Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 26. Unit 15: At the dining table + Review 3 - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 26
 Monday, March 13rd 2023
 UNIT 15: AT THE DINING TABLE
 Lesson 3 : ( 1- 3)
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - Correctly repeat and pronounce the sounds of the letters ea and ea in 
 isolation, in the words bread and meat, and in the sentences I’d like some 
 bread, please; Would you like some meat?;
 - Identify the target words bread and meat while listening.
 - Say the chant with the correct rhythm and pronunciation.
Core communication, planning and organization, stress tolerance, and initiative
competencies
General Listening: listen and recognize the sounds then repeat 
competencies Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 34
 - Audio Tracks 49, 50, 51
 - Teacher’s guide Pages 190, 191
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 15)
 - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and tick – Let’s chant – 
PROCEDUR Fun corner and wrap-up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class. Option 1: Sing the song in Unit 15, Lesson 1. Whole 
 - Ask pupils to sing the song. class
 - Invite some of them to come to the board to role play, 
 the rest of the pupils will sing.
 Option 2: Play game Board Race! Group 
 work
 - Divide the class into two teams. 
 - Give each team a colored marker. 
 - Draw a line down the middle of the board and write 
 a topic at the top. 
 - Have pupils write as many words related to the topic 
 in a relay. 
 -
 Option 3:
 - Play the game in the powerpoint Unit 15 – lesson 3 
 – period 5.
 - Divide the class into 2 teams to play “ Tic Tac Toe”.
 - Have pupils look and say the sentences about the Group 
 food or drink they would like. work/ 
 - Let pupils take turns putting their marks in the Individual 
 squares. work
 - The first player to get 3 marks in a row (up, down, 
 across) is the winner.
 - If all 9 squares are full, the game is over.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal: To correctly repeat the sound of the letters ea in isolation, in the words 
 bread and meat, and in the sentences I’d like some bread, please. and 
 Would you like some meat? with the correct pronunciation and 
 intonation
b. Input: – The letters ea, the word bread and the sentence I’d like some bread, 
 please.
 – The letters ea, the word meat and the sentence Would you like some 
 meat?
c. Pupils can correctly repeat the sound of the letters ea in isolation, in 
Outcome: the words bread and meat, and in the sentences I’d like some bread, 
 please. and Would you like some meat? with the correct pronunciation 
 and intonation. d. Step 1: Draw pupils’ attention to the letters ea, the word Whole 
Procedure: bread and the sentence I’d like some bread, please. Play class
 the recording and encourage them to point at the cluster 
 / word / sentence while listening.
 Step 2: Play the recording again and encourage pupils 
 to listen and repeat. Do this several times until pupils Whole 
 feel confident. Correct their pronunciation where class
 necessary.
 Step 3: Repeat Steps 1 and 2 for the letters ea, the word 
 meat and the sentence Would you like some meat?
 Whole 
 class
PRACTICE
Activity 2. Listen and tick. 9 minutes
a. Goal: To identify the target words bread and meat while listening
b. Input: Two gapped sentences, each with three options.
 Audio script:
 1. I’d like some bread, please.
 2. Would you like some meat?
c. Pupils can identify the target words bread and meat while listening.
Outcome: Key: 1. b 2. c
d. Step 1: Draw pupils’ attention to the sentences and the Whole 
Procedure: gap-fill options (a, b and c). class/ 
 Individual 
 Step 2: Play the recording for pupils to listen to. Play work
 the recording again for pupils to listen and tick the Whole 
 correct options. class/ 
 Individual 
 work.
 Step 3: Get pupils to swap books with a partner, then 
 check the answers together as a class. Write the correct Whole 
 answers on the board. class/ 
 Individual 
 work
 Step 4: Play the recording again for pupils to double-
 check their answers.
 Individual 
 Extension: Invite one or two pupils to stand up, listen 
 work
 and repeat the sentences.
 Group 
 work
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal: To say the chant with the correct rhythm and pronunciation
b. Input: The lyrics and recording of the chant c. Pupils can say the chant with the correct rhythm and pronunciation.
Outcome:
d. Step 1: Draw pupils’ attention to the lyrics of the chant. Whole 
Procedure: Model them line by line for pupils to repeat. class/ 
 Step 2: Play the recording all the way through for pupils Individual 
 to listen to the whole chant. Encourage them to listen work
 carefully to the rhythm and pronunciation. Group 
 Step 3: Play the recording line by line while pupils listen work
 and repeat. Correct their pronunciation, if necessary.
