Giáo án Tiếng Anh lớp 3 Unit 18 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 to ask and answer questions about an action in progress.

- correctly say the words and use What are you doing? – I’m _____. to ask and answer questions about an action in progress.

- enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress in a freer context.

Core competencies:

Problem-solving, decision making, teamwork, reliability, motivation, adaptability, and initiative.

General competences:

Listening: look, listen and repeat.

Critical thinking: listen, point and say.

Oral communication: let’s talk.

Sociability: talk to each other, say good words to others.

Attributes:

Diligence: complete learning tasks

Responsibility: appreciate kindness

Secure and organized: join activities to exercise and have fun

II. RESOURCES AND MATERIAL:

• - Student’s book Page 54
• - Audio Tracks 77, 78
• - Teacher’s guide Pages 224, 225, 226
• - Website sachmem.vn
• - Flash cards/ pictures and posters (Unit 18)

- 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 and encourage pupils to respond to your greeting.

Option 1: Sing the song of Unit 17.

• Ask pupils to sing the song. Invite some of them to come to the board to role play and do actions, the rest of the pupils will sing.

Ask pupils to sing this song with some words covered. When they finish singing, have the class check the lyrics together.

Option 2: Game: Remember that!

• Divide the class into 4 teams. Have the pupils look at pictures in 30 seconds and try to remember as many pictures as they can.
• T asks pupils to write the words they remember on the board to get points.

Option 3: Game: Pass the ball

Have pupils stand up and pass the ball with music. When music stops, those who keep the ball must look at a picture on the board and say a sentence: I’m ______.

Whole class

Group work

Whole class

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about an action in progress.

b. Input:

– Context a: Lucy: Hello.
Mai: Hi, Lucy. What are you doing?
Lucy: I’m singing.

– Context b: Bill: Hi, Ben. What are you doing?
Ben: I’m watching TV.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about an action in progress.

d. Procedure:

Step 1: Have pupils look at Picture a and Picture b. Point at each picture, elicit the names of the speakers in the pictures.

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

Step 3: Play the recording again 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 to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the question What are you doing? and the answers I’m singing. and I’m watching TV. Tell pupils that they are a question and answers to ask an action in progress.

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 What are you doing? – I’m _____. to ask and answer questions about an action in progress.

b. Input:

– Picture cues:

a. a girl is playing basketball b. a girl is drawing a picture

c. a girl is watching TV d. a boy is listening to music

– Speech bubbles: What are you doing? – I’m _____.

– Flash cards for playing basketball, drawing a picture, watching TV and listening to music

Audio script:

a. playing basketball     b. drawing a picture

c. watching TV     d. listening to music

A: What are you doing?

B: I’m playing basketball.

c. Outcome:

Pupils can correctly say the words and use What are you doing? – I’m _____. to ask and answer questions about an action in progress.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the actions in progress.

Step 2: Have pupils point at Picture a (playing basketball), listen to the recording and repeat the phrase. Repeat the same procedure with the other three pictures. Have the class repeat the phrases a few times. Hold up the flash cards for drawing a picture, listening to music, playing basketball and watching TV and have pupils say the phrases.

Step 3: Point at Picture a, do the TPR action for playing basketball and have pupils do the action for playing basketball. Ask: What are you doing? and point at the target speech bubble to elicit the missing word. Then have the class repeat the completed sentence a few times: I’m playing basketball. Have the class repeat the question: What are you doing? and the answer: I’m playing basketball. Have pupils listen and repeat after the recording. Repeat the same procedure with other three pictures.

Step 4: Give pupils time to practise asking and answering the question What are you doing? Remind them that they can use any of the four pictures to point, ask and answerthe question.
Go around the classroom to offer support.

Step 5: Invite a few pairs to point at the pictures, ask and answer the question in front of the class.

Game: Spin and say

• T calls some pupils to say the sentences with the pictures after they spin the wheel.
• T asks: What are you doing?
• Pupils answer: I’m _______.

Whole class/ Individual work

Individual work/

Pair work

Individual work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress in a freer context.

b. Input:

– Picture cue: Two friends are talking on the phone. One pupil asks: What are you doing? and the other is drawing and answers.

– Speech bubbles: What are you doing? – I’m _____.

c. Outcome:

Pupils can enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress in a freer context.

d. Procedure:

Step 1: Have pupils look at the picture. Point at the picture and elicit the answer I’m drawing a picture. Have pupils do the action for drawing a picture. Pretend to start aphone call and ask pupils:
What are you doing? and elicit the full answer:
I’m drawing a picture. Have pupils repeat the question a few times, and then the answer. Correct theirpronunciation and intonation where necessary.

Step 2: Have pupils sit back-to-back in pairs. One pupil is doing something while the other calls and asks: What are you doing? Give pupils time to take turns making a phone call and practising the questions and the 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 activity in the picture cue in their books. Praise them, and get the class to cheer or clap hands if they do a good job.

Whole class/ Individual work

Pair work

Pair work

Fun corner and wrap-up: 5 minutes

Option 1:

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

Option 2:

Game: Act out and guess who

• Let the class sit or stand in a circle.
• One person is chosen to be in charge of doing the action by starting an action (such as playing basketball, then change to singing, next is dancing, then reading…) for the rest to follow and copy.
• Another pupil will stand outside and guess who is the chosen one.

Whole class

Group work