Giáo án Tiếng Anh lớp 3 Unit 19 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) focus on what someone is doing outdoors;

- use What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors;

- enhance the correct use of What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors in a freer context.

Core competencies:

communication, planning and organization, stress tolerance, and initiative

General competences:

Listening: listen and recognize someone, then repeat.

Critical thinking: talk about someone.

Oral communication: speak about someone, ask and answer the questions.

Written communication: practise writing about school things.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

Problem-solving and creativity: answer comprehension questions after reading the story.

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

Attributes:

Kindness: help partners to complete learning tasks.

Diligence: complete learning tasks.

Honesty: tell the truth about feelings and emotions.

Responsibility: appreciate kindness.

Leadership: collaborate with teachers to enhance language skills.

Secure and organized: keep school things in the right ways.

II. RESOURCES AND MATERIAL:

- Student’s book Page 60

- Audio Tracks 88, 89

- Teacher’s guide Pages 235, 236

- Website sachmem.vn

- Flash cards/ pictures and posters (Unit 19)

- 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 song in Unit 19, Lesson 1.

- 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: Play game Sit down, please! (Unit 19, Lesson 1).

- Ask pupils to give instructions for his / her group to act out.

- Give points for the groups and encourage them.

Option 3: Play games in the PowerPoint for Unit 19 – Lesson 2 – Period 3.

- Click on the letter to go to the questions.

- Click on the global to turn back the menu.

- Click on the animals on the net to release them.

Whole class

Group work

Individual work/ Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone is doing outdoors.

b. Input:

– Context a: Nam: Where’s Bill? - Mary: He’s in the park.

– Context b: Nam: What’s he doing? - Mary: He’s skating.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focus on what someone is doing outdoors.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary

Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence.

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

Step 5: Draw their attention to the question What’s he doing? and the answer He’s skating. Tell pupils that they are the question and the answer about what Nam’s doing in the park.

Whole class

Whole class/ Individual work

Pair work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly use What’s he / she doing? − He’s / She’s . to ask and answer questions about what someone is doing outdoors.

b. Input:

– Picture cues:

a. a boy is skating       b. a girl is cycling

c. a boy is flying a kite       d. a girl is skipping

– Speech bubbles: What’s he / she doing? − He’s / She’s ______.

Audio script:

a. skating       b. cycling

c. flying a kite       d. skipping

A: What’s he doing?

B: He’s skating.

c. Outcome:

Pupils can correctly use What’s he / she doing? − He’s / She’ s ____. to ask

and answer questions about what someone is doing outdoors.

d. Procedure:

Step 1: Have pupils look at the pictures and identify the characters (a boy or a girl) and their actions. Have the class repeat the words/ phrases a few times.

Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (skating). Follow the same procedure with the other three pictures.

Step 3: Point at Picture a and have pupils listen and repeat after the recording (What’s he doing? - He’s skating.)

Step 4: Have pairs practise asking and answering questions What’s he / she doing? – He’s / She’s ____. with Pictures b, c and d.

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

Game: Slap the board

- Divide the class into four teams.

- Stick the pictures of activities on the board.

- Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again.

- The one says faster will get points.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Pair work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of What’s he / she doing? − ________. to ask and

answer questions about what someone is doing outdoors.

b. Input:

– Picture cues: In the park, Lucy is cycling, Ben is skating, Minh is flying a kite and Linh is skipping.

– Speech bubbles: What’s he / she doing?− _______.

c. Outcome:

Pupils can enhance the correct use of What’s he / she doing? − He’s / She’ s ______. to ask and answer questions about what someone is doing outdoors in a freer context.

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Ask questions to help them identify the contexts (see Input).

Step 2: Put pupils into pairs and encourage them to ask and answer questions about what someone is doing outdoors. Go around the classroom to offer support.

Step 3: Invite some pairs of pupils to come to the front of the class to perform their conversations.

Game: Matching game

Using pictures and flash cards, get 3 pupils hold the pictures and 3 more hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud.

Whole class/ Individual work

Pair work

Pair work

Individual work/

Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the words in the picture of Activities 1, 2 and repeat after the recording.

Option 2:

Game: Sentence Puzzle

-Divide the class into groups of four.

- Give each group a sentence that is broken/ cut into pieces.

- Ask them to arrange them to make a complete sentence, then read it aloud.

- The group that makes it first will be the winner.

Option 3: Play games in the PowerPoint for Unit 19 – Lesson 2 – Period 3.

- Divide the class into 2 teams.

- Each team chooses one rubbish thing to answer.

- Have pupils look, read and choose the right word to complete the sentence.

- Back to the menu for another question.

- The one who helps the environment cleanest is the winner.

Whole class

Group work

Group work