Exercise 6 as given: is); 7. is; 8. on; 9. is; 10. some.

Procedure

Teacher's activities

Pupils' activities

Teacher
T hands out Worksheet No. 1 and explains the instructions: 'Listen and circle. Then read and fill in the blank.' T plays the audio for Exercise 1 twice.
Pupils
Ss open their worksheet, listen carefully and prepare to circle the answers.
Teacher
T plays the audio for Exercises 1–5, pausing after each item. T monitors and helps Ss who are confused. For Exercises 6–10, T reads each sentence aloud and asks Ss to fill in the blank.
Pupils
Ss circle the correct word for Exercises 1–5 and fill in the gaps for Exercises 6–10. Expected answers: 1. A (mother); 2. B (doctor); 3. C (living room); 4. A (bed); 5. B (beans); 6. is; 7. is; 8. on; 9. is; 10. some.
Teacher
T calls on Ss to read their answers aloud and asks the class to confirm. T writes the answers on the board and asks: 'Why do we use is in sentence 6?' Expected answer: 'Because She is twelve is for the age of a person' (T guides Ss to say: 'She's twelve' uses is).
Pupils
Ss read their answers and explain their choices, for example: 'We use on because the bowl is on the table.' Ss compare with their partners.
Teacher
T praises Ss who got all answers right and reminds Ss to listen carefully to the sounds of the words that look similar, for example mother and father.
Pupils
Ss check their worksheets, correct their mistakes in a different colour and say what they can do well and what they need to practise more.

Activity 4: Application · 7 minutes

Application: Talk about my family and my house

Aims

Ss apply the vocabulary and sentence patterns of Units 11–15 in a real-life situation, using a fun corner activity and a short project.

Content

Fun corner: In groups of four, each S draws a picture of their family or their bedroom on a small card. Then they introduce their family or room to the group using the structures: Who's this? It's my ...; How old is he/she? He's/She's ...; What's his/her job? He's/She's a ...; Where's the ...? It's here/there; There is a ... in the room; It's big/small/new/old. Wrap-up: T asks each group to share one sentence about their picture.

Expected outcomes

Each group presents at least one short talk about a family member, a job or a room, using at least three target sentence patterns correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the fun corner: 'Draw your family or your bedroom. Then tell your group about it.' T models with a drawing of a family and a sentence: 'This is my mother. She's a nurse.'
Pupils
Ss listen to the instructions and watch T's model. Ss say: 'Yes, teacher. We understand.'
Teacher
T moves around, helps Ss with their drawings and checks their sentences. T encourages Ss to use the sentences from the review.
Pupils
Ss draw their pictures and talk in groups. Expected sentences: 'Who's this? It's my father.' / 'There is a bed in the room. It's small.' / 'Would you like some meat? Yes, please.'
Teacher
T invites 2–3 groups to present their talk in front of the class and gives praise for the correct use of sentence patterns and clear pronunciation.
Pupils
Ss present their talks in front of the class and listen to the other groups.
Teacher
T summarises the lesson and sets the homework. T says: 'Well done, everyone! Keep practising these sentences at home.'
Pupils
Ss say the sentences they learned today aloud and listen to T's homework instructions.

Worksheets

Worksheet No. 1

Exercise 1: Listen and circle the correct word.

1. A. mother B. father C. brother
1. A. driver B. doctor C. nurse
1. A. bedroom B. kitchen C. living room
1. A. bed B. desk C. door
1. A. fish B. beans C. meat

Exercise 2: Read and fill in the blank.

6. She ______ twelve.
1. Yes, he ______.
1. They're ______ the table.
1. The desk ______ new.
1. I'd like ______ milk, please.

Homework

Draw a picture of your family or your bedroom and write 3 sentences about it. Use: Who's this? It's my ...; How old is he/she? He's/She's ...; There is a ... in the room; It's big/small/new/old.
Practise asking and answering with a family member at home: What's his/her job? Is he/she a ...? Would you like some ...? Yes, please./No, thanks.
Listen to the audio of Review 3 at home, repeat the words mother, doctor, living room, bed and beans, and check your pronunciation of thirteen to nineteen and twenty.
Visit neoedu.vn/learn/3/english/review-3 and do the interactive exercises. Write one sentence in your notebook about the thing you can do well and one thing you need to practise more.

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