Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 4 - Unit 2: Our names - Năm học 2024-2025 - Trịnh Thị Thúy Hạnh

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 4 - Unit 2: Our names - Năm học 2024-2025 - Trịnh Thị Thúy Hạnh

1. Week 4 Monday, September 30th 2024 Period 13 Unit 2: Our names Lesson 2 : 1-3 I. Objectives: By the end of the lesson, Ss will be able to: 1. Knowledge: By the end of the lesson, pupils will be able to: - Use the words what, your, name, my, how old, years old in relation to the topic “Our names”; - Use How old are you? - I'm . to ask and answer questions about someone’s age; - Listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - Read and write about people’s names and ages. 2. Skills. - Listening and speaking. 3.Attitudes/ 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 - Self- study - Ss know how to greet and introduce themselves. 5. Integration students: Count numbers from 1 to 10 II. Teaching aids: - CDs player, stereo, book. III. Methods:
2. - 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... IV. Content. Pupils’ Procedure Teacher’s activities activities Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 7, Lesson 1. Whole class/ - Ask pupils to sing the song. Individual - Invite some of them come to the board and role play, the work rest of the pupils will sing. Option 2: Game: Guess the pictures Group work - Write any words 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. Option 3: Game: Who’s faster? Group work Divide the class into 2 teams. Have children look at the pictures on the screen and shout out the numbers which are hidden. Give points to the team with the faster and correct answers. (Please see the provided corresponding PowerPoint slides for reference.) Then have the whole class count the numbers from 1 to 10. a. Goal To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering questions about the character’s age. b. Input – Context a: Nam: What’s your name? Mary: My name’s Mary. – Context b: Nam: How old are you? Mary: I’m eight years old. c.Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts about the character’s age. d. Procedure Step 1: Have pupils look at Pictures a and b and identify Whole class/ the characters in the pictures. Individual Step 2: Ask pupils to look at Picture a. Play the recording work for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same
3. procedure with Picture b. Correct their pronunciation where 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 classroom to Whole class listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question How old Pair work are you? and the answer I’m eight years old. Tell pupils that they are a question and an answer about the Individual someone’s age. work Game: Lucky stars Divide the class into 2 teams (girls and boys). Have the teams take turns to choose the circle and answer the questions. For each correct answer, have pupils click the Group work pink robot to get the stars. The team with more stars is the winner. (Please see the provided corresponding PowerPoint slides for reference.) a. Goal To correctly say the words and use How old are you? – I’m years old. to ask and answer questions about someone’s age. b. Input – Picture cues: a. A girl is holding a birthday cake with number 7. b. A girl is holding a birthday cake with number 8. c. A boy is holding a birthday cake with number 9. d. A boy is holding a birthday cake with number 10. – Speech bubbles: How old are you? – I’m ______ years old. Audio script: a. seven b. eight c. nine d. ten A: How old are you? B: I’m seven years old. c. Outcome Pupils can correctly say the words and use How old are you? – I’m ___ years old. to ask and answer questions about someone’s age. d.Procedure: Step 1: Have pupils look at the pictures and elicit the Whole class/ numbers on the cakes. Individual Step 2: Have pupils point at Picture a, listen to the work recording and repeat the word (seven). Follow the same procedure with the other three pictures. Have the class repeat the numbers a few times. Step 3: Point at the bubble and have pupils listen and repeat after the recording (How old are you?). Point at Picture a and have pupils listen and repeat after the recording (I’m seven years old.). Follow the same procedure with the other three pictures.
