Khung giao an tieng anh lop 3 cua nha xuat ban giao duc viet nam

O Goal + Input Context-Content-Model + Process + Outcome Goal: Things that Ss will be able to achieve by the end of the activity / task Input: - Context: The questions of Who / What /

GETTING STARTED

THE 4 MAIN APPROACHES

Objective: Communicative language competence approach

Content: Thematic approach

Methodology: Leaning-centered approach

Outcome: Equivalent to level A1 of CEFR

TOPIC I: THE OBJECTIVES

Communicative approach: 5 skills + 3 language elements

Spoken

(Dicisive)

Writen

(Supportive)

Language

(Conditional)

TOPIC II: THE CONTENT

I THE CURRICULUM

4 themes: 20 topics (20 units) + 4 reviews + 4 tests

Me & my friends Five topics (Units) + Review 1 + Middle-term Test 1

Me & my school Five topics (Units) + Review 2 + Term Test 1

Me & my family Five topics (Units) + Review 3 + Middle-term Test 2

Me & the world around us Five topics (Units) + Review 4 + Term Test 2

LISTENING SPOKEN INTERACTION SPEAKING

PHONICS + VOCABULARY + FUNTIONS

II THE STUDENT’S BOOK

1 The book-map

THEME 1: ME AND MY FRIENDS Unit 1 Hello!

Competences

(Năng lực giao tiếp) Sentence Patterns Vocabulary Phonics

- Greeting &

self-introducing (C1-L1)

- Greeting & responding to

greeting (C1-L1)

- Hello / Hi I’m Mai

- How are you? I’m fine Thank you / Thanks

Hello / hi goodbey / bye byehello

2 The units

Lesson 1:

Competence 1

Lesson 2:

Competence 2

Lesson 3:

Language focus

Page 1 / Period 1 Page 3 / Period 3 Page 5 / Period 5

1 Look, listen & repeat 1 Look, listen & repeat 1 Listen & repeat (phonics)

2 Point & say 2 Point & say 2 Listen & write

3 Let’s talk 3 Let’s talk 3 Let’s chant

Page 2 / Period 2 Page 4 / Period 4 Page 6 / Period 6

4 Listen & tick 4 Listen & number 4 Read & match (functions)

5 Let’s write

(words & structures)

5 Let’s write (words & structures)

5 Writing … (about you)

III THE TEACHING PLANS

4 periods per week

Lesson 1 Period 1/

Page 1

1 Look, listen & repeat

2 Point & say

3 Let’s talk

Spoken interaction Words & structure

Period 2/

Page 2

4 Listen & tick

5 Let’s write

6 Let’s sing

Listening Words & structures

Lesson 2 Period 3/

Page 3

1 Look, listen & repeat

2 Point & say

3 Let’s talk

Spoken interaction Words & structure

Period 4/

Page 4

4 Listen & number

5 Let’s write

6 Reading

Listening Words & structures

Lesson 3 Period 5/

Page 5

1 Listen & repeat

2 Listen & write

3 Let’s chant

Phonics

Period 6/

Page 6 4 Read & match5 Writing …

6 Project

Functions Writing

2 periods per week

Lesson 1 Period 1/

Page 1

1 Look, listen & repeat

2 Point & say

3 Let’s talk

Spoken interaction Words & structures

Lesson 2 Period 2/

Page 3

1 Look, listen & repeat

2 Point & say

3 Let’s talk

Spoken interaction Words & structures

Lesson 3 Period 3/

Page 5 1 Listen & repeat2 Listen & write

3 Let’s chant

Phonics

3 periods per week

Lesson 1 Period 1/

Page 1

1 Look, listen & repeat

2 Point & say

3 Let’s talk

Spoken interaction Words & structures

Lesson 2 Period 2/

Page 3

1 Look, listen & repeat

2 Point & say

3 Let’s talk

Spoken interaction Words & structures

Lesson 3 Period 3/

Page 5

1 Listen & repeat

2 Listen & write

3 Let’s chant

Phonics

Period 4/

Pages (2, 4, 6)

4 Listen & tick or 4 Listen & number (L2, L3)

4 Read & match

6 Reading

5 Writing …(about you)

TOPIC III: THE METHODOLOGY

The approach: W.W.H (Who learn What and How)

Who

Learner-centered learning

Ss are those who learn Learning actively, creatively, whole-heartedly Learning how to learn

What Task-based

learning

Learning strategies through:

Many different texts / tasks / activities / for 5 skills and 3 language elements

Chants / songs / games / projects

How

Learning-centered learning

- Methods:

Methods: What methods are used Procedures: How many steps & how they are formed Techniques: What techniques & how they are used

- Modes:

Management: How the activitiy / tasks is managed Inter-interaction: How Ss interact with each other Outer-interaction: How Ss interact with teachers / books / materials

