giao an tieng anh lop 3 tuan 6 10

III/ Teaching Aids: - Toys flashcards 30-34, Story poster 2, CD tracks 20-22 IV/ Steps of teaching: 1.Warm up and reviews Sing Open the Book!. from Class Book p.10 to revise vocabulary f[r]

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- Identifying common toys

II/ Language contents :

1 Structure: Is this your? No, it isn’t.

2 Vocabulary: toys, doll, ball, car, teddy, puzzle.

III/ Teaching Aids: - Toys flashcards 30-34, Story poster 2, CD tracks 20-22 IV/ Steps of teaching:

1.Warm up and reviews

Sing Open the Book! from Class Book p.10 to revise vocabulary from the last unit

2 Presentation:

Use flashcards 30-34 to elicit the vocabulary for this lesson Hold them up one at a

time as ask What’s this? Model any vocabulary the children don’t know

Listen, point and read.

-Ask children to listen to the words They point to the pictures as they listen Put the flashcards around the room and as they listen one further time, they point to thecorrect flashcards

3.Practice:

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Listen and chant

-Students listen and point, and then listen and chant

4 Production:

- Play a guessing game with the class Tell children they are going to guess which flashcards you are holding up, without seeing them If they name the object withinthree guesses, they get one point If they don’t, you get one point Hold up each flashcard in turn so that children can only see the back Ask different children What’s this? until the object has been guessed correctly Keep a record of the score

- Listening and speaking skills

1 Structure: Is this your? No, it isn’t.

2 Vocabulary: toys, doll, ball, car, teddy, puzzle.

III/ Teaching Aids: - Toys flashcards 30-34, Story poster 2, CD tracks 20-22 IV/ Steps of teaching:

- Give flashcards 30-34 to different children Ask them to stand up, one at a time They show their card for the class to shout out the word

2 Presentation:

Listen and read

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- Use Story Poster 2 to present the story Revise the names of the characters Ask children to name as many things in the picture as they can Look at the story and ask children what is happening in each box Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the

objects Ask simple comprehension questions (Where’s the teddy? Who finds the

teddy?) to check understanding.

1 Structure: Is this your…?, Yes it is / No it isn’t.

2 Vocabulary: toys, doll, ball, car, teddy, puzzle, my, your

III/ Teaching Aids: - Toys flashcards 30-34, - Story Poster 2

IV/ Steps of teaching:

- Play Snap with the toys flashcards Say one of the toys; show the flashcards one

by one If the word is different to the picture, the children say the word matching the picture If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game

2 Presentation:

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Listen to the story again and repeat Act

- Point to the Story Poster 2 again and ask children to tell you what happened in thestory Elicit the toys from the story and write them on the board

- Tell children to open their books to p.14 and play the recording again as children follow in their books

- Put students in pairs and ask them to act out the story Elicit what actions they will need Get a couple of strong pairs to act it out in front of the class

3.Practice:

Look and say

- Copy the sentences onto the board, leaving spaces where the toy words should be.Put different flashcards in the spaces to elicit the sentences and questions with the same pattern Point to yourself to demonstrate my, and to somebody else to show that it belongs to them, your Read the sentences together as a class

4 Production:

- Ask children to open their Class Books to p.74 and do the Unit 2 Grammar

activity to practice the target structure further

V/ Extension:

Week 7

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Monday, October 9 th , 2017

Lesson Two – Period 25

I/ Aims:

- Writing and speaking skills

1 Structure: Is this your…?, Yes it is / No it isn’t.

2 Vocabulary: toys, doll, ball, car, teddy, puzzle, my, your

III/ Teaching Aids: - Toys flashcards 30-34, - Story Poster 2

- Play Musical Cards Play lively music, or the unit’s song Hand the unit

flashcards out to different students in the class They pass the cards to children next to them around the class while the music is playing Stop the music suddenly.Ask the children who are holding the cards, What’s this? to elicit the words Play the music and the children keep playing the game

3.Practice:

- Elicit the target structures again by asking Is this a doll? (Pointing to the teddy and the class says, No.) Write my and your on the board and hold one flashcard and say This is my teddy Give a flashcard to a child and say, This is your doll Ask children to repeat the structures after you

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- Students do the exercise Ask the class to chorally reply to the questions after they have completed the exercise and elicit the spelling to write on the board.

