Giáo án tiếng anh grade 3

SEMESTER 1 – Starter Unit – Lesson 1 - Period 1Lesson 1 Objectives: - Giving and responding to greetings and introductions, Speaking skills Topic – Language target Resources and Teaching

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CHUONG DUONG PRIMARY SCHOOL

FAMILY AND FRIENDS

GRADE 3 TEACHER: ………

SCHOOL YEAR: 2015 - 2016

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SEMESTER 1 – Starter Unit – Lesson 1 - Period 1

Lesson 1 Objectives: - Giving and responding to greetings and introductions, Speaking skills

Topic – Language target Resources and Teaching

KEY LANGUAGE

FOCUS:

Listening – Speaking

KEY VOCABULARY

Class Book characters

Greetings

ADDITIONAL

VOCABULARY

Everyone, come, fun,

class, cousin,, who, this,

sorry, come on

SENTENCE PATTERN

What’s your name?

Who’s this?

Resources:

CLASS BOOK p.4 WORKBOOK p.4

Teaching Aids:

- CD tracks 1-3

- Story Poster Starter Unit

- Hello flashcards 1-4

Introduction

 Say Hello to all the children and elicit Hello in response Ask every child to

say Hello to the other children Say My name’s…Ask a child, What’s your

name? Encourage children to ask each other’s names and respond in pairs.

 Show the flashcards and say the names of the characters for children to repeat Divide the class into two When you show a flashcard, half of the class

says, What’s your name? The other half responds with My name’s Billy, etc…

Development

 Recording 1: Say Open your books, and mime the action Children point to the characters and say the names Play the first part of the recording and model pointing to the pictures as you listen Children then do the same Play again and give the flashcards to four children Get them to stand up when they hear their character’s name

Recording 2: Children listen and chant along – then do again without

recording Divide the class into four, give each group a character’s name and ask them to stand up when they hear their name

Recording 3: Use the Starter Poster and point to the characters and ask,

Who’s this? Play the recording and point to the pictures Play it again and ask

children to point to the pictures Children follow the words as they listen in their Class Books

Consolidation

 Trace and Circle: Do exercise 1 in the Workbook.

 Personalization: Ask individual children What’s your name? Students do

Exercise 2 They then show the pictures to each other and practice the target

vocabulary, pointing to the pictures and asking, What’s your name?

Lesson 2 Objectives: - Giving and responding to greetings and introductions, Speaking skills

Topic – Language target Resources and Teaching

KEY LANGUAGE

FOCUS:

KEY VOCABULARY

Greetings

ADDITIONAL

VOCABULARY

Resources:

CLASS BOOK p.5 WORKBOOK p.5

Teaching Aids:

- CD tracks 3-4

- Story Poster Starter Unit

Introduction

 Begin the class by saying Hello to the children and encouraging them to greet each other in the same way Show the flashcards again and elicit the names of the characters

Show the story poster again and ask the children to repeat the story Play recording 3 again and children can say it along with the audio Decide on actions for the story and get the students to do the actions as they say the story

Development

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Lesson 3 Objectives: - Talking about ages, Speaking and listening skills

Topic – Language target Resources and Teaching Aids Key Activities

KEY LANGUAGE

FOCUS:

KEY VOCABULARY

Numbers 1-10

Days of the week

ADDITIONAL

VOCABULARY

How old are you?

I’m…

Resources:

CLASS BOOK p.6

Teaching Aids:

- CD tracks 5-7

- Numbers flashcards 5-14

- Extra Practical Classroom

Activities: Days of the Week

Pair Activity

Introduction

 Sing Hello, hello! From p.5 of the Class Book to revise the language

Use the number flashcards to elicit numbers 1-10 Give a flashcard to 10 different students in the class and get them to stand up when they hear their number

Development

Recording 5: Play the recording and ask students to point to the pictures as

they hear the ages Play the second part of the recording for children to repeat Point to different people in the pictures and ask individual children to say the numbers

Recording 6: Look at the pictures again and point and say, Look, he’s six

Then point to the first boy and ask How old is he? Play recording, and do

Exercise 2 Check answers as a class

Recording 7: Ask children to look at the calendar and play the recording

Children listen and point to the words in their books Play again and children chant along

Consolidation

 Pair activity: Give half the children worksheet A and half worksheet B

Tell children not to show their partner their worksheet They sit back to back and read their words of the week to each other listen and write down the words their partner says Make sure children help each other by spelling the words out correctly Then they can check together

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Lesson 3 Objectives: - Talking about ages, Speaking and writing skills

KEY LANGUAGE

FOCUS:

Speaking - Writing

KEY VOCABULARY

Numbers 1-10

Days of the week

ADDITIONAL

VOCABULARY

What number is this?

