Tiếng AnhLớp 3Phần 25. Review 4 & Fun time

Giáo án Fun time

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
Ask and answer about pets using 'Do you have any + plural noun?', 'Yes, I do / No, I don't' and 'How many + plural noun + do you have?'
Describe toys using 'He/She has a…', 'He/She has + number + plural noun' and 'They have…'
Talk about actions happening now using 'I'm + V-ing', 'What are you doing?' and 'He's/She's + V-ing'
Ask and answer about animals at the zoo using 'What can you see?' and 'I can see a/an + animal'
Recognise and pronounce the key sounds and words from Units 16–20 and match them with their meanings.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to words and choose the correct answer, ask and answer questions about pets, toys and actions, read words and match them with Vietnamese meanings, and write or say short sentences for a project.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the focus sounds /ɒ/, /aɪ/, /n/, /pl/ and /æ/, use the correct form of verbs (has/have, is/are, -ing), add 'am' in 'I'm + V-ing', and use 'a' with singular nouns and numbers with plural nouns.

2. General competences

Self-control and independent learning: Ss check their own answers after listening and note the words they need to practise again.
Communication and collaboration: Ss work in pairs and groups, take turns speaking, and listen politely to their partners' answers.
Problem-solving and creativity: Ss guess hidden words from clues, rearrange sentences, and create a short picture-based presentation of a pet, toy or outdoor activity.

3. Personal qualities

Diligence: Ss complete all ten exercises and every station task, and repeat each target word at least three times.
Responsibility: Ss take care of their pets in the project and remind each other to play in safe places and wear helmets when cycling.
Honesty: Ss admit honestly which words they still find difficult and do not copy answers from their friends during the listening tasks.
Kindness: Ss encourage classmates who answer slowly and help partners who need extra support with pronunciation.
Patriotism: Ss show pride in the toys, animals and activities of their own country when they introduce their projects to the class.

II. Resources and materials

1. Teacher

Audio recording for Exercises 1–5 (Listen and choose)
Flashcards or pictures of pets (dog, cat, rabbit, goldfish, bird, parrot), toys (car, kite, train, ball, doll), activities (reading, cooking, dancing, singing, listening to music, playing badminton, running, painting, flying a kite, cycling, skipping) and zoo animals (tiger, horse, monkey, panda, elephant)
A mystery bag or box
Whiteboard and coloured markers
Worksheet 1 and Worksheet 2 (printed, one set per group)
NeoEdu online lesson page: neoedu.vn/learn/3/english/review-4-fun-time (interactive exercises and examples for review)
Timer and stickers or star cards for rewarding groups

2. Pupils

English notebook, pencil, eraser and coloured pencils
Small whiteboard or paper for writing answers
Sticky notes for writing words to practise again
Pictures or drawings of their own pets or toys for the project

III. Procedures

Activity 1: Warm-up and review · 8 minutes

Mystery Bag: Guess What's Inside

Aims

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

Content

T puts pet, toy and animal flashcards into a mystery bag. T takes out one picture at a time and asks the class: 'What's this?' Then Ss ask each other: 'Do you have any dogs?' and answer 'Yes, I do' or 'No, I don't'. Ss stand up if they hear a word from their topic.

Expected outcomes

Ss name at least 10 words from the review topics and use 'Do you have any…?' correctly in short question and answer exchanges.

Procedure

Teacher's activities

Pupils' activities

Teacher
T greets the class and says: 'Today we will play Mystery Bag. Guess what's inside!' T shows the bag and explains the rule: one student picks a picture without looking, and the class guesses the word in English.
Pupils
Ss listen to the rule and raise their hands to volunteer. Ss say 'Hello, teacher' and get ready to guess.
Teacher
T takes out a picture (e.g. a rabbit) and asks: 'What is it?' T models the question: 'Do you have any rabbits?' and asks a student to answer: 'Yes, I do.' T gives a star to each correct answer.
Pupils
Ss guess: 'A rabbit!' Then Ss ask a partner: 'Do you have any rabbits?' Expected answer: 'No, I don't. I have a dog.' Ss repeat the words after T.
Teacher
T asks several Ss to say one full sentence about the picture they guessed, e.g. 'I have three goldfish' or 'He has a car.' T corrects pronunciation and grammar gently.
Pupils
Ss say their sentences aloud. Expected answers: 'I have two parrots.' / 'She has a kite.' / 'He's running.' Ss listen and repeat the corrected sentences.
Teacher
T writes the key structures on the board: 'Do you have any + plural noun?', 'He/She has a…', 'I'm + V-ing'. T says: 'Today we will review these patterns and some new sounds.'
Pupils
Ss copy the structures into their notebooks and say them together with T.