4 Production:

Game: Call one child to the front and give him/her the doll and ball flashcards to hold up Hold the teddy, puzzle, and car flashcards yourself Say Is this my

teddy? The class shouts Yes! Then indicate the child standing next to you and say

Is this your teddy? The class calls out No! Repeat with Is this my doll? The class calls out No! Then say Is this your doll? indicating the child next to you, for the class to call out Yes! Repeat the activity with other children

V/ Extension:

-Lesson Three – Period 26

I/ Aims:

1 Structure: This is my…

2 Vocabulary: kite, bike, train.

III/ Teaching Aids: - Toys flashcards 30-37, CD tracks 23 & 24

1.Warm up and reviews:

- Play What have I got? Hold up one card so that the class can only see the back of

it Ask What is it? When the card has been guessed correctly, put it on the board Hold up a second card and repeat the procedure Continue until all the cards are onthe board

2 Presentation:

Listen, point and repeat

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- Use flashcards 35-37 to introduce the three new words Hold up each one and say the words for children to repeat.

- Ask children to look at the pictures and play the first and second parts of the recording as children point to the words Play again for children to repeat the words after the audio

Listen and sing

- Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book After eitheractivity, ask children to sing along with the CD and then sing together without the

CD audio

3.Practice:

- Play a miming game with the class Mime the actions of riding a bike for

children to shout out the word Ask a child to stand up and s/he mimes an activity using one of the words from this lesson or from the other toy flashcards and the rest of the children guess the word Repeat the activity with different children

4 Production:

- Game: Play Do It! Assign each child a toy word So every child in the class will have a different toy word E.g doll, kite, train, doll, puzzle Give instructions, for example, Kites, jump Trains, clap your hands Model the actions Say the toy words in random order and the children with that word have to do their action Ask a volunteer student to come up and run the activity for the class

V/ Extension:

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Wednesday, October 11 st , 2017

Lesson Three – Period 27

I/ Aims:

- Listening and speaking skills

1 Structure: This is my…

2 Vocabulary: kite, bike, train.

III/ Teaching Aids: - Toys flashcards 30-37, CD tracks 23 & 24

- 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 (picture 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

- Tell children they are going to sing the song again, but this time they are going to

do the actions Elicit the actions from the pictures in the Class Book, (flying the kite, riding the bike, pushing the train) and then practice them as a class before doing the activity

3.Practice:

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- Use all of the other toy flashcards to elicit further song paragraphs (e.g This is

my big yellow doll…etc…) and ask children to decide in pairs what they would like to add to the song Ask different pairs to stand up and sing their song with the class

4 Production:

- Game: Play Do It! Assign each child a toy word So every child in the class will have a different toy word E.g doll, kite, train, doll, puzzle Give instructions, for example, Kites, jump Trains, clap your hands Model the actions Say the toy words in random order and the children with that word have to do their action Ask a volunteer student to come up and run the activity for the class

V/ Extension:

-Lesson Four – Period 28

I/ Aims:

- First letter sounds e/f/g/h

1 Structure:

2 Vocabulary: egg, fig, goat, hat

III/ Teaching Aids: - Phonics cards 5-8, CD Tracks 25-27

- Ask children what letters of the alphabet they have already learned (a,b,c,d).Ask them to name words which begin with those sounds

2 Presentation:

Listen, point and repeat

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- Write Ee, Ff, Gg and Hh on the board and point to each letter and say the lettername and the sound for both upper- and lower-case letters for children to repeat.Say the sounds again and children can draw the letters in the air.

- Write the words, egg, fig, goat and hat on the board Circle the first letters andsay the first sounds for children to repeat Hold up the phonics cards and say thewords for children to repeat

3.Practice:

Listen and chant

- Children do the exercise and point to the letters

- Divide the class into four groups: eggs, figs, goats and hats Do the chant againtogether Each group says their own lines Then put students in groups of four,and give each child one of the words, and they do the chant in the group, takingturns to say their line

4 Production:

- Phonics game: Put the phonics picture cards on the walls of the room, in four different corners Say the sounds of the words, without the first letter (e.g _gg, _ig, _oat, _at) The children say the first missing letter and point to the correct card

V/ Extension:

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Week 8

Lesson Four – Period 29

I/ Aims:

- First letter sounds e/f/g/h

1 Structure:

2 Vocabulary: egg, fig, goat, hat

III/ Teaching Aids: - Phonics cards 5-8, CD Tracks 25-27

- Show the phonics cards and elicit the words again Ask individual children tocome to the front and write the first letters on the board, in both upper- and lower-case

2 Presentation:

Listen to the sounds and join the letters.

