Giáo án Tiếng Anh lớp 3 Unit 16 Lesson 2 Global Success

I. OBJECTIVES

Language:

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

- use the words birds, cats, dogs, parrots, rabbits and goldfish in relation to the topic "Pets".

- use some and many to identify the quantity of pets;

- use How many do you have? – I have _____. to ask and answer questions about the quantity of pets;

- listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Pets";

Core competencies:

teamwork, work standards, motivation, adaptability, communication, and initiative.

General Competences:

Critical thinking: talk about one’s pet(s)

Oral communication: speak about one’s pet(s), ask and answer the questions.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

Problem-solving and creativity: answer comprehension questions.

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 42
• - Audio Tracks 58, 59
• - Teacher’s guide Pages 203, 204

- Website sachmem.vn

• - Flash cards/ pictures and posters (Unit 16)

- 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

Pupil’s activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 16, 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: Spend a few minutes revising the previous lesson by asking the class to play the game Slap the board.

Option 3: Game: Guess the pictures

- Write any word on the board.

- The first pupil has to take the last four or three letters of that word and form a new word.

- The second pupil does the same, and the chain continues until a pupil is unable to form a word.

- The pupil who fails to form a word or misspells it is out of the game.

Whole class

Group work

Individual work/
Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat How many ________do you have? − I have _______. to ask and answer questions about the quantity of pets.

b. Input:

- Context a: Ben: I have two rabbits. How many rabbits do you have?

Lucy: I have many.

- Context b:

Linh: These are my goldfish. How many goldfish do you have?
Bill: I have some.

c. Outcome:

Pupils can understand and correctly repeat How many ____ do you have? − I have _______. to ask and answer questions about the quantity of pets.

d. Procedure:

Step 1: Have pupils look at Pictures a and b. Draw their attention to the question and answer in the Picture b. Explain that the question and answer in this context are used to ask and answer about the number of pets in plural.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Then play the recording again sentence by sentence for them to listen and repeat. Follow the procedure with Picture b. Correct their pronunciation if 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 class to listen and repeat the sentences in the recording.

Whole class/ Individual work

Pair work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use How many ________ do you have? − I have _______. to ask and answer questions about the quantity of pets.

b. Input:

• - Picture cues:

a. three parrots (some)     b. six parrots (many)

c. three dogs (some)     d. seven dogs (many)

• - Speech bubbles: How many _____ do you have? − I have ____.

Audio script:

a. parrots / some     b. parrots / many

c. dogs / some     d. dogs / many

A: How many parrots do you have?

B: I have some.

A: How many dogs do you have?

B: I have many.

c. Outcome:

Pupils can correctly say the words and use the sentence patterns How many ____ do you have? − I have _____. to ask and answer questions about the quantity of pets.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the names of the pets.

Step 2: Have pupils point at the words under the pictures, listen to the recording and repeat until they feel confident. Explain that these words are the names and the quantity of the pets in the pictures.

Step 3: Model by pointing at the question How many ____ do you have? and have pupils listen to the recording and repeat it a few times. Ask pupils to read the gapped answer in the second bubble and tell them that they should fill in the gap with the quantity of pets. Then have them listen to the recording and repeat the answer a few times. Finally, have pupils ask the question and give answers a few times in pairs.

Step 4: Repeat Step 3 with the other pictures. Then give pupils time to work in pairs, pointing at the question and the pictures and giving the answers.

Step 5: Invite a few pairs to point at the pictures and practice asking and answering in front of the class.

Whole class/ Individual work

Pair work

Pair work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of How many _____ do you have?

− I have _____. to ask and answer questions about how many pets someone has in a freer context.

b. Input:

• - Picture cue: Three parrots, seven cats, three rabbits and seven puppies are in the garden.
• - Speech bubbles: How many _____? − I have _____.

c. Outcome:

Pupils can enhance the correct use of How many?
− I have ______. to ask and answer questions about the quantity of pets.

d. Procedure:

Step 1: Draw pupils’ attention to the picture.
Tell them about the activity. Ask questions to help them understand the context (see Input).

Step 2: Put pupils into pairs and encourage them to ask and answer questions using the target patterns. Go around the classroom to offer support where necessary.

Step 3: Invite some pairs to perform their exchanges.

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.

Option 2:

Game: Pass the ball

- Divide the class into 3 teams.

- Each team has 1 sticky ball.

- Play the music, students in each team take turns to pass the ball. When the music ends, 3 students who have the ball will stand up and ask and answer about the number of pets, using the sentence model.

Option 3: Game: Lucky numbers (ppt)

Whole class

Group work

Group work