 Step 4: Play the recording all the way through for pupils Individual 
 to chant. Encourage them to clap along while chanting. work
 Whole 
 Extension: Divide the class into two or more groups to class/
 take turns listening and repeating the chant, while the Individual 
 rest of the class claps along. work
 Group 
 work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, activity 1: Listen and repeat, have Whole 
 pupils look at the sounds, words and sentences and class
 repeat after the recording.
 Option 2:
 Game: play the game in the powerpoint Unit 15 – lesson 
 3 – period 5 Group 
 - Have the whole class play “Word search puzzle”. work
 - Have pupils find out the words about food and 
 drinks.
 - This game is just for fun.
 Option 3: Preparation for the project:
 Tell pupils about the project on page 35. Ask them to Whole 
 prepare it at home by doing a survey with classmates class
 (interviewing) about food and drinks they would like to 
 eat and drink and report the results to the class. 
 Tuesday, March 14th 2023
 UNIT 15: AT THE DINING TABLE
 Lesson 3: (4-6)
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - read and complete a passage with five words “dining, drinks, like, rice, 
 some” provided in a box.
 - complete a paragraph about what a pupil and his / her family members 
 would like to eat and drink by writing the target words in the gaps.
 - do a survey with classmates and tell the class about food and drinks they 
 would like to eat or drink.
Core communication, planning and organization, stress tolerance, and initiative
competencies
General Critical thinking: do an interview with friends
competencies Oral communication: ask question about what other pupils like 
 Written communication: practice writing about favourite food and drinks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 35
 - Teacher’s guide Pages 192, 193
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 15)
 - Computer, projector 
III. Warm-up and review – Read and complete – Let’s write – Project – Fun 
PROCEDUR corner and wrap-up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class. Option 1: Sing the song in Unit 15, Lesson 1. Whole 
 - Ask pupils to sing the song. class
 - Invite some of them to come to the board to role play, 
 the rest of the pupils will sing.
 Option 2: Chant and do activities (Unit 15, Lesson 3).
 Group 
 - Ask pupils to chant and do the actions in Unit 15, 
 work
 Lesson 3 in groups. 
 - Give points and encourage them.
 Option 3: play the game in the powerpoint Unit 15 – lesson 
 3 – period 6
 - Divide the class into 2 teams to play “ Hangman”.
 - Have pupils guess the word letter by letter. Individual 
 work/ 
 - Whenever the pupils guess a letter that is in the secret 
 Group 
 word, click on the letter to fill it into the blank where it 
 work
 occurs.
 - The team that has more correct answers is the winner.
PRACTICE
Activity 4. Read and complete. 8 minutes
a. Goal: To read and complete a passage with five words provided in a box
b. Input: An incomplete passage with answer options
c. Pupils can read and complete a passage with the correct words.
Outcome: Key: 1. dining 2. drinks 3. like 4. some 5. rice
d. Step 1: Draw pupils’ attention to the words provided in the Whole 
Procedure: box and the five gaps in the passage. class
 Step 2: Have pupils work individually. Individual 
 Step 3: Set a time limit for pupils to complete the activity. work
 Go around the classroom to monitor their reading task. Whole 
 Step 4: Get pupils to swap their answers with a partner, class/ 
 then check answers together as a class. Write the answers Individual 
 on the board. work
 Pair work/ 
 Whole 
 class
PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal: To complete a paragraph about what a pupil and his / her family 
 members would like to eat and drink by writing the target words in the 
 gaps
b. Input: – A picture cue
 – The writing frame with four blanks to complete c. Pupils can read and complete a paragraph about what a pupil and his / 
Outcome: her family members would like to eat and drink by writing the target 
 words in the gaps.
 Key: (Pupils’ own answers)
d. Step 1: Write the first incomplete sentence on the board: Whole 
Procedure: My father and mother would like _______. class/ 
 Step 2: Read the incomplete sentence together as a class. Individual 
 Elicit the words pupils have to use in the gap and work
 encourage them to say the answers. Whole 
 Step 3: Give pupils time to write the answers in their class/ 
 notebooks. Individual 
 Step 4: Repeat Steps 1 to 3 for Sentences 2 and 3. work
 Individual 
 work
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal: To do a survey with classmates to find out what they would like to eat 
 and drink, then tell the class about the results
b. Input: – The instructions: Ask three classmates: What would you like to eat 
 and drink? Complete the table with their answers. Tell the class about 
 them.