- Do the exercise, and children join in with the chant Put the four cards around theroom and children point as they say the chant

Read and circle the sounds e, f , g, h the start of the word.

- Ask children what the goat has got Tell children they can find out by listening Model the activity and then children listen and draw the lines

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- Phonics matching: Display the phonics sound card on the board Place the phonics picture cards on your table Call children to come to the front of the class

to match the cards to the correct sounds on the board

4 Production:

- Phonics game: Put the phonics picture cards on the walls of the room, in four different corners Say the sounds of the words, without the first letter (e.g _gg, _ig, _oat, _at) The children say the first missing letter and point to the correct card

V/ Extension:

-Lesson Five – Period 30

I/ Aims:

- Talking about favourite things

1 Structure: My favourite toy / colour / animal is a….

2 Vocabulary: Favourite, Furry, Fat, Lovely, Colour (n), Animal

III/ Teaching Aids: - CD Track 28, Toys flashcards 30-37

- Put the toy flashcards around the room and say the toys As you do, the children point to the correct flashcard and repeat the word

2 Presentation:

Point to an animal and a toy Say the words.

- Introduce the concept of ‘favourite.’ Use flashcards to demonstrate Ask

different children, What’s your favourite toy / colour / animal?

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- Ask children to look at the pictures and try to predict what the text is about Point

to the name at the bottom of the poem and establish that the poem was written by Tom Ask How old is Tom? (He’s seven)

Read and listen to the poem.

- Children listen to the recording and follow the words in their book Check

comprehension by asking simple questions: What’s Tom’s favourite toy? Is it a train? (No) Is it a ball? (Yes) Ask similar questions about Tom’s favourite colourand animal

questions and write down their answers When they have finished they can

compare their worksheets to see if their answers are similar Ask children to put

up their hands if their answers are the same as their partner’s

4 Production:

- Ask and answer: Put children in pairs and tell them to use their worksheets to askand answer questions Model with a strong student Ask, What colour is the train?It’s orange (For example) Point to different toys and say, What is it? It’s a doll Children then do the activity together

V/ Extension:

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Wednesday, October 18 th , 2017

Lesson Five – Period 31

I/ Aims:

- Reading skills

1 Structure: My favourite toy / colour / animal is a….

2 Vocabulary: Favourite, Furry, Fat, Lovely, Colour (n), Animal

III/ Teaching Aids: - CD Track 28, Toys flashcards 30-37

- Do the exercise Children write their own favourite toy, colour and animal

2 Presentation:

- Read the poem again from Class Book p.18 and tell children to listen carefully for mistakes Substitute other toys, colours and animals for the key vocabulary andencourage children to shout out Stop! And then to tell you the correct piece of vocabulary

- Communication: Give children a copy each of the PMB worksheet Ask them to colour in one toy and then work with their partner to ask and answer using the target language

3.Practice:

- Ask children to look at the poem again in the Work Book and to doe the exercise filling in True or False Model the activity first (showing that True means yes, andFalse means no)

- Children do the exercise and write the words in the correct box

- Do the exercise Children write their own favourite toy, colour and animal

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- Colour dictation: Dictate what colours to use to fill in the rest of the worksheet Give instructions such as Colour the teddy brown and blue

4 Production:

- Ask and answer: Put children in pairs and tell them to use their worksheets to askand answer questions Model with a strong student Ask, What colour is the train?It’s orange (For example) Point to different toys and say, What is it? It’s a doll Children then do the activity together

V/ Extension:

-Lesson Six – Period 32

I/ Aims:

- Talking about favourite things

1 Structure: What’s your favourite

2 Vocabulary: Toys, My / your

III/ Teaching Aids: - CD track 29

- Play Whispers, using toy vocabulary Organise children into large groups Show

a flashcard to the first child in each group This child whispers the word to the child next to him/her, and this continues around the group until the word reaches the final child The final child says the word aloud, and the first child holds up the flashcard to see whether the word and the picture are the same

2 Presentation:

Listen and match.

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