Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 3 - Unit 1 + Unit 2 - Năm học 2024-2025 - Trịnh Thị Thúy Hạnh

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 3 - Unit 1 + Unit 2 - Năm học 2024-2025 - Trịnh Thị Thúy Hạnh

1. Week 3: Monday, September 23rd 2024 Period 9 Unit 1: Hello Lesson 3: 1-3 I. Objectives. By the end of the lesson, students will be able to: 1. Knowledge: 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. 2. Skills: - Listening and speaking. 3. Attitude/ Quality: -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. 4. Forming competence: - Co-operation (Ready to help friends in pair work/ groupwork). - Self-study ( can perform individual tasks and solve problems by themselves). II. Methods: - Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... III. Preparation. 1. Teacher’s preparation: CDs player, stereo, book. 2. Student’s preparation: Students’ aids: books, notebooks, workbooks. IV. Procedures:
2. Procedure Teacher’s activities Pupils’ activities Warm-up and review: 5 minutes Greet the class. Option 1: Whole class - Introduce ways of greeting to the class, Individual work - Make eye-contact. - Use a friendly nonverbal greeting, such as a handshake, high five, or thumbs-up - Give a few words of encouragement. Option 2: Game: Numbers Individual work/ Divide the class into 4 groups. Invite pupils to Group work go to the monitor and touch to choose the numbers. Pupils will get points for their teams if their answers are correct. Give points to the groups and encourage them. 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, Whole class the word hello and the sentence Hello, Ben. Tell pupils about 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 Whole class
3. several times until pupils feel confident. Correct their pronunciation where necessary. Step 2: Repeat the procedure of Step 1 for the letter b. a. Goal To identify the target words hello and bye while listening. b. Input Two gapped sentences with answer options 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 Whole class/ Individual and the gap-fill options. Tell them about the work activity. Check their comprehension and give feedback. Step 2: Play the recording for the Sentence 1 Whole class/ Individual for pupils to listen. Play the recording again for work 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 class Step 4: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Play the recording for 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. Step 2: Turn on the music and have students pass the ball. Then stop the music. Have students stop passing the ball. The pupils who
4. 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. 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 Whole class the chant. Check comprehension. Step 2: Play the recording all the way through Whole class for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters h and b and Whole class the words Hello and Bye. Step 3: Play the recording, line by line, for Whole class pupils to listen and repeat. Correct their pronunciation where necessary. Group work Step 4: Play the recording all the way through for pupils to chant. Encourage them to clap along while chanting. Extension: Divide the class into two or more groups to take turns listening and repeating the chant while the rest of the class claps along. Fun corner and wrap-up: 5 minutes Game: Sing, do actions, then stop! Step 1: Divide the class into 4 teams. Whole class Step 2: Have pupils sing and dance with the lyrics and rhythm of the chant. Step 3: Invite each team to sing and do actions. When Team work the music stops, all of them have to stop doing actions (freeze). Who can freeze longer will win.
5. Step 4: Encourage pupils to join the game. Give points to teams. Period 10: Tuesday, September 24 th 2024 Unit 1: Hello Lesson 3 : 4-6 I. Objectives. By the end of the lesson, students will be able to: 1. Knowledge: 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.- Pronounce correctly the stress of the two syllable nouns 2. Skills: Listening, reading, writing and speaking. 3. Attitude/ Quality: 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 4. Forming competence: - Co-operation (Ready to help friends in pair work/ groupwork). - Self-study ( can perform individual tasks and solve problems by themselves). - Use language to talk about what a village/ town/ city is like, do the listening task and read the chant. II. Methods:
6. - Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... III. Preparation. 1. Teacher’s preparation: CDs player, stereo, book. 2. Student’s preparation: Students’ aids: books, notebooks, workbooks. IV. Procedures: Procedure Teacher’s activities Pupils’ activities Warm-up and review: 5 minutes - Greet the class. - Review the chant with some missing words. Whole class/ Pair Step 1: Read the chant out loud. work 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. 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 class them about the activity. Get pupils to read the first 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 Individual work classroom to offer support where necessary. Whole class Step 3: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. 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.
7. c. Outcome Pupils can read, understand and complete three exchanges with their personal information. d.Procedure: Step 1: Draw pupils’ attention to three two-person Whole class/ exchanges. Tell them about the activity. Individual work Write the first exchange on the board: Lucy: Hi. I’m Lucy. You: Hello, Lucy. I’m ____ . Individual work Elicit the context and the missing words and give feedback. Complete the sentences. Invite two pupils to Pair work role-play the exchange. Step 2: Give pupils time to do the task. Go around the Individual work classroom to offer support where necessary. Step 3: Get pupils to swap books with a partner, then Group work check the answers together as a class. Write the correct answers on the board for pupils to correct their answers. Game: Chinese whispers Step 1: Divide the class into 4 groups. Ask them to stand on 4 lines. 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.