How old are you?

I’m…

Resources:

WORKBOOK p.6

Teaching Aids:

- Numbers flashcards 5-14

Activities: Numbers 1-10

Memory Cards

Introduction

 Look at the calendar again on p.6 of the Class Book and get students to read out the days of the week

Ask the class what day it is today? Shut the books and ask children to say all the days of the week

Show numbers flashcards again and elicit the numbers 1-10 Show the flashcards out of order and ask students to say the numbers together

Development

Exercise 1: Children put in the numbers and then point and say They work

in pairs to say What number is this? They then answer.

Exercise 2: Children write the numbers and then repeat activity above.

Exercise 3: Children do the exercise, filling in the gaps

Role-play: In pairs children act out the dialogues Some of the stronger

students read out the dialogues in front of the class Ask students to substitute their own ages and do the role-play again

Consolidation

 Group activity: Give a set of memory cards to each group of 4-6 children

Ask them to shuffle and place the cards face down on the desk They then take turns turning two cards over If the cards match (number and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn The winner is the child with most matching cards at the end of the game

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Lesson 4 Objectives: - Identifying colours, Listening and speaking skills

KEY LANGUAGE

FOCUS:

Listening - Speaking

KEY VOCABULARY

Colours

Days of the week

ADDITIONAL

VOCABULARY

Sing

Rainbow

too

It’s (yellow)….

Resources:

CLASS BOOK p.7

Teaching Aids:

- Colours flashcards 15-21

- CD tracks 8-10

Activities: Song worksheet

Introduction

 Play Word chain with class to revise the numbers one to ten See T’s Book for details of how to play

Use colours flashcards to elicit colours and once the children have named the colour correctly put it on the board and write the word underneath Take the flashcards off the board, shuffle them and ask some children to come to the front and put them above the correct word

Development

Recording 10: Children listen, point and repeat.

Recording 11: Either use the song worksheet (without opening the Class

Book) where children listen and fill in the correct colours, or do Exercise 2 in the Class Book After either activity, ask children to sing along with the CD and then sing together without the CD audio

Exercise 4: Children do the exercise, matching the words to colours and then

check with their partner

Consolidation

Song extension: Children close their books Call seven children to the front

of the class and give each of them a colour flashcard The rest of the class help put the children in a line in the order the colours appear in the song Ask children to open their Class Books to check the song and see if they were correct

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Lesson 4 Objectives: - Identifying colours, Listening, speaking and writing skills

KEY LANGUAGE

FOCUS:

Listening – Speaking -

Writing

KEY VOCABULARY

Colours

Days of the week

ADDITIONAL

VOCABULARY

Roll again

Miss a turn

Go back (2) spaces

Go forward (1) space

It’s (Sunday).

Resources:

WORKBOOK p.7 & p.68 Picture Dictionary

Teaching Aids:

- Colours flashcards 15-21

Activities: Colours board

game (in colour or black &

white)

- Colour pencils for each child

Introduction

 Show the colours flashcards and elicit the different names of the colours

Revise days of the week by putting children in groups of seven and asking them to say the words of the week around their group in the correct order

Development

Exercise 1: Children write the correct capital letter at the start of the days of

the week

Exercise 2: Children read and colour the rainbow Ask the class to sing the

Sing a Rainbow song again together pointing to the correct words and colour in

the picture as they do so

Point and say: Sing the song again and ask children to point to objects in the

room that are that colour Then follow up by showing the colours flashcards and asking children to call out other things in the room which are the same colour

Consolidation

Picture dictionary: Ask children to open their Workbooks to p.108 and do

the Read and Colour activity in the Starter Hello! box

Colours board game: Either use the colour version or the black & white one

(with the black & white version, ask children to work in a group to colour the shapes as they like) Put children in groups of four and give each group a board game They play the game moving around the board, and saying the colour as they land on that square

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SEMESTER 1 – Unit 1 – Lesson 1 - Period 7

Lesson 1 – Words Objectives: - Identifying objects, Speaking skills

KEY LANGUAGE

FOCUS:

KEY VOCABULARY

School things – rubber,

pen, pencil, ruler, book

ADDITIONAL

VOCABULARY

train, OK, look at

What’s this?

It’s a _.