 – An example sentence: Lan would like some fish and juice.
c. Pupils can interview classmates to find out what they would like to eat 
Outcome: and drink, then share the results with the class.
d. Step 1: Draw the table on the board. Ask a pupil: What Whole 
Procedure: would you like to eat and drink?, then write their name and class/ 
 answers on the table. Individual 
 Step 2: Tell pupils to draw their own tables in their work
 notebooks. Whole 
 Step 3: Explain to pupils that they should move around the class
 classroom and find three classmates to ask. Remind them Group 
 to write their answers in the table before moving on to the work
 next person. Individual 
 Step 4: Allow enough time for all pupils to complete their work
 tables. Go around the classroom to monitor and offer Whole 
 support. class/ Extension: If time allows, invite a few pupils to share their Individual 
 results with the class. work
 Whole 
 class
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, activity 1: Listen and repeat, have Whole 
 pupils look at the sounds, words and sentences and repeat class
 after the recording.
 Option 2:
 Game: Sentence Puzzle
 Group 
 - Divide the class into groups of four. Give each group 
 work
 a sentence that is broken/cut into pieces. Ask them to 
 arrange the words to make a complete sentence, then 
 read it aloud.
 - The group that makes it first will be the winner.
 Option 3: 
 - Play game in the powerpoint for Unit 15 – lesson 3 – 
 period 6 Group 
 - Divide the class into 2 teams to play “ Memory work
 Matching Games”.
 - Have pupils turn any two cards picture-side-up.
 - Give pupils points If the two cards turned picture-side-
 up are identical and miss turn if the cards are not 
 identical.
 - The game continues until all cards have been matched.
 - The team that gets the most points is the winner.
 Wednesday, March 15th 2023
 REVIEW 3 
 FUN TIME
 Review – Period 1 
 I. 
 OBJECTIVE
 S
 Language By the end of the unit, pupils will be able to:
 - Review the following sentence patterns: ● Who’s this / that? It’s my ____.; How old is he / she?
 ● He’s /She’s ____.; What’s her job? – He’s / She’s ____.
 ● Is he / she ____? – Yes, he / she is. / No, he / she isn’t.
 ● Where’s ____? – It’s here / there.; Where are the ____? – They’re ____.
 ● There’s / There are ____ in the room.; 
 ● The ____ is ____.; The ____ are ____.; 
 ● Would you like some ____? – Yes, please. / No, thanks. 
 ● What would you like to eat / drink? – I’d like some ____, please. Through 
 different contexts
 - listen to and understand five communicative contexts and tick the correct 
 pictures
 - listen to and understand four communicative contexts.
Core decision making, teamwork, work standards, reliability, motivation
competencies
General Listening: listen and tick the correct answers
competencies Self-control & independent learning: perform listening tasks
 Sociability: talk to each other, say good words to others
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 36
 - Audio Tracks 52, 53
 - Teacher’s guide Pages 194,195,196
 - Website sachmem 
 - Flashcards/pictures and posters (Review 3 & Fun time)
 - Computer, projector 
III. Warm-up and review – Listen and tick – Listen and number – Fun corner 
PROCEDUR and wrap- up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class. Option 1: Sing the song in Unit 15, Lesson 1. Whole 
 - Ask pupils to sing the song class
 - Invite some of them to come to the board to role play, 
 the rest of the pupils will sing.
 Option 2: Chant and do activities (Unit 15, Lesson 3).
 Group 
 - Ask pupils to chant and do the actions in Unit 15, 
 work
 Lesson 3 in groups. 
 - Give points and encourage them.
 Option 3: 
 - Play a game in the powerpoint Review 3 – period 1. Individual 
 - Divide the class into 2 teams to play “ BattleShips”. work/ 
 - Each team chooses one number to go to the question. Group 
 - Have pupils look, choose and answer the questions. work
 - Pupils can open 2 squares at once if they answer 
 correctly.
 - Back to the menu to choose a question.
 - Pupils continue their turns until they can find all the 
 ships. 
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand five communicative contexts and tick the 
 correct pictures
b. Input: Picture cues:
 1a. a father 1b. a mother
 2a. a mother working as a doctor 2b. a mother working as a 
 teacher
 3a. a living room (near) 3b. a living room (far)
 4a. a big window 4b. a small window
 5a. a carton of milk 5b. a carton of juice
 Audio script:
 1. A: Who’s this?
 B: It’s my father.
 2. A: What’s her job?
 B: She’s a doctor.
 3. A: Where’s the living room?
 B: It’s there.
 4. The window is small.
 5. A: What would you like to drink?
 B: I’d like some milk, please.
c. Pupils can listen to and understand five communicative contexts and 
Outcome: tick the correct pictures.
