Kế hoạch bài dạy Tiếng Anh 3 - Tuần 3 - Năm học 2023-2024 - Nguyễn Thị Hồng Thắm

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 3 - Năm học 2023-2024 - Nguyễn Thị Hồng Thắm

1. WEEK 3 UNIT 1: HELLO LESSON 2 (4 - 6) Monday, September 18th 2023 A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - Listen to and understand four communicative contexts in which pupils greet each other, respond to each other’s greetings with thanks, and say goodbye. - 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, 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 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 B. INSTRUCTIONAL RESOURCES - Student’s book Page 13 - Audio Track 11 - Teacher’s guide, Pages 23, 24 - Website sachmem - Flashcards/pictures and posters (Unit 1) Computer, projector C. LEARNING PLAN Warm up Sing the song “How are you?” song. - 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. - Give points to the pupils and encourage them. Activity 1. Listen and number
2. - Draw pupils’ attention to the pictures. Elicit the names of the characters in each picture. Tell them about this activity and show them how to do the task. Play the recording for the first conversation. Elicit the answer and give feedback. Put number 1 in the box of Picture d. Play the recording again for pupils to check the answer. - Play the recording all the way through for pupils to do the task with the rest of pictures: Picture a, Picture b, and Picture c. Play the recording again for pupils to check their answers. - Tell pupils to swap books with a partner, then check answers together as a class. Say the correct answer again for pupils to correct their answers. - Play the recording all the way through for pupils to double-check all the answers. - If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation, where necessary. * Key: 1.d 2. c 3. a 4. b Activity 2. Read and match - Draw pupils’ attention to Sentence 1. Tell them about this activity, elicit the context and give feedback. Show them how to do the task. Get pupils to read Sentence 1 in chorus. Draw their attention to the line connecting Sentence 1 with Sentence b. Have pupils read Sentence b in chorus. - Give pupils time to do the task. Go around the classroom to offer support where necessary. - 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. Extension: Invite pairs of pupils to stand up and read aloud the matched exchanges. 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 to pass the ball. The pupils who have the ball must stand up and practise speaking with their friends. Step 3: Give point to pupils. Step 4: Encourage pupils to practise speaking English. * Key: 2. c 3. a Activity 3. Let’s play - Tell pupils about the activity. Elicit the language that pupils need to greet, self- introduce, respond to greetings and say goodbye. Write the language on the board. Get the class to read the sentences in chorus. - Invite two groups of four to the front of the classroom to model the two contexts. – Context 1: Three players are sitting and talking together. One player pretends to be a newcomer, goes to the place, greets the group, and introduces himself or herself (Hello./ Hi. I'm ___.) The group responds to his/ her greetings (Hello, / Hi, ___.). Then he/ she sits down to join the group. One of the previous sitters stands up and goes out to pretend to be a newcomer. He/ She repeats the procedure. One by one, each member of the group repeats the procedure until the last one.
3. – Context 2: Four players are sitting together talking happily. One of them stands up to leave. He/ She says goodbye to the group (Goodbye./ Bye.). The group responds to the leaver (Goodbye./ Bye.). One by one, each member of the group repeats the procedure until the last one. - Give pupils time to play the game. Move around the classroom to offer support where necessary. Activity 4. Wrap up Game: Find a partner - Divide the class into 2 teams: boys and girls. Prepare the name tags. - Set the rules: Make a circle, then ask 1 pupil to come stand in the circle and choose a name tag. The one whose name is called will come to the circle and practise speaking by saying Hi, I’m ___. - Encourage students to join the game UNIT 1: HELLO LESSON 3 (1 - 3) A. 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 Listening: listen and recognize the characters, then repeat
4. Critical Thinking: self-introduce Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups B. INSTRUCTIONAL RESOURCES - 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 C. LEARNING PLAN Warm up: Class organization Greet the class. Option 1: - Introduce ways of greeting to the class, - 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 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 correct. Give points to the groups and encourage them. Activity 1. Listen and repeat - Draw pupils’ attention to the letter h, 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 several times until pupils feel confident. Correct their pronunciation where necessary. - Repeat the procedure of Step 1 for the letter b. Activity 2. Listen and circle - Draw pupils’ attention to the sentences and the gap-fill options. Tell them about the activity. Check their comprehension and give feedback. - Play the recording for the Sentence 1 for 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. - Repeat the procedure of Step 2 for Sentence 2. - 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.
