Giáo án Tiếng Anh 3 - Week 3 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 3 - Week 3 - Năm học 2024-2025

1. Week: 03 Date of planning: 22/09/2024 Period: 09 Date of teaching: 23/09 – 27/09 UNIT 1: HELLO Lesson 3 (1,2,3) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - to correctly repeat the sounds of the letters h and b in isolation, in the words hello and bye, and in the sentences Hello, Ben. and Bye, Ben. with the correct pronunciation and intonation. - to identify the target words hello and bye while listening. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello, / Hi, I’m _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”. – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, self-introduce and respond to greetings. – use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye. Core teamwork, reliability, motivation competencies: General Self-control & independent learning: perform listening tasks competences: Communication and collaboration: work in pairs or groups 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 14 - Audio Tracks 12, 13, 14 - Teacher’s guide, Pages 25, 26 - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer, projector III. Warm-up and review – Listen and repeat – Listen and circle – PROCEDURE Let’s chant – Fun corner and wrap-up Procedure Teacher’s activities Pupils’ Note
2. activities Warm-up and review: 5 minutes Greet the class. Option 1: Whole - Introduce ways of greeting to the class, class - Make eye-contact. Individual - Use a friendly nonverbal greeting, such as a work handshake, high five, or thumbs-up - Give a few words of encouragement. Option 2: Game: Numbers Divide the class into 4 groups. Invite pupils to go to the monitor and touch to choose the numbers. Pupils will get points for their teams if their answers are Individual correct. work/ Give points to the groups and encourage them. Group work KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes a. Goal To correctly repeat the sounds of the letters h and b in isolation, the words hello and bye, and the sentences Hello, Ben. and Bye, Ben. with correct pronunciation and intonation. b. Input – The letter h, the word hello and the sentence Hello, Ben. – The letter b, the word bye and the sentence Bye, Ben. c. Outcome Pupils are able to correctly repeat the sounds of the letters h and b in isolation, the words hello and bye, and the sentences Hello, Ben. and Bye, Ben. with correct pronunciation and intonation. d. Procedure Step 1: Draw pupils’ attention to the letter h, the word Whole hello and the sentence Hello, Ben. Tell pupils about class the activity. Play the recording for the letter h. Encourage pupils to point at the letter/ word/ sentence while listening. Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 2: Repeat the procedure of Step 1 for the letter b. Whole class PRACTICE Activity 2. Listen and circle. 9 minutes a. Goal To identify the target words hello and bye while listening. b. Input Two gapped sentences with answer options
3. Audio script: 1. Hello, Ben. 2. Bye, Ben. c. Outcome Pupils can identify the words hello and bye while listening. Key: 1. c 2. a d. Procedure Step 1: Draw pupils’ attention to the sentences and the Whole gap-fill options. Tell them about the activity. Check class/ their comprehension and give feedback. Individual Step 2: Play the recording for the Sentence 1 for work pupils to listen. Play the recording again for them to listen and circle the correct options. Play the recording a third time for pupils to check their answers. Step 3: Repeat the procedure of Step 2 for Sentence 2. Whole Step 4: Tell pupils to swap books with a partner, then class/ check the answers together as a class. Write the Individual correct answers on the board. Play the recording for work pupils to check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the completed sentences. Game: Pass the ball. Step 1: Give 2 balls for pupils. Whole Step 2: Turn on the music and have students pass the class ball. Then stop the music. Have students stop passing the ball. The pupils who are having the balls will stand up and practise speaking with their friends. Step 3: Give points to the pupils. Step 4: Encourage pupils practice speaking English. 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. Outcome Pupils can say the chant with correct rhythm and pronunciation. d. Procedure Step 1: Draw pupils’ attention to the lyrics of the Whole chant. Check comprehension. class Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to Whole listen carefully to the rhythm and pronunciation. Draw class pupils’ attention to the sounds of the letters h and b and the words Hello and Bye. Step 3: Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation where necessary. Whole Step 4: Play the recording all the way through for class pupils to chant. Encourage them to clap along while