 Key: 1. a 2. a 3. b 4. b 5. a d. Step 1: Draw pupils’ attention to Pictures 1a and 1b. Whole 
Procedure: Elicit the characters in each picture. Check class
 comprehension. 
 Step 2: Play the recording for pupils to listen to Whole 
 Question 1. Ask pupils to listen and circle the correct class
 answer a or b. Play the recording again for pupils to do 
 the task. Play the recording a third time to give pupils 
 another listening opportunity. 
 Whole 
 Step 3: Repeat the same procedure with the rest of the class/ 
 pictures: 2a – 2b, 3a – 3b, 4a – 4b and 5a – 5b. Individual 
 Step 4: Get pupils to swap books with a partner, then work
 check answers together as a class. Write the correct Whole 
 answers on the board. class/ Pair 
 Extension: If time allows, play the recording, sentence work
 by sentence, for the class to listen and repeat in chorus. Whole 
 Correct their pronunciation where necessary. class/ 
 Individual 
 work
Activity 2. Listen and number. 9 minutes
a. Goal: To listen to and understand four communicative contexts
b. Input: Picture cues:
 a. a mother giving chicken to her daughter.
 b. a boy sitting near a birthday cake with the number 14 on it
 c. a father driving a taxi
 d. two lamps on a table
 Audio script:
 1. A: How old is your brother?
 B: He’s fourteen years old.
 2. What’s his job?
 B: He’s a driver.
 3. A: Where are the lamps?
 B: They’re on the table.
 4. A: Would you like some chicken?
 B: Yes, please
c. Pupils can listen to and understand four communicative contexts and 
Outcome: number the correct pictures.
 Key: 1. b 2. c 3. d 4. a. d. Step 1: Draw pupils’ attention to the pictures. Elicit the Whole 
Procedure: context of each picture (see Input). class/ 
 Step 2: Play the recording for pupils to listen and Individual 
 number the picture. Play the recording again for pupils work
 to do the task. Play the recording a third time to give Whole 
 pupils another listening opportunity. class/ 
 Step 3: Check answers together as a class. Play the Individual 
 recording again for the pupils to double-check their work
 answers and correct their answers in pairs. Whole 
 Extension: If time allows, play the recording sentence class/ Pair 
 by sentence, for the class to listen and repeat in chorus. work
 Correct their pronunciation, where necessary.
 Whole 
 Game: Slap the board. class/ 
 Divide the class into four teams. Stick the pictures of Individual 
 activities on the board. Teacher says a sentence, a pupil work
 from each team has to point/slap the right picture and 
 says the sentence again. The one who says faster will 
 get points. Group 
 work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Play game Pictionary! Whole 
 - Before the class starts, prepare a bunch of words and class
 put them in a bag.
 - Divide the class into two teams and draw a line down 
 the middle of the board.
 - Give one pupil from each team a pen and ask them 
 to choose a word from the bag.
 - Ask pupils to draw on the board and encourage their 
 team to guess the word.
 - The first team to shout the correct answer gets a 
 point.
 Option 2:
 Game: Sentence Puzzle
 - Divide the class into groups of four. Give each group Group 
 a sentence that is broken/cut into pieces. Ask them work
 to arrange the words to make a complete sentence, 
 then read it aloud.
 Option 3: - Play a game in the powerpoint for Review 3 – period Whole 
 1. class
 - Divide the class into 2 teams to play “Hangman”.
 - Have pupils guess the word letter by letter. 
 - Whenever the pupils guess a letter that is in the 
 secret word, click the letter to fill it into the blank 
 where it occurs.
 Friday, March 17th 2023
 REVIEW 3 & FUN TIME
 Review – Period 2
I. 
OBJECTIVES
Language By the end of the unit, pupils will be able to:
 - Review the following sentence patterns: 
 ● Who’s this / that? It’s my ____.; 
 ● What’s his/her job? – He’s / She’s ____.;
 ● Where’s ____? – It’s here / there.; 
 ● The ____ is ____.; The ____ are ____.;
 ● What would you like to eat / drink? – I’d like some ____, please. 
 ● Would you like some ____? – Yes, please. / No, thanks.
 ● through different contexts; – take part in three fun activities 
 relating to their language knowledge and competences.
 ● read and match pairs of target sentence patterns.
 ● read and complete a gapped text with the words in relation to the 
 topics of My houses and My bedrooms.
 ● ask and answer four questions using picture cues.
 - read and match pairs of target sentence patterns.
 - read and complete a gapped text.
 - read and answer questions using picture cues.
