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Giáo án Tiếng Anh 3
Tiếng AnhLớp 3Phần 25. Review 4 & Fun time

Giáo án Review 4

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:
  • use the structures Do you have any + plural noun? Yes, I do / No, I don't, and How many + plural noun + do you have? I have + number, to talk about pets
  • use He/She has a / has + number + plural noun and They have + toys, to talk about toys
  • use I'm + V-ing to talk about actions happening now, and What are you doing? to ask about them
  • use He's/She's + V-ing and What's he/she doing? to talk about outdoor activities
  • use What can you see? I can see a/an + animal to talk about things at the zoo
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and choose the correct words and phrases, ask and answer about pets, toys and actions, read and complete sentences, and write short sentences about their own pets and toys.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the plural endings (cats, dogs, rabbits), use the correct auxiliary and verb forms (has/have, is/are, am, can), use the correct -ing forms (running, painting, flying, cycling, skipping) and the correct prepositions and articles (to, a/an).

2. General competences

  • Self-control and independent learning: Ss review the Units 16–20 language, check their own answers with the key and mark their 'can do' and 'need practice' points.
  • Communication and collaboration: Ss work in pairs and groups to ask and answer questions, make a mind map and take turns in the relay game.
  • Problem-solving and creativity: Ss choose suitable structures in new contexts, such as talking about their own pets and toys at home.

3. Personal qualities

  • Diligence: Ss complete all the review exercises on time and check their answers carefully.
  • Responsibility: Ss take care of their pets at home and follow safety rules when playing outdoors, such as wearing a helmet when cycling.

II. Resources and materials

1. Teacher

  • Student's book Tiếng Anh 3 (Global Success), Review 4 page
  • Audio recording of the Review 4 listening exercises (play each item twice)
  • Flashcards of pets, toys, outdoor activities and zoo animals (parrot, rabbit, bird, car, kite, train, goldfish, tiger, horse, monkey, cat, dog)
  • Projector or speakers, board and markers
  • NeoEdu interactive lesson: neoedu.vn/learn/3/english/review-4 (lesson notes, examples and interactive exercises)
  • Worksheet 1 and Worksheet 2 (printed for each group)

2. Pupils

  • Notebook, pencil, coloured pens
  • A3 poster paper and markers for each group of 4
  • Mini whiteboards and markers for each pair
  • Picture cards (if available)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Chant and Pet Guessing Game

Aims

Ss activate the vocabulary and sentence patterns of Units 16–20 and get ready for the lesson.

Content

Ss chant a short chant with the question Do you have any pets? and guess the animal that T describes with flashcards.

Expected outcomes

Ss chant correctly and answer at least 3 guessing questions with full sentences, for example: Yes, I do. I have a cat.

Procedure

  1. Teacher

    T shows flashcards of animals and toys on the board and says: Today we will review Units 16–20. Let's warm up with a chant. T chants: Do you have any pets? Yes, I do! I have a dog!

    Pupils

    Ss listen carefully and look at the flashcards.

  2. Teacher

    T leads the chant and does actions. T then describes an animal: It has four legs and it says 'woof'. What is it? (a dog)

    Pupils

    Ss chant together and guess: It's a dog! Ss answer with full sentences: Yes, I do. I have a dog.

  3. Teacher

    T calls 2–3 Ss to describe an animal for the class to guess. T checks the pronunciation of the plural forms cats, dogs and rabbits.

    Pupils

    Ss describe an animal in one or two sentences and the class guesses, for example: It has long ears and hops. It's a rabbit.

  4. Teacher

    T writes the title Review 4 on the board and says: Today we will review pets, toys, actions and animals at the zoo.

    Pupils

    Ss copy the title into their notebooks.

Activity 2.1: Exploration · 15 minutes

Systematizing Pets, Toys and Actions

Aims

Ss review and organise the structures for pets, toys and actions happening now (Units 16–18).

Content

In groups of 4, Ss complete Worksheet 1 and draw a mind map on A3 poster paper with five branches: My pets, Our toys, Playing and doing, Outdoor activities, At the zoo. Each branch has one question and one sample answer.

Expected outcomes

A group mind map with five branches, each containing one question and one correct sample answer, for example: How many goldfish do you have? I have some goldfish. / They have a ball. / I'm reading a book.

Procedure

  1. Teacher

    T divides the class into groups of 4 and gives each group Worksheet 1 and a poster. T models the first branch on the board: My pets – Do you have any + plural noun? Yes, I do / No, I don't.