8. d. Procedure Step 1: Tell pupils about the activity. Stick the pupil Whole class card sample on the board. Write the presentation language on the board. Check comprehension and give feedback. Have pupils repeat the sentences until they can say the sentences by themselves. Model the Individual work presentation a few times. Step 2: Invite a pupil to the front of the classroom to Group work perform the presentation. Watch and offer your support with the language. Individual work Step 3: Put pupils into groups to rehearse their pupil Whole class card presentation. Go around the classroom to offer support where necessary. Step 4: Invite a few pupils from different groups to show and talk about their pupil cards in front of the classroom. Extension: Create a class display of pupil cards and vote for the best decorated one. Fun corner and wrap up: 5 minutes Game: Role play Divide the class into 4 teams. Invite each team to go to Team work the board and role play using the given conversation (See the powerpoint file for reference). Encourage pupils to practise speaking English. Give points to the teams. Period 11: Thursday, September 26th 2024 Unit 2: Our names Lesson 1 : 1-3 I. Objectives. - By the end of the lesson, students will be able to: 1. Knowledge: 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”;
9. - 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" 2. Skills. - Listening and speaking. 3. Attitudes/ Quality: - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills 4.Forming competence: - Communication - Self- study - Using language to talk about where someone is from II. Methods: - Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... III. Preparation: 1. Teacher’s preparation: CDs player, stereo, book. 2. Student’s preparation: Students’ aids: books, notebooks, workbooks. IV. Procedures: Pupils’ 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 cont exts (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.
10. c. Outcome To understand and correctly repeat the sentences in two communicative contexts about names. d.Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for Whole class them to listen. Play the recording again, sentence by sentence, for Whole pupils to listen and repeat. Follow the same procedure with class/ Picture b. Correct their pronunciation where necessary. Individual Step 3: Play the recording again for pupils to listen and repeat in work chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen Whole and repeat the sentences in the recording. class/ Step 5: Draw their attention to the question What’s your name? and the answers My name’s Ben. and My name’s Mary. Tell pupils Pair work that they are a question and answers about the character names. Whole class 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.Procedure: Step 1: Have pupils look at the pictures. Elicit the name of each Whole character. class/ Step 2: Have pupils point at Picture a (Nam, Bill), listen to the Individual recording and repeat the names (Nam, Bill). Follow the same work procedure with Picture b. Have the class repeat the names a few times. 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 the recording (My Whole name's Nam). Follow the same procedure with Picture b. class/ Step 4: Put pupils in pairs and have pairs practise asking and Individual answering the question What's your name? - My name's . work
11. 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 Pair work colour. Pupil(s) answer the question(s). If their answer(s) are correct, they get points for their teams. The winning team is the team with more points. Group work 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 bubbles. Read Whole the question aloud and ask pupils to repeat it. Ask pupils to look class/ at the second bubble and identify what the answer should be. Individual Elicit the answer My name's Mai. Get pupils to repeat the work question and the answer several times in pairs. Step 2: Go around the classroom, point to pupils and ask Pair work 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 questions about their own names in pairs. Go around the classroom to Individual observe and provide help. work Step 4: Invite some pairs to practise asking the question and giving the answer in front of the class. Pair work Fun corner and wrap-up: 5 minutes Preparation for the project Whole Ask pupils to prepare the project on page 21 by making paper class/ birthday cakes or drawing birthday cakes (with numbers Individual showing their ages) as homework so that they can tell the class work about their names and ages.
12. Period 12: Friday, September 27th 2024 Unit 2: Our name Lesson 1: 4-6 I. Objectives. - By the end of the lesson, students will be able to: 1. Knowledge: 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"; 2. Skills. Listening: listen and recognize the names, then repeat 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 4. Attitudes/ Quality: -Diligence: complete learning tasks -Leadership: collaborate with teachers to enhance language skills 4.Forming competence: - Communication - Self- study - Using language to talk about where someone is from II. Methods: - Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... III. Preparation: 1. Teacher’s preparation: CDs player, stereo, book. 2. Student’s preparation: Students’ aids: books, notebooks, workbooks. IV. Procedures: Pupils’ Procedure Teacher’s activities activities Warm-up and review: 5 minutes Greet the class.
13. Option 1: Whole class +) Sing the song in Unit 1, Lesson 1. (Or choose a suitable / Individual 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 names. Option 2: Game: Pass the ball - Divide the class into 3 teams. Individual work/ Group - Each team has 1 sticky ball. work - 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. 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 (e.g. Whole class/ How many pictures are there? Who can you see? What Individual are they doing?). Ask them to say about the difference work between Picture 1a and Picture 1b. 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
14. answers. Praise pupils if they have the correct answer (Picture b). Step 3: Repeat Step 2 with the second dialogue. Step 4: Set a time limit for pupils to swap and check the Pair work answers. Correct their answers, if necessary. Extension: If time allows, play the recording, sentence by Whole class sentence, for the class to listen and repeat in chorus. Correct their pronunciation if necessary. 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 class/ identify the characters in the two pictures. Individual Step 2: Have pupils look at the two incomplete exchanges. work 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 individually and ask a few pairs to read them aloud. Individual work/ Pair work 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 Bill or six words Lucy, Nam, Ben, Mai, Mary and Bill.
15. 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 the Whole class/ names of the six pupils and slap the correct flash cards / Group work words as quickly as possible. 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. Individual Ask them to stand at a certain distance from the board. work Step 4: Invite one pupil to the front of the class and ask What's your name? The pupil answers the question with Individual one of the names on the board (e.g. My name's Bill.). Have work/ Whole pupils run to the board and slap the correct flash card / class 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 picture of Whole class 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 pupils to Group work 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.