Resources:

CLASS BOOK p.8 Pen

Rubber Pencil Ruler Book

Teaching Aids:

- CD tracks 10-12

- Story Poster 1

- School things flashcards 22-26

-PMB Activity 1A - Bingo

Introduction

Revise the colours by singing Sing a Rainbow from Class Book p.7 Use real objects to present the vocabulary Hold up each object (ruler, pen, rubber, pencil, and book) in turn and say the words for children to repeat

Check the vocabulary again by holding up the flashcards 22-26 and hold them

up one at a time ask Is it a pen/book/rubber? The students answer Yes or No.

Show two cards to the class and then put them face down on your table Point

to each card and ask, is it a…? Repeat with other pairs of cards

Development

Recording 10: Play the first part of the recording while children listen and

point to the school things Play the recording again, all the way through and ask children to listen, point and then repeat the words together Then hold up the flashcards and ask individual children to repeat the words

Recording 11: Ask children to listen to the chant once Then play it a second

time for children to say the words If children have all of the objects, ask them

to put them on the desk and pick them up when they chant each word

Read and listen: Use the Poster Story 1 to present the story Point to the

characters and ask Who’s this? Point to the different school things and ask,

What’s this? Play the recording and point to the pictures

Consolidation

Bingo: Ask children to cut out the cards You will also need a set Children

choose four cards from their set and put them face up on the desk in front of

them Pick up one of your own cards at random, and say, e.g It’s a pen Any

child with that card turns it face down Repeat, until a child has turned over all

his/her cards He/She shouts Bingo! and is the winner.

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Lesson 1 – Words Objectives: - Identifying objects, Speaking skills

KEY LANGUAGE

FOCUS:

KEY VOCABULARY

ADDITIONAL

VOCABULARY

Look at

What’s this?

It’s a _.

Resources:

WORKBOOK p.8 Pen

Rubber Pencil Ruler Book

Teaching Aids:

Introduction

Revise the vocabulary by showing the objects and asking children what they are

 Play the game ‘Jump.’ Ask students to stand up Show them one flashcard at

a time Say a word (sometimes the same word as the picture on the card, sometimes a different word) If the word is the same as the picture, the children jump If the word is different, they don’t move

Development

 Vocabulary check: Display the flashcards around the room Say the chant

from Class Book page 8 again and get children to point to the correct word as they do it Do exercise 1 on p.8 of the Workbook

Spelling: Put the flashcards up on the board Elicit the spelling and write it

on the board under the picture Cover the words Then ask children to open their Workbooks once again and do exercise 2 Show the spelling again and ask children to check Read out the spelling together as a class

Pronunciation: Use the flashcards again to elicit the sounds Focus on /r/ -

ruler, rubber and /p/ - pen, pencil

Consolidation

 Game: Choose 5 children to come to the front Put the flashcards on the floor, face up, in a row Each child stands opposite another child with the flashcard in the middle One row points to the flashcard in front of them and

says What’s this? The other child replies, It’s a rubber/ruler/pen etc and then

each row moves one step to the left (the children at the end of the rows move around to the other side) and they repeat Keep the children moving round the

cards so they all take turns saying What’s this? And then, It’s a …

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Lesson 2 – Grammar Objectives: - Identifying objects, Speaking and writing skills

KEY LANGUAGE

FOCUS:

Writing – Speaking

KEY VOCABULARY

ADDITIONAL

VOCABULARY

What’s this?

It’s a _.

Resources

Class Book p.9 & p.74 (Grammar Reference)

Teaching Aids:

- CD Track 12

- Story Poster 1

Introduction

Do exercise 1 Children listen again to the story and follow Story Poster 1

 Play Board slap with the children Put the school things flashcards on the whiteboard and bring up two teams of 4 children to the front Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word The first child to touch for their team wins a point

Development

 Exercise 2: Look at exercise 2 and hold up different flashcards asking

students What’s this? They reply It’s a (rubber)

Writing: Put flashcards on the board again and write a gapped sentence like

the ones in the Class Book, for example _a pen; _ a rubber Elicit the

target structure and get two children to come to the front to write the missing words

Exercises 3 & 4: Children do the exercises (Exercise 4 in pairs).

Pronunciation: Focus on the contractions of What’s (What is) and It’s (It is)

and have children practicing the words as a class, groups and pairs Children can play the point and ask game again, but this time substituting real class objects

Consolidation

 Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 1 Grammar activity to practice the target structure further

Game: Ask volunteers to come to the front of the class Each child can

choose a flashcard They don’t show the class Each child takes turns standing

in front of the class The child says What’s this? And the children in the class

take turns guessing It’s a rubber, It’s a ruler etc…when they say the correct

school object, the child shows the flashcard and it is the next child’s turn

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