    Pupils

    Ss listen and read the model. Ss ask: Can we use some and many?

  2. Teacher

    T monitors groups and prompts with questions: Do we use has or have after he and she? Do we say How old to ask about the number of fish? T reminds Ss that goldfish stays the same in the plural.

    Pupils

    Ss work in groups, write questions and answers on the poster and check each other's sentences. Ss answer: He has a ball. They have toys. How many goldfish do you have? I have some goldfish.

  3. Teacher

    T asks each group to hang the poster on the wall and do a gallery walk. Each group presents one branch to the class.

    Pupils

    Ss walk around, read the posters and present one branch, for example: We have a dog and two cats. How many cats do you have? We have two cats.

  4. Teacher

    T corrects common mistakes on the board: He has (not have); They have a ball; I have some goldfish; We say How many... not How old.... T summarises the five topics with the NeoEdu notes.

    Pupils

    Ss write the corrections and key structures in their notebooks.

Activity 2.2: Exploration · 15 minutes

Systematizing Actions, Outdoor Activities and the Zoo

Aims

Ss review the -ing forms, the questions What are you doing? and What's he/she doing? and What can you see? (Units 17–20).

Content

Ss play Listen, point and say with flashcards and T's sentences. Then Ss answer questions about the picture in pairs using mini whiteboards.

Expected outcomes

Ss point to the correct picture and say at least 5 sentences with correct forms, for example: I'm listening to music. He's flying a kite. What can you see? I can see a tiger.

Procedure

  1. Teacher

    T sticks flashcards of actions and zoo animals on the board. T says: I'm listening to music. Ss point to the flashcard. T models: What are you doing? I'm + V-ing.

    Pupils

    Ss listen, look and point to the correct flashcard.

  2. Teacher

    T says sentences with mistakes (I reading; He are running) and asks Ss to correct them. T models the zoo questions: What can you see? I can see a monkey.

    Pupils

    Ss correct the sentences: I'm reading; He's running. Ss ask and answer in pairs with mini whiteboards, for example: What's she doing? She's skipping. What can you see? I can see a horse.

  3. Teacher

    T calls 3–4 pairs to act out the questions and answers in front of the class. T praises clear pronunciation and correct forms.

    Pupils

    Pairs present their dialogues, for example: What's he doing? He's cycling. Be careful, wear a helmet!

  4. Teacher

    T summarises the rules: I'm + V-ing; he/she uses is; listening to music needs to; flying a kite keeps the a; can does not change; see stays in its base form.

    Pupils

    Ss write the rules in their notebooks and repeat the key sentences after T.

Activity 3.1: Practice · 15 minutes

Listen and Choose

Aims

Ss practise listening for key words and checking the whole sentence (Exercises 1–5).

Content

Ss listen to five items twice each and choose the correct word or phrase (A, B or C). T plays each item twice and asks Ss to listen for the key word first, then confirm the full phrase.

Expected outcomes

Ss choose the correct answers: 1C (bird), 2A (car), 3B (singing), 4C (playing badminton), 5A (tiger). Ss explain the answer in one sentence, for example: I hear bird. It means chim.

Procedure

  1. Teacher

    T explains the task: Listen twice. Find the key word first, then check the whole phrase. T plays item 1 and models: I hear bird. Bird is C.

    Pupils

    Ss listen to the model and follow the instructions.

  2. Teacher

    T plays items 2–5 twice each. T pauses after each item and checks understanding.

    Pupils

    Ss listen and write the letter of the correct answer in their notebooks. Ss raise their hands to answer, for example: I hear car. A.

  3. Teacher

    T asks Ss to exchange their answers with a partner and then reveal the answers together.

    Pupils

    Ss compare answers with their partner and say their answers, for example: Number 3 is B, singing.

  4. Teacher

    T gives the answer key and checks the meaning of the words: bird (chim), car (ô tô đồ chơi), singing (đang hát), playing badminton (đang chơi cầu lông), tiger (hổ).

    Pupils

    Ss check their answers, mark correct ones with a tick and write down any mistakes.

Activity 3.2: Practice · 10 minutes

Fill in the Gaps Relay

Aims

Ss use the correct grammar forms in context to complete sentences (Exercises 6–10).

Content

In teams of 4, Ss complete Worksheet 2 in a relay. Each S writes one answer, passes the worksheet to the next S and checks the team's answer together.

Expected outcomes

Ss complete the sentences correctly: 6 many; 7 have; 8 to; 9 a; 10 is. Sample sentences: I have many toys. They have three ships. I'm listening to music. He's flying a kite. The parrot is counting.