4. chanting. Whole Extension: Divide the class into two or more groups class to take turns listening and repeating the chant while the rest of the class claps along. Group work Fun corner and wrap-up: 5 minutes Game: Sing, do actions, then stop! Step 1: Divide the class into 4 teams. Whole Step 2: Have pupils sing and dance with the lyrics and class rhythm of the chant. Step 3: Invite each team to sing and do actions. When the music stops, all of them have to stop doing actions Team (freeze). Who can freeze longer will win. work Step 4: Encourage pupils to join the game. Give points to teams. Week: 03 Period: 10 UNIT 1: HELLO Lesson 3 (4,5,6) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read four sentences and choose the correct responses. - read, understand and complete three exchanges with their personal information. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello, / Hi, I’m _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”. – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, self-introduce and respond to greetings. – use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye. Core competencies: teamwork, reliability, motivation General Critical thinking: self-introducing competences: Communication and collaboration: work in pairs or groups Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness
5. Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Student’s book Page 15 - Teacher’s guide Pages 26, 27 - Website sachmem.vn - Flashcards/pictures and posters (Unit 1) - Computer, projector III. PROCEDURE Warm-up and review – Read and circle – Let’s write– Project – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes Greet the class. Option 1: Ask two pupils to come up to the front of the Whole classroom to to practice introducing themselves, class/ Pair greeting each other. Repeat with other pairs. work Option 2: Review the chant with some missing words. Whole Step 1: Read the chant out loud. class Step 2: Cover some words, one by one. Let the pupils remember what they are. Step 3: Say the chant with the lyrics. Step 4: Say the chant without the lyrics. Option 3: Greet the class and encourage them to respond to your Whole greeting. Spend a few minutes revising the previous class/ lesson by having the class say the chant on page 14. Individual – Get the class to open their books on page 15 and look work at Activity 4. Tell them what they will learn in this lesson. PRACTICE Activity 1. Read and circle. 8 minutes a. Goal To read four sentences and choose the correct responses. b. Input Four sentences, each with two options c. Outcome Pupils can read four sentences and choose the correct responses. Key: 1. b 2. a 3. a 4.b d. Procedure Step 1: Draw pupils’ attention to the first sentence. Tell Whole them about the activity. Get pupils to read the first class number together as a class. Elicit the answer and give feedback. Circle the letter b. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Individual
6. Step 3: Tell pupils to swap books with a partner, then work check answers together as a class. Write the correct Whole answers on the board for pupils to correct their answers. class PRODUCTION Activity 2. Let’s write. 9 minutes a. Goal To read, understand and complete three exchanges with their personal information. b. Input Three short, two-person exchanges with target sentences to complete. c. Outcome Pupils can read, understand and complete three exchanges with their personal information. d. Step 1: Draw pupils’ attention to three two-person Whole Procedure: exchanges. Tell them about the activity. class/ Write the first exchange on the board: Individual Lucy: Hi. I’m Lucy. work You: Hello, Lucy. I’m ____ . Elicit the context and the missing words and give feedback. Complete the sentences. Invite two pupils to role-play the exchange. Individual Step 2: Give pupils time to do the task. Go around the work classroom to offer support where necessary. Step 3: Get pupils to swap books with a partner, then Pair work check the answers together as a class. Write the correct answers on the board for pupils to Individual correct their answers. work Game: Chinese whispers Step 1: Divide the class into 4 groups. Ask them to Group stand on 4 lines. work Step 2: Say a sentence to the first pupil at each line. Step 3: Pupils speak quietly one by one. The one at the back of each line has to say the sentence out loud. Step 4: Give points to the groups who can make it well. Encourage pupils to practise speaking English. PRODUCTION Activity 3. Project 8 minutes a. Goal To make a pupil card for pupils to use, and use their work to practise talking to their classmates. b. Input – A sample of a pupil card with the following information to complete: Name, Class, School – Materials: white or coloured cards, scissors, felt-tip pens, coloured pencils, etc. c. Outcome Pupils can make their pupil cards and use them to practise talking with their classmates.
