Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 33. Unit 19: Outdoor activities + Unit 20: At the zoo - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 33
 Thursday, May 4th 2023 
 UNIT 19: OUTDOOR ACTIVITIES
 Lesson 3: (4-6 )
I. 
OBJECTIVES
Language: By the end of the lesson, pupils will be able to:
 - correctly pronounce the sounds of the consonant clusters pl and fl in 
 isolation, in the words play and fly, and in the sentences She’s playing 
 volleyball. and He’s flying a kite; with the correct pronunciation and 
 intonation;
 - read a passage and answer the questions about what someone is doing 
 outdoors;
 - complete a paragraph about what a pupil and his/her friend are doing 
 outdoors;
 - trace and colour the friends, then tell the class where they are and what 
 they are doing.
Core communication, planning and organization, stress tolerance, and initiative.
competencies:
General Listening: listen and recognize someone, then repeat.
competences: Critical thinking: talk about someone.
 Oral communication: speak about someone, ask and answer the questions.
 Written communication: practice 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 63
 - - Teacher’s guide Pages 240, 241
 - - Website sachmem.vn
 - - Flash cards/ pictures and posters (Unit 19)
 - Computer, projector, 
III. Warm-up and review – Read and answer – Let’s write – Project – 
PROCEDURE Fun corner and wrap-up.
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Say Let’s chant. in Unit 19, Whole class
 Lesson 3.
 - Ask pupils to chant.
 - Invite some of them to come to the 
 board to role play, the rest of the pupils Group work
 will chant.
 Option 2: 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 Individual 
 winner. work/ Group 
 - Option 3: Play game in the PowerPoint work
 for 
 Unit 19 – Lesson 3 – Period 6.
PRACTICE
Activity 4. Read and answer. 8 minutes
a. Goal: To read a passage and answer the questions about what someone is 
 doing outdoors.
b. Input: A passage and four questions.
c. Outcome: Pupils can read a passage and answer the questions about what 
 someone is doing outdoors.
 Key: 1. They’re in the park. 2. She’s cycling. 
 3. He’s flying a kite. 4. He’s playing football.
d. Step 1: Draw pupils’ attention to four questions and Whole class/ 
Procedure: his / her outdoor activity in the passage. Individual 
 Step 2: Have pupils work individually. work
 Individual 
 Step 3: Set a time limit for pupils to read and answer work
 the questions. Go around the classroom to offer Whole class/ 
 support where necessary. Individual 
 Step 4: Tell pupils to swap the answers with a partner, work
 then check answers as a class. Write the answers on 
 the board.
 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 friend are 
 doing outdoors.
b. Input: A gapped paragraph:
 Lucy and Nam are my friends. They like ____________. Lucy is 
 _____________. Nam is ____________. I like ___________. I’m 
 ____________. 
 What are you doing?
c. Outcome: Pupils can complete the paragraph about what they and their friends 
 are doing outdoors.
 Key: (Pupils’ answers)
d. Step 1: Draw pupils’ attention to the first gap and Whole class/ 
Procedure: elicit the words (sports and games). Have pupils write Individual 
 their answers. work
 Step 2: Repeat Step 1 with the next gap.
 Step 3: Give pupils time to complete the paragraph. Whole class/ 
 Individual 
 Step 4: Have some pupils read their completed work
 paragraphs aloud. Whole class/ 
 Individual 
 work
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal: To trace and colour the friends, then tell the class where they are and 
 what they are doing.
b. Input: A general picture
c. Outcome: Pupils can trace and colour the friends, then tell the class where they 
 are and what they are doing.
d. Step 1: Have pupils work in groups. Group work
Procedure: Step 2: Model by saying: Look at this boy. He is Bill. Whole class/ 
 I’ll trace and colour him. Then trace and colour the Individual 
 character (Bill) in different colours. Finally, describe work
 the character. For example: Look! This is my friend 
 Bill. He’s in the Central Park now. He’s skating 
 Step 3: Hand out copies of the picture to pupils (as 
 shown in Input) and coloured pencils. Whole class/ 
 Step 4: Give time for all groups to do their task. Go Individual 
 around the classroom and check their work. work
 Step 5: If time allows, invite representatives of one or Group work
 two groups to tell the class about the characters they 
 have traced and coloured, then describe where and Individual 
 what they are doing. work/ Whole 
 class
corner and wrap-up: 5 minutes
 Option 1: Whole class
 Using sachmem.vn, have pupils look at the words in 
 the picture of Activities 4, 5 to consolidate the lesson.
 Option 2:
 Game: Sentence Puzzle Group work 
 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. Group work 
 Option 3: 
 Play game in the PowerPoint for Unit 19 – Lesson 3 
 – Period 6. - Divide the class into 2 teams.
 - Pupils take turn picking candy. 
 - If they answer correctly, they will get points. 
 Friday, May 5th 2023
 Unit 20: AT THE ZOO
 Lesson 1 : ( 1-3)
I. 
OBJECTIVE
S
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 what animals 
 someone can see at the zoo
 - correctly use What can you see? – I can see ______. to ask and answer 
 questions about what animals someone can see at the zoo
 - enhance the correct use of What can you see? – I can see . to ask and 
 answer questions about what animals someone can see at the zoo.