Procedure

  1. Teacher

    T divides the class into teams and gives each team Worksheet 2. T reads the first sentence: I have {{1}} (nhiều). T shows how to choose many and says why: how many + plural noun.

    Pupils

    Ss listen and follow the example.

  2. Teacher

    T starts the relay and monitors the teams. T checks the answers for sentences 8 and 9 and reminds Ss of listening to music and flying a kite.

    Pupils

    Ss write one answer each, pass the sheet and check the team's work. Ss answer, for example: They have three ships.

  3. Teacher

    T asks each team to read their sentences aloud and checks the key together.

    Pupils

    Teams read the answers aloud, for example: The parrot is counting.

  4. Teacher

    T highlights the common mistakes: many with plural nouns, have with they, to with listen, a with fly, is with the parrot.

    Pupils

    Ss correct any wrong answers and write the sentences in their notebooks.

Activity 4: Application · 10 minutes

Fun Corner and Wrap-up: Show and Tell

Aims

Ss use the Units 16–20 language in a real-life context and check their own progress in listening, speaking, reading and writing.

Content

Ss play a Show and Tell game in pairs. Each S describes a real pet or toy at home, or a favourite outdoor activity. Ss then complete a 'can do' and 'need practice' checklist on Worksheet 2.

Expected outcomes

Each S says at least 2 sentences without the book, for example: I have a cat. I have two dogs. She's skipping. Ss complete the self-check with one 'can do' point and one 'need practice' point for each skill.

Procedure

  1. Teacher

    T explains the game: Tell your partner about your pet, your toy or your favourite activity. Then your partner gives a comment on your pronunciation. T models: I have a rabbit. It's white.

    Pupils

    Ss listen and follow the model.

  2. Teacher

    T monitors pairs and encourages Ss to ask questions: What can you see? What are you doing? T helps Ss who are stuck with a sentence starter.

    Pupils

    Ss speak in pairs without looking at the book. Ss ask: Do you have any pets? How many toys do you have? Ss give feedback on pronunciation to their partner.

  3. Teacher

    T asks 3–4 Ss to share their sentences with the class. T asks Ss to complete the self-check on Worksheet 2.

    Pupils

    Ss share their sentences, for example: We have some fish at home. Ss write their self-check points in the checklist.

  4. Teacher

    T praises the class's effort and reminds Ss of the homework. T says: Please practise at home and bring your pet or toy photos to the next lesson.

    Pupils

    Ss write down the homework in their notebooks.

Worksheets

Worksheet 1: Review 4 Mind Map

Group members: ____________________
Task: Complete the table and draw a mind map on poster paper with five branches.

  • My pets: Question: Do you have any + plural noun? / How many + plural noun + do you have? / Answer: Yes, I do. I have ... / I have some/many ...
  • Our toys: Question: Do you have a ...? / Answer: He/She has a ... / They have ...
  • Playing and doing: Question: What are you doing? / Answer: I'm + V-ing ... (I'm listening to music.)
  • Outdoor activities: Question: What's he/she doing? / Answer: He's/She's + V-ing ... (He's flying a kite.)
  • At the zoo: Question: What can you see? / Answer: I can see a/an + animal ... (I can see a tiger.)
    Check: Write one correct sentence for each branch and correct the mistake: I reading -> I'm reading; He are running -> He's running.

Worksheet 2: Fill in the Gaps and Self-check

Name: ____________________
Part A. Fill in the gaps with the correct word.
6. I have {{1}} (nhiều) toys.
7. They {{1}} three ships.
8. I'm listening {{1}} music.
9. He's flying {{1}} kite.
10. The parrot {{1}} counting.
Part B. Self-check (tick one box for each skill)

  • Listening: I can do it / I need more practice
  • Speaking: I can do it / I need more practice
  • Reading: I can do it / I need more practice
  • Writing: I can do it / I need more practice
    Write one thing you can do well and one thing you need to practise.

Homework

  • Write 4 sentences about your pets or toys at home, for example: I have two cats. They have a ball. Use Do you have any...? and How many... do you have?
  • Write 2 sentences about what you and your family are doing now, for example: I'm reading a book. My mother is cooking.
  • Listen to the Review 4 recording again and check your answers from the Listen and Choose exercise.
  • Practise saying two sentences about your pet or toy without looking at the book. Ask a family member to give you feedback on your pronunciation.
  • Visit neoedu.vn/learn/3/english/review-4 to practise with the interactive exercises.

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