4. Step 4: Have pairs practise asking and answering the Pair work question How old are you? – I’m _____ years old. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. a. Goal To enhance the correct use of How old are you? and to correctly respond using their own ages. b. Input Picture cue: Two children want to buy birthday cakes in a bakery. Speech bubbles: How old are you? – . c. Outcome Pupils can enhance the correct use of How old are you? and correctly respond using their own ages. d. Procedure Step 1: Have pupils look at the picture and explain that Whole class/ the two children want to buy some birthday cakes. The Individual shop assistant asks their ages and the children answer. work Have pupils look at the first speech bubble and read How old are you? Ask them to point at the first cake and say Group work I'm four years old. Let pupils listen and repeat the question and the answer a few times individually and in chorus. Step 2: Go around the classroom, pointing to the cakes Individual and asking How old are you? Let each pupil answer with work the numbers on the cakes. Step 3: Have pupils practise asking the questions and Pair work giving their own ages in pairs. If pupils find it difficult to say their ages, have them say the numbers in Activity 2 again. Step 4: Invite some pairs of pupils to practise Pair work/ asking and answering about their ages in front of the Whole class class. Fun corner and wrap-up: 5 minutes Game: Spin the Wheel - Divide the class into teams. Group work - Teacher calls pupils from each team to answer the question “How old are you?” - Pupils/ teacher click the “spin” button to get points.
5. Period 14 Tuesday, October 1st 2024 Unit 2: Our names Lesson 2 : 4-6 I. Objectives: By the end of the lesson, Ss will be able to: 1. Knowledge: By the end of the lesson, pupils will be able to: - Use the words what, your, name, my, how old, years old in relation to the topic “Our names”; - Use How old are you? - I'm . to ask and answer questions about someone’s age; - Listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - Read and write about people’s names and ages. 2.General competences: Listening: listen and recognize the characters, then repeat. Critical thinking: self-introducing. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups 3.Attitudes/ 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 - Self- study - Ss know how to greet and introduce themselves. 5. Integration students: Count numbers from 1 to 10 II. Teaching aids: - CDs player, stereo, book. III. 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... IV. Content. Procedure Teacher’s activities Pupils’ activities Warm-up and review: 5 minutes Sing a song on YouTube. Whole class PRACTICE Activity 4. Listen and number. 8 minutes a. Goal To listen to and understand four communicative contexts in which pupils ask and answer questions about ages. b. Input Picture cues: e. a birthday cake with number 7 b. birthday cake with number 8 c. a birthday cake with number 9 d. a birthday cake with number 10 Audio script: 1. A: How old are you? B: I’m eight years old. 2. A: How old are you? B: I’m ten years old. 3. A: How old are you? B: I’m nine years old. A: How old are you? B: I’m seven years old. c. Outcome Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about ages. Key: 1. B 2. d 3. c 4. a d.Procedure Step 1: Have pupils look at Activity 4. Ask Whole class / Individual them How many pictures are there? What work can you see in each picture? Draw pupils’ attention to the boxes at the corners of the pictures. Check their comprehension. Step 2: Play the recording of the first dialogue. Tell pupils that they will need to listen to the age (e.g. eight) and number the pictures 1, 2, 3 or 4. Then ask pupils in which picture number eight appears (Picture
7. b). Tell pupils to write “1” next to Picture b. Step 3: Play the recording for the other dialogues and allow pupils to write down their answers. Set a time limit for pupils to swap and check the answers. Correct the answers, if necessary. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation if necessary. a. Goal To complete three gapped dialogues with the help of picture cues. b. Input Three picture cues with three gapped dialogues to complete c.Outcome Pupils can complete three gapped dialogues with the help of picture cues. Key: 1. seven 2. eight years 3. you; nine years’ old d.Procedure Step 1: Have pupils look at the pictures. Whole class / Individual Have them identify the numbers (ages) in work the pictures. Step 2: Have pupils look at the three incomplete dialogues. 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 (seven). Then have them look at the picture and identify the number. Then have them complete the gap Individual work/ Pair work (How old are you? – I’m seven years old.). Step 4: Follow the same procedure with Pictures 2 and 3. Draw the pupils’ attention to the two gaps in the dialogue 3. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. a. Goal To sing the song How old are you? with the correct pronunciation and melody. b. Input The lyrics and the recording of the song How old are you? c. Outcome Pupils can sing the song How old are you? with the correct pronunciation and melody.