I THE TEXT / TASK / ACTIVITY

1 The G I P O

Goal + Input (Context-Content-Model) + Process + Outcome

Goal: Things that Ss will be able to achieve by the end of the activity / task

Input: - Context: The questions of Who / What / Where / When, …

- Content: The language focus (Phonics or Vocabulary or Structures or

Functions)

- Model: The sample / example

Process: The steps Ss have to follow

Outcome: Things that Ss CAN DO

2 The steps and learning activities: G D P

( Getting started Doing the task / activity Performing the task / activity)

Steps (1) Components (2) Learning activities (2)

Getting

started

Goal:

Context:

Content:

Model:

Introducing what Ss will be able to achieve Asking and answering the questions of who / what / where / when, … to understand the context

Introducing the main language focus (phonics or words or structures / functions)

Looking, listening and repeating the sample Doing Process The steps of Doing the task / activity

Performing Outcome Applying new language in a new contexts

Performing / Responding what Ss CAN DO

3 The language focus:

(Phonics or Vocabulary or Structures / Functions)

Steps (1) Learning activities (2) Language focus (3)

Getting

started GoalContext

Content Model

Phonics or Vocabulary or Structures / Functions Doing Steps of Doing the task / activity

Performing Applying new language in a new contexts

Performing / Responding the Outcome

4 The modes:

(Whole class Individual pair group whole class)

Steps (1) Learning activities (2) Modes (4)

Getting

started

Goal Context Content Models

Whole class (1st round)

Doing Doing the task individually

in pairs

in groups

Individual work (2nd round) Pair-work (3rd round) Group-work (4th round)

Performing Applying new language in a new contexts

Performing / Responding the Outcome

Whole class (5th round)

5 The 4 elements:

(Steps + Learning activities + Language focus + Modes)

Steps (1) Learning activities (2) Language

focus (3)

Modes (4)

Getting

started GoalContext

Content Model

Phonics or Vocabulary or Structures / Functions

Whole class

Pairs Groups Performing Applying new language in a new contexts

Performing / Responding the Outcome

Whole class

II THE LESSON PLAN

OVERVIEW: 3 components

1 Objectives:

Ss will be able to: Do (what skills), about (what topic), in order to do (what task)

2 The language focus:

Phonics or Vocabulary or Sentence patterns / Functions

3 Resources:

Books / materials, Audio-visual aids (what teachers and students have to)

PROCEDURE: 5 steps

1 Warm-up: Doing the previous home-link

2 The first task in Ss’ book

3 The second task in Ss’ book

4 The third task in Ss’ book

5 Supportive activities (chant / song / game / project) to reinforce learning & the home-link

TOPIC IV: THE 4 MAIN GROUPS OF METHODS

1 Spoken interaction

2 Listening & reading

3 Spoken production / Speaking & writing

4 Language elements: phonics, vocabulary, structures / functions

I THE SPOKEN INTERACTION

1 The characteristics

Spoken interaction means conversations or dialogues: direct exchanges of information between speakers & listeners

The quality of spoken interaction depends on:

The number of exchanges

The quality of questions and answers

The discourse: How to start, sustain and end the conversations / dialogues / texts The body language

The language focus:

New vocabulary & structures / functions

2 The procedure: G I P

(Getting started Interacting Performing)

Steps Learning activities Language

focus

Modes

Getting

started

Goal: What Ss will achieve Context: Who, What, Where, When, … Content: Language focus

Model: Look, listen & repeat

Whole class

Doing Interacting between Ss

(direct exchanges of information) New words & structures IndividualsPairs

Groups Performing Applying new language in a new contexts Whole class

3 Lesson plans 1& 3: Perid 1, Lesson 1 & Period 3, Lesson 2

1 Look, listen & repeat

2 Point & say

3 Let’s talk

Main procedure: G I P

Objectives: Ss will be able to: ask and answer questions (talk) about ….

Language

focus:

New words & structures

Resources: Ss’ book, recording, fresh cards, puppets, posters, …

PROCEDURE

Steps Learning activities Language focus Modes

1 Warm-up

(5 minutes)

From the previous home-link Pairs or groups

2 Look, listen

& repeat

Getting started: Goal + Context + content + Modes

Whole class

3 Point & say

(10 minutes)

Interacting between Ss (direct exchanges of information)

New words &

structures / functions

Individuals Pairs Groups

4 Let’s talk

(10 minutes)

Performing: Applying new language in a new contexts

5 Home-link

(3 minutes)

II THE LISTENING & READING

1 The characteristics

Receiving information (Contrasting with speaking / writing)

Passive in language (Unfamiliar vocabulary & structures)

Double-task: doing listening / reading & doing the tasks (E.g listen and complete / tick / circle, … ) exercises should be short / simple

Can’t remember and recall everything

Having no time to re-listening

2 The procedure: G D L

(Getting started Doing: Listening or Reading Language focus)

