Giáo án Tiếng Anh lớp 3 Unit 12 Lesson 2 Global Success

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

- Understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about someone’s job.

- Correctly say the words and use Is he / she ____? and Yes, he / she is. / No, he / she isn’t. to ask and answer questions about someone’s job.

- Enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer questions about someone’s job in a freer context.

Core competencies

motivation, teamwork, work standards, reliability

General competencies

Listening: listen and recognize the jobs, then repeat

Critical thinking: ask and answer about jobs

Self-control & independent learning: perform listening tasks

Attributes

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

- Pupil’s book Page 14

- Audio Tracks 16, 17

- Teacher’s guide Pages 154, 155

- Website sachmem.vn

- Flashcards/pictures and posters (Unit 12)

- Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the My mother and my father song.

- 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: Game: Simon says

Review the previous lesson by having the class play the game Simon says, using the words: doctor, teacher, driver, worker.

Teacher says “Simon says…” for the pupils to do the actions. When the teacher doesn’t start the sentence with “Simon says”, pupils do nothing. Who can make it until the end is the winner.

- Simon says: Be a teacher.

- Be a cook.

- Simon says: Be a cook.

- Simon says: Be a nurse.

- Simon says: Be a farmer.

- Be a singer.

- Simon says: Be a singer.

Whole class

Whole class

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about someone’s job

b. Input:

Context a: Bill: Is she a worker? Linh: Yes, she is.

Context b: Bill: Is he a doctor? Linh: No, he isn’t. He’s a nurse.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about someone’s job.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and elicit the names of the speakers and the people in the pictures.

Step 2: Have pupils look at Picture a. Play the recording again for them to listen.

Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the questions Is she a worker? and Is he a doctor? and the answers Yes, she is. and No, he isn’t. Tell pupils that they are questions and answers to ask about someone’s job.

Whole class

Whole class

Whole class/

Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use Is he / she ____? and Yes, he / she is. / No, he / she isn’t. He’s / She’s _____. to ask and answer questions about someone’s job

b. Input:

– Picture cues: a. a farmer b. a nurse c. a singer d. a cook

- Speech bubbles:

Is he / she _____? – Yes, he / she is. / No, he / she isn’t. He’s / She’s _____.

– Flash cards for cook, farmer, singer and nurse

Audio script:

a. a cook / yes   b. a farmer / yes

c. a cook / no / a singer d. a farmer / no / a nurse

A: Is he a cook?     A: Is she a cook?

B: Yes, he is.     B: No, she isn’t. She’s a singer.

c. Outcome:

Pupils can correctly say the words and use Is he / she _____? – Yes, he / she is. / No, he / she isn’t. He’s / She’s _____. to ask and answer questions about someone’s job.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the jobs.

Step 2: Have pupils point at Picture a (a cook), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Use the flashcards for cook, farmer, singer and nurse to elicit the words.

Step 3: Point at Picture a and ask the question Is he a cook? Elicit the answer Yes, he is. Continue with Picture c to elicit the answer No, she isn't. Have pupils listen and repeat after the recording.

Step 4: Hold up a flash card and ask a question. Complete the question with different words for jobs to elicit Yes, she/he is. or No, she/he isn’t. Then have the class repeat the answer.

Step 5: Have pairs use the pictures in their books to ask and answer questions. Go around the classroom to offer support.

Step 6: Invite a few pairs to point at the pictures and make a dialogue.

Game: Listen and choose.

- Pupils listen to the recording, look at the picture, then choose the answer (Yes or No).

- This game can be played in groups.

- Each group has a board to write the answers.

- Groups that have the correct answers will get points.

- Encourage pupils to say the sentences aloud after checking the answers.

Whole class

Whole class/ Individual work

Whole class

Whole class

Pair work

Pair work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer questions about someone’s job in a freer context

b. Input:

– Four pictures showing four jobs.

– Speech bubbles: Is he / she ______? – Yes, / No, ______.

– Flash cards for farmer, nurse, singer and cook

c. Outcome:

Pupils can enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer questions about someone’s job in a freer context.

d. Procedure:

Step 1: Hold up the flash cards to elicit the jobs. Have pupils look at the pictures. Point at the pictures and elicit the jobs. Point at a certain person in the picture and elicit the missing words in the gapped bubbles.

Step 2: Give pupils time to take turns practising the questions and answers in pairs. Go around the classroom to offer support.

Step 3: Invite some pairs to the front of the class to interact with each other, pointing at the people in the pictures.

Game: Let’s go fishing

Step 1: Divide the class into 4 teams.

Step 2: Invite 2 pupils from each team to go to the board, choose one question and practise speaking “Is he/ she ________? – Yes, he/she is – No, he/ she isn’t.”.

Step 3: Encourage pupils to practise speaking English.

Step 4: Give points to pupils.

Whole class/ Individual work

Pair work/ Whole class

Pair work

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings.

Option 2: Game: Bingo

Step 1: Divide the class into 4 teams.

Step 2: Give each pupil one piece of paper. Draw a Bingo grid 3x3 on the board. Ask pupils to tell you the words they have learnt in the lesson. List them on the board. Each pupil chooses nine words from the list to copy into their grid. While they are doing this, copy each word onto a piece of paper, put the pieces of paper into a bag and mix them up. Nominate pupils one by one to pick out a piece of paper and read the word out loud. Pupils having that word in their grids can cross it out. Continue the game until there is a pupil who has all the words in their grid crossed out and calls out Bingo! That pupil is the winner.

Step 3: Encourage pupils to join in the game.

Step 4: Give candies/stickers for those who get Bingo.

Whole class

Individual work