Core decision making, teamwork, work standards, reliability, motivation, 
competencies adaptability, problem-solving
General Reading: read a gapped text and fill in the blanks
competencies Communication and collaboration: work in pairs or groups
 Sociability: talk to each other, say good words to others
Attributes: Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language skills. II. RESOURCES AND MATERIAL:
 - Student’s book Page 37
 - Teacher’s guide Pages 196, 197
 - Website sachmem 
 - Flashcards/pictures and posters (Review 3 & Fun time)
 - Computer, projector 
III. Warm-up and review – Read and match – Read and complete – Ask and 
PROCEDURE answer – Fun corner and wrap- up
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 15, Lesson 1. Whole 
 - Ask pupils to sing the song class
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Chant and do activities (Unit 15, Lesson 3).
 Group 
 - Ask pupils to chant and do the actions in Unit 15, 
 work
 Lesson 3 in groups. 
 - Give points and encourage them.
 Option 3: 
 - Play a game in the powerpoint Review 3 – period 
 2.
 Individual 
 - Get the whole class to play “Talk for one minute work
 about ”.
 - Have pupils spin the wheel to go to the questions.
 - Get pupils to talk one minute about the topics they 
 have learnt.
Activity 3. Read and match. 8 minutes
a. Goal: To read and match pairs of target sentence patterns.
b. Input: Five pairs of target sentence patterns, which together form simple 
 exchanges between two pupils
c. Outcome: Pupils can read and match pairs of target sentence patterns.
 Key: 1. c 2. e 3. d 4. b 5. a d. Step 1: Draw pupils’ attention to the first sentence (1. Whole 
Procedure: How old is your sister?). Read it together as a class. class
 Check comprehension. 
 Step 2: Draw pupils’ attention to the Sentences a to e 
 on the right. Ask them to read and choose the correct 
 Whole 
 answer to Question 1, then match. When pupils 
 class
 answer correctly, tell them to draw a line to match the 
 question to the answer. Repeat the same procedure 
 with the rest of the questions. 
 Step 3: Tell pupils to swap books with a partner, then 
 check answers together as a class. Write the correct Whole 
 answers on the board. Play the recording for pupils to class/ Pair 
 check their answers again. work
 Extension: Invite pairs of pupils to stand up and read 
 aloud the matched exchanges.
 Pair work
Activity 4. Read and complete. 8 minutes
a. Goal: To read and complete a gapped text.
b. Input: An incomplete passage with answer options
c. Outcome: Pupils can read and complete a gapped text with the words in 
 relation to the topics of My houses and My bedrooms.
 Key: 1. are 2. is 3. big 4. in 5. on
d. Step 1: Draw pupils’ attention to the first sentence Whole 
Procedure: There (1) _____ two bedrooms in my house. Write it class/ 
 on the board. Individual 
 Step 2: Draw pupils’ attention to the word cues to work
 choose the correct word to fill in the gap in the first Whole 
 sentence. When pupils answer correctly, tell them to class/ 
 read and complete the sentence. Repeat the same Individual 
 procedure with the rest of the text. work
 Step 3: Get pupils to swap books with a partner, then 
 check answers together as a class. Pair work/ 
 Extension: Invite some pupils to stand up and read Whole 
 aloud the completed text. class
 Whole 
 class/ 
 Game: Slap the board. Individual 
 work
 - Divide the class into four teams. 
 - Stick the pictures of activities on the board. 
 - Teacher says a sentence, a pupil from each team Group 
 has to point/slap the right picture and says the work sentence again. The one who says faster will get 
 points.
Activity 5. Ask and answer. 9 minutes
a. Goal To read and answer questions using picture cues
b. Input – Four picture cues
 – Questions
c. Outcome Pupils can ask and answer four questions using picture cues.
d. Step 1: Draw pupils’ attention to the first picture. Get Whole 
Procedure them to identify the people in the picture. Check class/ 
 pupils’ comprehension. Individual 
 Step 2: Draw pupils’ attention to Question 1 (1. Who’s work
 this?). Have pupils point to each person in the picture Whole 
 to answer the question. Repeat the same procedure class/ 
 with the rest of the questions. Individual 
 Step 3: Have pupils work in pairs to role-play the four work
 exchanges. Go around the classroom to monitor the 
 activity. Pair work/ 
 Extension: Invite pairs of pupils to stand up and take Whole 
 it in turns to role-play the target exchanges. class
 Pair work
 Game: Matching game
 T uses pictures and flashcards, gets 3 pupils to hold 
 the pictures and 3 more to hold the sentences. Ask 
 them to find and match. Praise the ones who finish Group 
 matching. Then ask the whole class to look and say work
 aloud.
Fun corner and wrap-up: 5 minutes