Steps Learning tasks / activities Language Modes

focus

Getting

started Goal: What Ss will achieveContext: Who, What, Where, When, … Whole class Doing listening / reading & doing the tasks

(tick or number or complete)

Individuals Pairs Groups Language

focus

Focusing on the language Words or

structures

Whole class

3 Lesson plan 2: Period 2 (Lesson 1)

4 Listen & tick

5 Look & write

6 Let’s sing

Main procedure: G D L

Objectives: Ss will be able to: listen to dialogues about … and tick

Language

focus:

Revision of sentence patterns & vocabulary

Resources: Ss’ book, recording

PROCEDURE

Steps Learning activities Language focus Modes

1 Warm-up

(5 minutes) The previous home-link Pairs or groups

2 Listen &

tick

(10 minutes)

Getting started: Goal + Context Doing: listen & tick Whole classIndividuals

Pairs Groups

3 Let’s write

(10 minutes) Language focus Words or structures

4 Let’s sing

(10 minutes) Supportive activities to reinforce learning Whole class

5 Home-link

(3 minutes)

4 Lesson plan 4: Period 4 (Lesson 2)

4 Listen & tick

5 Look & write

6 Reading

Main procedure: G D L

Objectives: Ss will be able to: listen to dialogues about … and tick

Language

focus:

Revision of sentence patterns & vocabulary

Resources: Ss’ book, recording

PROCEDURE

Steps Learning activities Language focus Modes

1 Warm-up

(5 minutes)

2 Listen & Getting started: Goal + Context Whole class

(10 minutes)

Doing: listen & number Individuals

Pairs Groups

3 Let’s write

(10 minutes)

structures

4 Reading …

(10 minutes) Getting started: Goal + ContextDoing: Reading & …

Language focus (if necessary)

Words or structures Whole classIndividuals

Pairs / Groups

5 Home-link

(3 minutes)

III THE SPOKEN PRODUCTION (SPEAKING) & WRING

1 The characteristics

Producing information (Contrasting with listening / reading)

Active in language: words / structures / functions should be fluent

Double-task: using words / structures / functions in speaking / writing

Active use of discourse (how to start, sustain, end the task)

Using body language in speaking

Can re-speak / re-write

Be afraid of making mistakes

2 The procedure: G D P

(Getting started Doing: Listening or Reading Performing)

Steps Learning tasks / activities Language

focus

Modes

Getting

started Goal: What Ss will achieveContext: Who, What, Where, When, …

Content: language focus

Words &

structures &

Discourse

Whole class

Pairs Groups Performing Performing / Reporting the Outcome Whole class

3 Lesson plan 6: Period 6 (Lesson 3)

4 Read & match

5 Writing (about you)

6 Project

Main procedure: G D P

Objectives: Ss will be able to: write + topic (about yourself)

Language

focus: Revision of sentence patterns & vocabulary

Resources: Ss’ book, posters, puppets, …

PROCEDURE

Steps Learning activities Language focus Modes

1 Warm-up The previous home-link Pairs or groups

(5 minutes)

2 Read &

match

(10 minutes)

Functions Whole class

Individuals Pairs Groups Whole class

3 Writing

(about you)

(10 minutes)

Getting started: Goal + Context + Content

Doing: listen & tick Doing: Write … Performing

Words &

structures &

discourse

4 Project

(10 minutes)

Supportive activities to reinforce learning

5 Home-link

(3 minutes)

IV THE LANGUAGE ELEMENTS

1 The characteristics

The thematic approach:

Top-down: Theme Topic / Unit Competences Skills

Task / Activity Functions Sentence patterns / structures

Vocabulary / Words Phonics

Bottom-up: Phonics Vocabulary / Words Sentence patterns / structures Functions Task / Activity Skills Competences Topic / Unit Theme

The functions of each element: phonics, vocabulary, structures, functions

The requirements of learning language elements

Good pronunciation

Natural rhythm

Natural speed

Natural intonation

Appropriate interaction

2 The procedure: P P P

(Presentation Practice Production / Performance)

Steps Learning activities Language

focus

Modes

Presentation Content: introducing language elements

Model: the sample

Phonics

Whole class

Practice Controlled practice

Freer practice

Individuals Pairs Groups

Production /

Performance

Applying new language in a new contexts

Whole class

3 Lesson plan 5: Period 5 (Lesson 3)

1 Listen & repeat

2 Listen & write

3 Let’s chant

Main procedure: P P P

Objectives: Ss will be able to practice the phonics

Language

focus:

Phonics

Resources: Ss’ book, recording

PROCEDURE

Steps Learning activities Language focus Modes

1 Warm-up

(5 minutes)

2 Listen &

repeat

(10 minutes)

Presentation: Content + Model

Phonics

Whole class Individuals Pairs Groups

3 Listen &

write

(10 minutes)

Practice: listen & write

4 Let’s chant

5 Home-link

(3 minutes)