Core teamwork, motivation, problem-solving, integrity, communication
competencies
General Listening: look, listen and repeat
competencies Critical thinking: listen, point and say
 Oral communication: let’s talk
Attributes: Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Sociability: talk to each other, share their knowledge about animals at the 
 zoo to others
II. RESOURCES AND MATERIAL:
 - Student’s book Page 64
 - Audio Tracks 94, 95
 - Teacher’s guide Pages 242
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 20)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s 
PROCEDUR talk – 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 a “At the zoo” song Whole 
 class
 Option 2: Ask pupils if they have ever been to the zoo 
 and what animals they saw. (Pupils can show their Individual 
 pictures at the zoo if they want). Then introduce the work
 animal names and key expressions for the lesson.
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 
 what animals someone can see at the zoo
b. Input: – Context a: Bill calls and asks Mai: Where are you, Mai? Mai 
 answers: I’m at the zoo.
 – Context b: Bill continues asking Mai: What can you see? Mai 
 answers: I can see a tiger.
c. Outcome: Pupils can understand and correctly repeat What can you see? – I can 
 see ______. to ask and answer questions about what animals someone 
 can see at the zoo.
d. Step 1: Have pupils look at Context a. Ask them some Whole 
Procedure: questions such as Who are they? Where are they? What class
 is Mai doing?. Explain the meaning of the question and 
 the answer. Check comprehension.
 Step 2: Play the recording all the way through for pupils 
 to listen. Then let pupils listen and do choral and 
 Individual 
 individual repetition, sentence by sentence.
 work
 Step 3: Repeat Step 1 and 2 for Context b. Draw their 
 attention to the question What can you see? and the 
 answer I can see a tiger. Explain that they are used to Whole 
 ask and answer questions about what animals someone class/ 
 can see at the zoo. Check comprehension. Individual 
 work
 Step 4: Invite a few pairs to listen to the recording, to 
 point at the characters and say the language in front of 
 the class. Pair work
Activity 2. Listen, point and say. 9 minutes a. Goal: To correctly use What can you see? – I can see ______. to ask and 
 answer questions about what animals someone can see at the zoo
b. Input: – Picture cues:
 a. a tiger b. a horse c. a monkey d. a peacock
 – Speech bubbles: What can you see? – I can see ______.
 – Audio script:
 a. a tiger b. a horse c. a monkey d. a peacock
 A: What can you see?
 B: I can see a tiger.
c. Outcome: Pupils can correctly use What can you see? – I can see ______. to 
 ask and answer questions about what animals someone can see at the 
 zoo.
d. Step 1: Have pupils look at Pictures a, b, c and d and Whole 
Procedure: elicit the names of the animals. Have the class listen to class
 the recording and repeat the words a few times in 
 chorus and individually.
 Step 2: Model by getting pupils to point at the question Individual 
 in the first bubble “What can you see?” to listen to the work
 recording and repeat a few times. Then let them point 
 at Picture a, elicit the pupils to say the missing words 
 (e.g. a tiger). After that, get them to point at the answer 
 in the second bubble, listen to the recording and repeat 
 I can see a tiger. Go around and offer help or correct 
 pupils’ pronunciation, where necessary. Individual 
 Step 3: Repeat Step 2 for Pictures b, c, d by letting one work
 pupil ask the question and the other answer about what 
 an animal he / she can see at the zoo. Go around the 
 classroom and offer help where necessary.
 Group 
 Step 4: Invite a few pairs to point at the pictures and ask 
 work
 and answer questions about animals in front of the 
 class.
 Mini game: Listen and choose Whole 
 class/ 
 Teacher asks pupils to listen carefully, then choose the 
 correct answer. Write it on their mini board. Individual 
 work
 1. Key: A
 2. Key: B
 3. Key: A
 4. Key: D
 5. Key: C
Activity 3. Let’s talk. 8 minutes a. Goal: To enhance the correct use of What can you see? – I can see______ 
 . to ask and answer questions about what animals someone can see at 
 the zoo
b. Input: – Picture cue: Some animals at the zoo: a tiger, a horse, a peacock, a 
 monkey
 – Speech bubbles: What can you see at the zoo? – _______.
c. Outcome: Pupils can enhance the correct use of What can you see? – ______. 
 to ask and answer questions about what animals someone can see at 
 the zoo.
d. Step 1: Have pupils look at the picture and elicit them Whole 
Procedure: to say the names of the animals. Check comprehension. class/ 
 Encourage pupils to point at each animal and say what Individual 
 they can see (e.g. I can see a tiger.) work
 Step 2: Model by getting pupils to listen to and repeat 
 the question in the first bubble What can you see? Then Individual 
 ask them to point at one animal (e.g. a peacock) and work
 answer I can see a peacock. Correct the pronunciation 
 if necessary.
 Step 3: Give the pupils time to practise asking and 
 Group 
 answering the questions in pairs. Go around the 
 work
 classroom and offer help where necessary.
 Step 4: Invite a few pairs to practise asking and 
 answering the questions in front of the class.
 Pairs work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils do the activities to Whole 
 consolidate the lesson. class
 Option 2:
 Game: Simon says
 - Teacher starts a sentence with “Simon says”. Pupils Whole 
 must follow the leader and do the action. class
 - If the sentence does not start with “Simon says’, pupils 
 do nothing.
 Simons says swim like a fish. 
 Simons says jump like a monkey. 
 Simon says run like a horse.
 Touch your ears like a rabbit!
 Did you touch your ears? I didn’t say Simon says.
Simons says roar like a tiger. 
Dance like a peacock.
Did you dance?
I didn’t say Simon says.
Option 3: Animal sounds
Ask pupils to listen to the sound carefully, then guess 
the animal’s name. 
 Whole 
Teacher: What do you hear? class
Pupils: It’s a ______