Activity 2.1: Exploration · 16 minutes

Review Mind Map: My Pets, Our Toys

Aims

Ss review the vocabulary and sentence patterns for pets and toys and organise them into a clear mind map.

Content

Ss work in groups of four. Each group draws a mind map on a large sheet with the centre 'My pets and our toys'. Two branches are 'My pets' (questions: 'Do you have any…?', 'How many…do you have?', answers: 'I have some/many…', 'Yes, I do / No, I don't'; note: goldfish stays the same in plural; do not use 'How old' to ask about the number of animals) and 'Our toys' (He/She has a… ; He/She has + number + plural noun; They have…; bus → buses). Each group also writes two example sentences for each branch.

Expected outcomes

A group mind map with two branches, at least four correct model sentences, and a list of grammar notes such as 'has, not have, with he/she' and 'a for one, number + plural noun for two or more'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T divides the class into groups of four and gives each group a large sheet of paper and markers. T says: 'Draw a mind map about pets and toys. Use the sentence patterns on the board. Remember: he and she use has, not have!'
Pupils
Ss form groups, choose a leader and a secretary, and take out their markers. Ss read the instructions aloud in a whisper.
Teacher
T walks around the room, listens to each group, and helps them with questions. T asks: 'How do we ask about the number of dogs?' and 'Is it How old do you have?' – guiding Ss to 'How many dogs do you have?'
Pupils
Ss discuss and write the mind map. Expected answers: 'How many cats do you have?' / 'I have two rabbits.' / 'She has a doll.' / 'They have three buses.' Ss check each other's spelling.
Teacher
T invites one group from each half of the room to present their mind map. T asks the rest of the class: 'Is the sentence correct? Why?'
Pupils
Groups present their maps in two to three sentences. The class answers: 'Yes, it is correct because he has a…' or 'No, it should be buses, not bus.'
Teacher
T summarises the key grammar points on the board and gives a star to the group with the most accurate sentences. T says: 'Great job! Now remember: has for he/she, have for I/you/we/they.'
Pupils
Ss copy the summary into their notebooks and tick the key points they have understood.

Activity 2.2: Exploration · 16 minutes

Chain Game: Actions, Outdoor Activities and the Zoo

Aims

Ss review the present continuous, the outdoor activity vocabulary and the zoo question pattern through a fast-paced game.

Content

Ss play a chain game in teams of six. T shows an action picture (e.g. reading). The first student in each team says 'I'm reading.' The next student asks a question 'What are you doing?' to a classmate. Then teams continue with outdoor activities ('He's running', 'She's flying a kite') and zoo animals ('What can you see?' – 'I can see a tiger.'). Teams earn points for correct sentences, correct spelling of -ing forms (running, painting, cycling, skipping) and correct use of 'a' with the animal.

Expected outcomes

Each team makes at least 12 correct sentences, including 'I'm + V-ing', 'What are you doing?', 'He's/She's + V-ing', 'What can you see?' and 'I can see a/an + animal'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T divides the class into teams of six and explains the chain game. T says: 'When I show a picture, you make a sentence. Then you ask the next friend a question. Keep the chain going!'
Pupils
Ss sit in teams, listen carefully, and choose the first speaker in each team.
Teacher
T shows picture cards one by one: reading, cooking, painting, skipping, flying a kite, a tiger. T models: 'I'm reading. What are you doing?' Then T shows a zoo picture and models: 'What can you see? – I can see a tiger.' T reminds Ss of the spelling: running (two n), painting (just -ing), skipping (skip → skipping), cycling.
Pupils
Ss make sentences in their teams. Expected answers: 'I'm cooking.' / 'He's running.' / 'She's flying a kite.' / 'I can see a monkey.' Ss say the sentences with correct pronunciation and then pass the question to the next friend.
Teacher
T asks teams to read their best sentences aloud. T notices the mistakes such as 'I reading' or 'He are running', and asks the class to correct them together.
Pupils
Ss say the corrected sentences: 'I'm reading.' / 'He's running.' Ss explain why: 'I'm needs am' and 'he uses is, not are.'
Teacher
T counts points and announces the winning team. T reminds Ss to play safely and wear helmets when they cycle, then praises the teams for working well together.
Pupils
Ss clap for the winning team and write one new sentence each in their notebooks.