5. 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 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. • Key: 1. c 2. a Activity 3. Let’s chant - Draw pupils’ attention to the lyrics of the chant. Check comprehension. - Play the recording all the way through 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 the words Hello and Bye. - Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation where necessary. - 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. Activity 4. Wrap up Game: Sing, do actions, then stop! - Divide the class into 4 teams. - Have pupils sing and dance with the lyrics and rhythm of the chant. - Invite each team to sing and do actions. When the music stops, all of them have to stop doing actions (freeze). Who can freeze longer will win. - Encourage pupils to join the game. Give points to teams. UNIT 1: HELLO LESSON 3 (4 - 6) Time: Thursday, September 21st 2023 A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - 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. 2. Skills - Listening and speaking.
6. 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 4. Forming competence Critical thinking: self-introducing Communication and collaboration: work in pairs or groups B. INSTRUCTIONAL RESOURCES - Student’s book Page 15 - Teacher’s guide Pages 26, 27 - Website sachmem.vn - Flashcards/pictures and posters (Unit 1) Computer, projector C. LEARNING PLAN Warm up: Review the chant with some missing words. - Read the chant out loud. - Cover some words, one by one. Let the pupils remember what they are. - Say the chant with the lyrics. - Say the chant without the lyrics. Activity 1. Read and circle - Draw pupils’ attention to the first sentence. Tell 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. - Give pupils time to do the task. Go around the classroom to offer support where necessary. - 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. * Key: 1. b 2. a 3. a 4.b Activity 2. Let’s write - Draw pupils’ attention to three two-person exchanges. Tell them about the activity. Write the first exchange on the board: Lucy: Hi. I’m Lucy. 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. - Give pupils time to do the task. Go around the classroom to offer support where necessary. - Get pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board for pupils to correct their answers. Game: Chinese whispers - Divide the class into 4 groups. Ask them to stand on 4 lines. - Say a sentence to the first pupil at each line. - Pupils speak quietly one by one. The one at the back of each line has to say the sentence out loud.
7. - Give points to the groups who can make it well. Encourage pupils to practise speaking English. Activity 3. Project - Tell pupils about the activity. Stick the pupil 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 presentation a few times. - Invite a pupil to the front of the classroom to perform the presentation. Watch and offer your support with the language. - Put pupils into groups to rehearse their pupil card presentation. Go around the classroom to offer support where necessary. - 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. Activity 4. Wrap up Game: Role play Divide the class into 4 teams. Invite each team to go to 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. UNIT 2: OUR NAMES LESSON 1 (1 - 3) A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - 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 and speaking 3. Attitude/ Quality - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills 4. Forming competence 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 Communication and collaboration: work in pairs or groups B. INSTRUCTIONAL RESOURCES - Student’s book Page 16 - Audio Tracks 15, 16
8. - Teacher’s guide Pages 28, 29 - Website sachmem.vn - Flashcards/pictures and posters (Unit 2) Computer, projector C. LEARNING PLAN Warm up: Sing a song from youtube ( - Ask pupils to sing a song. - Give point for the pupils and encourage them. Activity 1. Look, listen and repeat - Have pupils look at Pictures a and b and identify the characters in the pictures. - Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. - Play the recording again for pupils to listen and repeat in chorus sentence by sentence. - Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. - Draw their attention to the question What’s your name? and the answers My name’s Ben. and My name’s Mary. Tell pupils that they are a question and answers about the character names. Activity 2. Listen, point and say - Have pupils look at the pictures. Elicit the name of each character. - Have pupils point at Picture a (Nam, Bill), listen to the recording and repeat the names (Nam, Bill). Follow the same procedure with Picture b. Have the class repeat the names a few times. - 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 name's Nam). Follow the same procedure with Picture b. - Put pupils in pairs and have pairs practise asking and answering the question What's your name? - My name's . - Invite a few pairs to point at the pictures and say the questions and answers in front of the class. 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 answer(s) are correct, they get points for their teams. The winning team is the team with more points. Activity 3. Let’s talk - Draw pupils’ attention to the two speech bubbles. Read the question aloud and ask pupils to repeat it. Ask pupils to look at the second bubble and identify what the answer should be. Elicit the answer My name's Mai. Get pupils to repeat the question and the answer several times in pairs. - 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).
9. - Have pupils practise asking and answering the questions about their own names in pairs. Go around the classroom to observe and provide help. - Invite some pairs to practise asking the question and giving the answer in front of the class. Activity 5. Wrap up Game: Let’s ask people around you Each pupil gets 1 sheet of paper from the teacher. They fill in the information about themselves. Then they can move around the class to ask and answer the questions to know more about their friends’ family member.