7. d. Procedure Step 1: Tell pupils about the activity. Stick the pupil Whole card sample on the board. Write the presentation class language on the board. Check comprehension and give feedback. Have pupils repeat the sentences until they can say the sentences by themselves. Model the presentation a few times. Step 2: Invite a pupil to the front of the classroom to Individual perform the presentation. Watch and offer your support work with the language. Step 3: Put pupils into groups to rehearse their pupil card presentation. Go around the classroom to offer Group support where necessary. work Step 4: Invite a few pupils from different groups to show and talk about their pupil cards in front of the Individual classroom. work Extension: Create a class display of pupil cards and Whole vote for the best decorated one. class Fun corner and wrap up: 5 minutes Game: Role play Divide the class into 4 teams. Invite each team to go to Team the board and role play using the given conversation work (See the powerpoint file for reference). Encourage pupils to practise speaking English. Give points to the teams. Week: 03 Period: 11 UNIT 2: OUR NAMES Lesson 1 (1,2,3) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words what, your, name, my in relation to the topic “Our names”; - Use What’s your name? – My name’s . to ask and answer questions about names; - Listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; Core teamwork, reliability, motivation, communication and initiative. competencie s General Listening: listen and recognize the names, then repeat. competences
8. Critical thinking: talk about names. Oral communication: speak about names, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIALS - Student’s book Page 16 - Audio Tracks 15, 16 - Teacher’s guide Pages 28, 29 - Website sachmem.vn - Flashcards/pictures and posters (Unit 2) - Computer, projector III. Warm-up and review – Look, listen and repeat – Listen, point and say – PROCEDU Let’s talk – Fun corner and wrap-up RE Pupils’ Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song Hello in Unit 1 Lesson 1 Whole class - 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: Sing a song from youtube Whole class ( - Ask pupils to sing a song. - Give point for the pupils and encourage them. 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 asking and answering questions about names. b. Input - Context a: Linh: Hi. I’m Linh. What’s your name? Ben: My name’s Ben. - Context b: Minh: What’s your name? Mary: My name’s Mary. c. Outcome To understand and correctly repeat the sentences in two communicative
9. contexts about names. d. Step 1: Have pupils look at Pictures a and b and identify Whole class Procedure: the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the Whole class recording for them to listen. Play the recording again, Whole sentence by sentence, for pupils to listen and repeat. class/ Follow the same procedure with Picture b. Correct their Individual pronunciation where necessary. work Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Whole Step 4: Invite a few pairs to the front of the classroom class/ to listen and repeat the sentences in the recording. Step 5: Draw their attention to the question What’s your Pair work name? and the answers My name’s Ben. and My name’s Mary. Tell pupils that they are a question and answers Whole class about the character names. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes a. Goal To correctly say the character names and use What's your name? - My name's. to ask and answer questions about names. b. Input - Picture cues: a. pupils Nam and Bill b. pupils Linh and Mary - Speech bubbles: What’s your name? – My name’s . - Audio script: a.Nam, Bill b. Linh, Mary A: What's your name? B: My name’s Nam. c. Outcome Pupils can correctly say the character names and use What's your name? – My name's_________ _. to ask and answer questions about names. d. Step 1: Have pupils look at the pictures. Elicit the name Whole Procedure: of each character. class/ Step 2: Have pupils point at Picture a (Nam, Bill), listen Individual to the recording and repeat the names (Nam, Bill). work Follow the same procedure with Picture b. Have the class repeat the names a few times.
10. Step 3: Point at the first bubble and have pupils listen and repeat after the recording (What's your name?). Point at Picture a and have pupils listen and repeat after Whole the recording (My name's Nam). Follow the same class/ procedure with Picture b. Individual Step 4: Put pupils in pairs and have pairs practise work asking and answering the question What's your name? - My name's . Pair work Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Pair work Game: Blow up balloons Divide the class into 2 teams. Let pupils choose a balloon by its colour. Pupil(s) answer the question(s). If their Group work answer(s) are correct, they get points for their teams. The winning team is the team with more points. PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What’s your name? and My name’s . to ask and answer questions about names. b. Input Picture cue: Two pupils greet each other outside school. Speech bubbles: What’s your name? – . c. Outcome Pupils can enhance the correct use of What’s your name? – My name’s . to ask and answer questions about names. d. Procedure Step 1: Draw pupils’ attention to the two speech Whole bubbles. Read the question aloud and ask pupils to class/ repeat it. Ask pupils to look at the second bubble and Individual identify what the answer should be. Elicit the answer My work name's Mai. Get pupils to repeat the question and the answer several times in pairs. Pair work Step 2: Go around the classroom, point to pupils and ask What’s your name? Allow each pupil to answer with his / her own name (e.g. My name’s Long). Step 3: Have pupils practise asking and answering the Individual questions about their own names in pairs. Go around the work classroom to observe and provide help. Step 4: Invite some pairs to practise asking the question Pair work and giving the answer in front of the class.
11. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem, have pupils look at the words in the Whole class pictures of Activities 1, 2 and repeat after the recordings. Option 2: Game: Let’s ask people around you Each pupil gets 1 sheet of paper from the teacher. They Whole fill in the information about themselves. Then they can class/ move around the class to ask and answer the questions to Individual know more about their friends’ family member. work Option 3: Preparation for the project Ask pupils to prepare the project on page 21 by making paper birthday cakes or drawing birthday cakes (with numbers showing their ages) as homework so that they can tell the class about their names and ages. Week: 03 Period: 12 Unit 2: OUR NAMES Lesson 1 (4,5,6) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words what, your, name, my in relation to the topic “Our names”; - use What’s your name? – My name’s . to ask and answer questions about names; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names";
12. - read and write about people’s names; Core decision making, teamwork, work standards, reliability, motivation, competencie communication, planning and organization s General Listening: listen and recognize the names, then repeat competences Critical thinking: talk about names. Oral communication: speak about names, ask and answer the questions Self-control & independent learning: perform listening tasks Written vommunication: practise writing about names Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes: - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Pupil’s book Page 17 - Audio Track 17 - Teacher’s guide Pages 30,32 - Website sachmem.vn - Flashcards/pictures and posters (Unit 2) - Computer, projector III. Warm-up and review –Listen and tick– Look, complete and read – Let’s PROCEDU play – Fun corner and wrap-up RE Pupils’ Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes Greet the class. Option 1: Whole class +) Sing the song in Unit 1, Lesson 1. (Or choose a / Individual suitable song on Youtube.) work - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing. - Give points to the pupils and encourage them. +) Have pupils review the model sentences learnt in the previous lesson by asking and answering about
13. names. Individual Option 2: Game: Pass the ball work/ - Divide the class into 3 teams. Group work - Each team has 1 sticky ball. - Play the music. Pupils in each team take turns to pass the ball. When the music ends, 3 pupils who have the ball will stand up and say their names, using the model sentences. PRACTICE Activity 4. Listen and tick. 8 minutes a. Goal To listen to and understand two dialogues in which pupils ask and answer questions about names. b. Input – Picture cues: 1 a. Minh greets Lucy and asks her name. 1 b. Minh greets Mary and asks her name. 2 a. Mai greets Bill and asks his name. 2 b. Mai greets Ben and asks his name. Audio script: 1. Minh: Hi. I’m Minh. What’s your name? Mary: Hello, Minh. My name’s Mary. 2. Mai: Hi. I’m Mai. What’s your name? Bill: Hello, Mai. My name’s Bill. c. Outcome Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about their names. Key: 1. b 2. a d. Procedure: Step 1: Ask pupils some questions about Activity 4 Whole (e.g. How many pictures are there? Who can you class/ see? What are they doing?). Ask them to say about Individual the difference between Picture 1a and Picture 1b. work Step 2: Have pupils look at Pictures 1a and 1b. Play the recording of the first dialogue and ask pupils to tick the correct picture. Play the recording again and check their answers. Praise pupils if they have the correct answer (Picture b).
14. Step 3: Repeat Step 2 with the second dialogue. Step 4: Set a time limit for pupils to swap and check the answers. Correct their answers, if necessary. Pair work Extension: If time allows, play the recording, sentence by sentence, for the class to listen and Whole class repeat in chorus. Correct their pronunciation if necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes a. Goal To complete three target sentence patterns with the help of picture cues. b. Input Two picture cues and two exchanges with the target sentences to complete c. Outcome: Pupils can complete three target sentence patterns with the help of picture cues. Key: 1. Lucy 2. your name; Mary d. Procedure: Step 1: Have pupils look at the pictures. Have them Whole identify the characters in the two pictures. class/ Individual Step 2: Have pupils look at the two incomplete work exchanges. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (Lucy). Then have them look at the picture and identify the character’s name. Then have them complete the gap (Hi. My name’s Nam. What’s your name? - My name’s Lucy.) Step 4: Follow the same procedure with Picture 2. Draw their attention to the two gaps in the second exchange. Step 5: Have pupils complete the exchanges Individual work/ individually and ask a few pairs to read them aloud. Pair work PRODUCTION Activity 6. Let’s play. 8 minutes a. Goal To review the characters’ names by playing the game Slap the board. b. Input Six flash cards showing pictures of Lucy, Nam, Ben, Mai, Mary and
15. Bill or six words Lucy, Nam, Ben, Mai, Mary and Bill. c. Outcome Pupils can review the characters’ names by playing the game Slap the board. d. Procedure Step 1: Tell pupils that they are going to listen for Whole the names of the six pupils and slap the correct class/ Group flash cards / words as quickly as possible. work Step 2: Put the flash cards or write the words of the six pupils on the board. Step 3: Call two or three pupils to the front of the class. Ask them to stand at a certain distance from Individual the board. work Step 4: Invite one pupil to the front of the class and ask What's your name? The pupil answers the Individual question with one of the names on the board (e.g. work/ My name's Bill.). Have pupils run to the board and Whole class slap the correct flash card / word. The pupil who is the quickest to slap the correct word gets one point. The pupil who has the most points at the end of the game wins. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem, have pupils look at the words in the Whole class picture of the lesson 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 in to pieces. Ask the Group work pupils to arrange them to make a complete sentence, then read it aloud. The group who makes it first will be the winner. Option 3: Game: Spin the Wheel - Divide the class into teams. Whole class - Teacher calls several pupils to answer the question “What’s your name?” - Pupils/ Teacher click on the “spin” button to get points.