Activity 3.1: Practice · 14 minutes

Listen and Choose: Sound Detectives

Aims

Ss listen to words and sentences, identify the focus sounds and choose the correct word.

Content

Ss complete Exercises 1–5 in their textbooks. For each exercise, Ss listen to the audio, choose one of three options (A, B or C), and say the focus sound. The exercises are: 1) dog, goldfish, bird (focus sound /ɒ/); 2) toy, car, kite (focus sound /aɪ/); 3) listen, singing, dancing (focus sound /n/); 4) fly, play, playing badminton (focus sound /pl/); 5) dancing, tiger, parrot (focus sound /æ/). Ss use think-pair-share: think alone, check with a partner, then share with the class.

Expected outcomes

Answers: 1 – B (dog); 2 – C (kite); 3 – A (listen); 4 – B (play); 5 – C (parrot). Ss write the answer and the focus sound for each item in their notebooks.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Listen carefully. Choose the right word. Then tell me the sound you heard.' T plays Exercise 1 and reminds Ss to listen for the stressed sound in each word.
Pupils
Ss open their books at Exercise 1 and listen. Ss put their hands on the desk and focus on the audio.
Teacher
T plays each item twice. After each item, T asks: 'Which word did you hear? Which sound is the focus?' T gives hints if needed, e.g. 'Listen to the first letter sound.'
Pupils
Ss listen and think alone for 10 seconds, then discuss with a partner. Expected answers: 'Exercise 1: B, dog. The focus sound is /ɒ/.' 'Exercise 2: C, kite. The focus sound is /aɪ/.' 'Exercise 3: A, listen. The focus sound is /n/.' 'Exercise 4: B, play. The focus sound is /pl/.' 'Exercise 5: C, parrot. The focus sound is /æ/.'
Teacher
T calls on different Ss to give answers and checks them with the whole class. T asks: 'Who got all five correct?' and gives a star to the Ss who answer honestly and correctly.
Pupils
Ss raise their hands and say their answers. Ss who made mistakes say: 'I heard… but now I know it is…'
Teacher
T repeats each word and asks the class to repeat it with correct pronunciation. T says: 'Listen for the sounds in the middle and the end of words, not only the first letter.'
Pupils
Ss repeat the words after T and write down any words they still find difficult on a sticky note.

Activity 3.2: Practice · 10 minutes

Match the Words: Station Rotation

Aims

Ss match English words and phrases with their Vietnamese meanings and practise saying them in pairs.

Content

Ss complete Worksheet 1 with Exercises 6–10. Ss match: bird – chim, parrot – vẹt, rabbit – thỏ; car – ô tô đồ chơi, kite – diều, train – tàu hoả đồ chơi; singing – đang hát, dancing – đang nhảy, reading – đang đọc; playing badminton – đang chơi cầu lông, running – đang chạy, painting – đang vẽ màu; tiger – hổ, horse – ngựa, monkey – khỉ. Pairs take turns: one reads the English word, the other says the Vietnamese meaning and uses the word in a sentence.

Expected outcomes

Answers for Worksheet 1: bird – chim; parrot – vẹt; rabbit – thỏ; car – ô tô đồ chơi; kite – diều; train – tàu hoả đồ chơi; singing – đang hát; dancing – đang nhảy; reading – đang đọc; playing badminton – đang chơi cầu lông; running – đang chạy; painting – đang vẽ màu; tiger – hổ; horse – ngựa; monkey – khỉ.

Procedure

Teacher's activities

Pupils' activities

Teacher
T hands out Worksheet 1 to each pair and explains the rule: 'Draw a line from the English word to its Vietnamese meaning. Then take turns to read and check.'
Pupils
Ss receive Worksheet 1 and read the instructions. Ss sit face to face with their partner.
Teacher
T monitors the pairs and asks guiding questions such as: 'What does singing mean? Is it 'đang hát' or 'đang nhảy'?' T gives extra time to pairs who finish early and asks them to make one sentence for each word.
Pupils
Ss match the words. Expected answers: 'bird – chim', 'parrot – vẹt', 'rabbit – thỏ', 'kite – diều' and so on. Ss make sentences such as 'He's running' or 'I can see a tiger.'
Teacher
T checks the answers with the whole class by reading each English word aloud and asking a pair to say the meaning. T asks: 'Which words were difficult?'
Pupils
Ss answer: 'Parrot and parrot's meaning' or 'Painting and running.' Ss say the correct Vietnamese meaning and repeat the English word.
Teacher
T praises the pairs for good teamwork and asks the class to repeat the Vietnamese meanings and English words together.
Pupils
Ss repeat the words and correct their worksheets with a different colour pen.