8. d.Procedure Step 1: Have pupils read the lyrics to Whole class / Individual familiarise themselves with the questions work and answers. Check comprehension and give feedback. Step 2: Have pupils listen to the whole song, drawing their attention to the pronunciation. Step 3: Play the recording of the song once or twice for pupils to listen and repeat line after line and do related actions, e.g. using a finger to trace the words or clapping their hands. Group work / Whole class Step 4: When pupils feel confident and are familiar with the tune and melody, ask them to sing the whole song while doing actions or clapping hands. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along to reinforce the activity. Option 1: Game: Pass the ball Group work - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music. Have pupils in each team take turns to pass the ball. When the music ends, 3 students who are keeping the balls will stand up and say their names, using the Group work sentence model. Option 3: Game: Whack the watermelon - Prepares a set of flashcards of numbers from 1 to 10. - Divide the class into 3 teams. - The teams take turns to send 2 pupils to go to the board and choose a flashcard to ask and answer about ages, using the model sentences and the number in the card. - If they give the correct answers, they can whack a watermelon to get points for their teams. - The team with more points is the winner.
9. Period 15: Thursday, October 3rd 2024 Unit 2: Our names 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: - Correctly pronounce the sounds of the letters m and n in isolation, in the words Mary and Nam, and in the sentences I’m Mary and My name’s Nam. - Use the words what, your, name, my, how old, years, old in relation to the topic “Our names”; - Listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - Read and write about people’s names and ages. 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). 5. Integration students: Count numbers from 1 to 10 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: Procedure Teacher’s activities Pupils’ activities Warm-up and review: 5 minutes
10. .Game: Lucky number Review the previous lesson by having the Group work class play the game Lucky number, using the model sentences: What’s your name? How old are you? KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes a. Goal To correctly repeat the sounds of the letters m and n in isolation, in the words Mary and Nam, and in the sentences I’m Mary and My name’s Nam. with correct pronunciation and intonation. b. Input – The letter m, the word Mary and the sentence I'm Mary. – The letter n, the word Nam and the sentence My name's Nam. c. Outcome Pupils can correctly repeat the sounds of the letters m and n in isolation, the words Mary and Nam, and the sentences I’m Mary and My name’s Nam with correct pronunciation and intonation. d.Procedure: Step 1: Have pupils look at the letter m, Whole class / Individual listen to the recording and repeat the work letter until they feel confident. Correct the pronunciation if necessary. Step 2: Have pupils point to the word Mary, listen to the recording and repeat the word until they feel confident. Monitor the activity and offer help if necessary. Step 3: Get pupils to read the sentence I’m Mary., to listen to the recording and to repeat it several times. Then call on a few pupils to listen and repeat the sentence in front of the class. Step 4: Repeat Steps 1 to 3 for letter n. Pair work/ Group work Go around the class and correct the pronunciation if necessary. Step 5: Give pupils a time limit to practise pronouncing the letters, saying the words, and reading the sentences in pairs or groups. a. Goal To identify the target words Mary and Nam while listening. b. Input Two gapped sentences with answer options Audio script:
11. 1. Mary: Hi. I’m Mary. 2. Nam: Hello. My name’s Nam. c. Outcome Pupils can identify the words Mary and Nam while listening. Key: 1. b 2. c d. Procedure Step 1: Have pupils read the sentences. Whole class / Individual Explain that they have to listen to the work recording and circle the correct option to complete the sentences. Explain that the words Mai, Mary and Minh in the first sentence start with the same m sound, and that the words Mary / Mai and Nam start Individual work / Pair with two different sounds, m and n. Check work their comprehension. Step 2: Play the recording and have pupils circle the correct options. Then have pupils Individual work swap and check the answers in pairs or groups. Correct the answers if necessary. Step 3: Invite a few pupils to read the complete sentences in front of the class. Remind them how to stress the target language. 