Kế hoạch bài dạy Tiếng Anh 3 - Tuần 29 - Năm học 2021-2022 - Trần Thị Hương

 WEEK 29
 Date of preparing: 10 /4 / 2022
 Date of teaching : 
 12/ 4 / 2022
 UNIT 20: WHERE’S SA PA?
 Lesson 2 (1, 2, 3)
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1.Identify the situation for the conversation between Tony and Linda (setting, 
 participants, topics);
 2. Ask and answer questions about distance between a place and Hue. Using 
 Is ____ near Hue? ̶ Yes, ____. / No, ____. It’s far from Hue. 
 3.Show interests, polite and know how to ask and answer questions about 
 distance between a place and Hue.
 B. LANGUAGE FOCUS.
 Vocabulary
 Ha Long Bay, near, far, look.
 Key grammatical structure 
 Is ____ near Hue? ̶ Yes, ____. / No, ____. It’s far from Hue. 
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3, sach mem .vn ,student’s book page 66
 - 4 pictures of activities (Activity 2 – page 66)
 - A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Answer the questions about the situation for the Observation
conversation between Mai and Linda such as setting, Students’ answersQuestions & answers
participant, topics. Key
2. Practice a role-play conversation with classmates, Students' talks and 
 Observation
using the picture prompts. interaction
3. Ask and answer questions about the location of a Student’s talks, Observation
place. and interaction Questions & answers
4.Use positive attitudes and appropriate gestures to
 Student’s 
 Asking about the location of a place. Observation
 interaction and 
 Questions& answers
 performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 *Warmer: Greeting and old lesson - Have 2 pairs ask and answer the Where’s (place)? 
It’s in +(location) Viet Nam.
- Monitor the activity.
Activity 1: Look, listen and repeat
- Have Ss open their books page 66.
- Tell ss that they are going to practice talking about distance, using 
Is+(place)+near+(place)?
- Draw ss’ attention to the first picture and elicit the name of the character and 
explain what they say.
- Use 2 puppets to present the situation.
- Play the tape.
- Play the tape again.
- Ask ss work in pairs to practice the dialogues.
- Teach new structures:
+Is near Hue?
Yes, .
No, It’s far from Hue.
- Monitor the activity.
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Have pupils look at each the picture.
- Ask pupils to identify places.
- Use the first picture as an example and put the question and answer on the 
board.
- Have Ss repeat the phrases a few times.
- Ask Ss to practice in pairs.
- Monitor the activity.
- Call on some pairs (4-5 pairs) to perform the task at the front of the class.
- Observe and give comments.
- Have the whole class repeat all the dialogue.
Task 2: : Let’s talk
- Have Ss look at the pictures on page 66.
- Tell ss that they are going to practice more with their friends.
 - Point to the first picture and ask Ss to guess what they say.
- Ask Ss fill the speech bubbles.
- Have Ss repeat the sentences in the bubbles.
- Ask ss to work in pairs.
- Monitor the activity.
- Call a few pairs to the front of the class to act out the dialogue.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? Ask and answer questions about distance between a place and Hue. Using Is 
____ near Hue? ̶ Yes, ____. / No, ____. It’s far from Hue. 
2. What’re the core values of the lesson?
- Show interests, polite and know how to ask and answer questions about the 
distance between a place and Hue.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson .
D. ADJUSTMENT
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WEEK 29
 Date of preparing: 10 /4 / 2022
 Date of teaching : 14/ 4 / 2022
 UNIT 20: WHERE’S SA PA?
 Lesson 2 (4, 5, 6) 
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify specific information through listening to conversations about 
places 
2- Read and fill the gapped paragraph, using the words provided. 
3. - Play the card game.
4. Actively participate in activities with their classmates in pairs, groups or 
class. Educate Ss about distance and love their place.
B. LANGUAGE FOCUS
1. Key terms. Water Puppet Theatre,Lake ,museum
.2. Key grammatical structure.
The sentence patterns: review
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 - Student’s book, page 67 - 12 Flashcards for places
 - Audio track (Unit 20, Activity 3: Listen and number, on page 67)
 - 4 Pictures (Activity 4, on page 67)
 - 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Performance Tasks Assessment tools
 products
 Observation, 
1. Listen and number correct pictures Student's answers
 Key
2. Reading and completing the dialogue 
about distance by filling the missing Student’s reading ( Observation, 
 Key
words of the text
 Student’s play and Observation
3. Play game: card game
 interaction Questions and answer
4. Actively participate in activities with 
their classmates in pairs, groups or class. Student’s talk and Observation
Educate Ss about distance and love their interaction Questions and answers
place
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and play a game: 
 - Prepare two balls (the red one and the blue one) for two teams playing a 
 game “Ball toss”
 - Give one ball to each team (Team A with the red one asking, Team B 
 with the blue one answering) and tell them to throw the balls to their 
 partners while the song “ The wheel on the bus” being sang.
 - When the song is paused, the students of two teams keeping the balls must 
 make questions and answers using Using Is ____ near Hue? ̶ Yes, ____. / 
 No, ____. It’s far from Hue. 
 - The song is continued for Ss to play the game and then exchange the role. - Monitor the activity and offer the help if necessary
Activity 1: Listening practice (Activity 3: Listen and number.)
- Ask Ss to open their books on page 69. Tell Ss that they are going to 
listen to four dialogues about distance and love their place.
- Ask Ss to look at the pictures so that they can understand how the 
language is used. Help them to identify the characters 
- Ask Ss to guess the answers in their groups.
- Play the recording all the way through for ss to listen, as they look closely 
at the pictures in their books.
- Play the recording again for Ss to listen and number the correct pictures.
- Replay the recording for Ss to check their answers. Have ss trade their 
answer in pairs, groups for correction.
- Groups perform their answers and comments
Keys:1.c 2.b 3.d 4.a
Activity 2: Reading practice (Activity 4: : Read and complete .)
-Tell ss that they are going to read and complete the correct answer. 
-Ask ss to read the text in silence. Check comprehension and give 
feedback.
-Give ss time to do the task in pairs and go around to offer help, if 
necessary.
- Get ss to swap and check their answer before checking as a class.
- Device class into groups and get them to read aloud the text.
- T checks and corrects
- Get them to swap their answers in pairs and in groups before checking as 
a class.
*Keys: 1. Name 2. Near 3. Theater 4. far
Activity 3: Information gap activity. Let’s play
Explain how the card game is played: Ss play in pairs. 
- When the time is up, call on pairs to demonstrate the game at the front of 
the class. The rest of the class observe and give comments.
- Have the whole class repeat all the sentences to reinforce their 
pronunciation
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Identify the specific information by listening conversations about distance 
and love their place.)
2. What’re the core values of the lesson? 
(Spend time playing folk games: card game , be proud of place )
- Remind students to do exercises in the workbook and to prepare for the 
next lesson 
D. ADJUSTMENT
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