Activity 4: Application · 6 minutes

Fun Corner: My Pet and Toy Show

Aims

Ss use the review language in a short project about pets, toys or outdoor activities and share it with the class.

Content

In pairs, Ss choose one topic: My pets, Our toys, Playing and doing or Outdoor activities. Ss fill in Worksheet 2 (project card) with at least three sentences and one question. Ss present their card in one minute. The class asks one question about each presentation. Homework: Ss draw their family's pets or toys and write three sentences about them.

Expected outcomes

Each pair completes Worksheet 2 and gives a short presentation with three sentences and one question. Expected sentences: 'We have two rabbits.' / 'He has a kite and a car.' / 'I'm reading a book.' / 'What can you see? – I can see a tiger.'

Procedure

Teacher's activities

Pupils' activities

Teacher
T introduces the Fun Corner project and hands out Worksheet 2. T says: 'Choose a topic, write three sentences and one question. Be ready to present in one minute. Remember to speak clearly!'
Pupils
Ss choose a topic with their partner and read Worksheet 2 quietly.
Teacher
T circulates and helps pairs with spelling and grammar. T reminds them: 'Use has for he/she, have for they, and I'm + V-ing for actions now.'
Pupils
Ss write their sentences and practise saying them. Expected sentences: 'I have a parrot. It can talk.' / 'She has three toy cars.' / 'They are playing badminton.' / 'What are you doing? – I'm cycling.'
Teacher
T invites two or three pairs to present. T asks the class: 'Can you ask a question about their project?' T gives a sticker to the presenters who speak clearly.
Pupils
Pairs present their project. The class asks questions such as 'Do you have any rabbits?' and the presenters answer 'Yes, we do' or 'No, we don't.'
Teacher
T sums up the lesson by reviewing the five topics and reminds Ss to practise at home. T says: 'Well done! You are great English learners.'
Pupils
Ss say goodbye, write the homework in their notebooks and clap for their friends.

Worksheets

Worksheet 1: Match the Words and Meanings

Draw a line from each English word or phrase to its Vietnamese meaning.

bird – ?
parrot – ?
rabbit – ?
car – ?
kite – ?
train – ?
singing – ?
dancing – ?
reading – ?
playing badminton – ?
running – ?
painting – ?
tiger – ?
horse – ?
monkey – ?

Answer key: bird – chim; parrot – vẹt; rabbit – thỏ; car – ô tô đồ chơi; kite – diều; train – tàu hoả đồ chơi; singing – đang hát; dancing – đang nhảy; reading – đang đọc; playing badminton – đang chơi cầu lông; running – đang chạy; painting – đang vẽ màu; tiger – hổ; horse – ngựa; monkey – khỉ.

Worksheet 2: My Pet and Toy Project Card

Pair names: ____________________
Topic (choose one): My pets / Our toys / Playing and doing / Outdoor activities / At the zoo

Sentences (write at least three):

Question for the class (write one):

______________________________?

Check list:

I use has for he/she and have for I/you/we/they.
I use I'm + V-ing for actions happening now.
I use a/an before singular animals and toys.
I say the sentences clearly and look at the class when I present.

Homework

Draw a picture of your family's pets or toys and write three sentences about them, for example: 'We have two rabbits. He has a kite. She has a doll.'
Practise the words from Exercises 1–10 with a family member. Say each English word and its Vietnamese meaning aloud, and repeat the focus sounds /ɒ/, /aɪ/, /n/, /pl/ and /æ/.
Ask a family member three questions: 'Do you have any pets?', 'What are you doing?' and 'What can you see at the zoo?' Write their answers in your notebook.
Log in to neoedu.vn/learn/3/english/review-4-fun-time and do the interactive exercises for Units 16–20. Write down the words you still find difficult and practise them tomorrow.

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