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 the correct rhythm and pronunciation. d. Procedure Step 1: Have pupils scan the first verse of Whole class / Individual the chant and elicit its subject. Draw pupils’ work attention to the word Mary and the sentence My name’s Mary. Check pupils’ comprehension. Step 2: Play the recording, asking pupils to listen and repeat the first verse, line by line. Show them how to chant and clap hands. Step 3: Play the recording of the whole verse again for pupils to do choral and individual repetition. Step 4: Repeat Steps 1 to 3 for the second Group work/ verse of the chant. Go around the class and Whole class offer help to pupils who find it difficult. Extension: If there is enough time, split the class into groups to practise chanting and clapping hands. Each of the groups should sing one verse of the chant. Then select
12. some groups to go to the front of the class to chant and clap hands. Option 1: Game: Chant - Teacher can create a small competition for Group work the pupils. - Pupils work in group. Try to learn the chant by heart. - Teacher can ask them to say the chant loudly/ quietly/ happily/ sadly. - The group who can perform the best is the winner. Period 16: Friday, October 4th 2024 Unit 2: Our names 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 and match three dialogues with pictures - Read, understand and complete an exchange with personal information - Make birthday cakes and use them to introduce names and ages. 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. 5. Integration students: Count numbers from 1 to 10
13. 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 Game: Lucky stars Review the previous lesson by having the class play the game Lucky stars, using the model sentences: How old are Individual you? – I’m ____ years old. (Please see the provided work/ Group corresponsing PowerPoint slides for detailed rules work explanation.) a. Goal To read and match three dialogues with pictures. b. Input Three dialogues with three pictures to match c.Outcome Pupils can read and match three dialogues with pictures. Key: 1. b 2. c 3. a d.Procedure Step 1: Have pupils read the first dialogue. Ask them Whole class some questions such as Who are they? / Individual What are they talking about? Then have pupils look at work the pictures and match the dialogue with the correct one. Check their comprehension, if necessary. Step 2: Repeat Step 1 for Dialogues 2 and 3. Draw their attention to number eight while saying about age. Allow pupils to do the activity independently. Go around the class and offer help if necessary. Step 3: Set a time limit for pupils to swap with a partner and check the answers. Pair work Step 4: Select three pairs of pupils to read the dialogues in front of the class. a. Goal To read, understand and complete an exchange with their personal information. b. Input An exchange with two gapped sentences
14. c. Outcome Pupils can read, understand and complete an exchange with their personal information. d.Procedure Step 1: Have pupils read the dialogue and say what they Whole class are going to do. Ask some questions such as Who asks / Individual the questions? What are the questions about? Who has work to write the answers? Check their comprehension. Remind them to write their personal information. Step 2: Give pupils time to write the answers to the questions independently. Go around the class and help if necessary. Step 3: Have pupils swap their answers in pairs or in Pair work / groups before checking as a class. You may invite Group work one or two pupils to write their answers on the board. Step 4: If there is enough time, ask some pairs to role- play the dialogue in front of the class. Encourage the Pair work class to praise or cheer the performers. a. Goal To make birthday cakes and use them to introduce names and ages. b. Input A paper birthday cake or a birthday cake drawn and coloured on a piece of paper. Ask pupils to make it as homework at the beginning of Unit 2 or Lesson 3. Remind them to write their names and ages on the cakes. c. Outcome Pupils can say their names and ages, using birthday cakes. d.Procedure Step 1: Have pupils take out the pieces of paper on Whole class which their names and ages are written. Step 2: Ask pupils to work in groups. Have each Group work pupil show his/ her birthday cake and say about his/ her name and age. The group praises his / her performance. Step 3: Invite some pupils to repeat Step 2 in front of the Individual class. work Fun corner and wrap-up: 5 minutes Game: Pass the ball Group work - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turn to pass the ball. After the music ends, 3 students have the ball – stand up and say the name, using the sentence model. .