Giáo án Tiếng Anh 3 trọn bộ

ME AND MY FRIENDS planing date: 6/10/2013 Teaching date: 8/10/2013 UNIT 1: HELLO Lesson 1 Aims: Practice greeting and self – introducing. Objectives: By the end of this lesson, students will be able to greet and self – introduce. Develop speaking skill. Teaching methods: Communicative approach. Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. Teaching aids: Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. Students’ aids: books, notebooks, workbooks. Languages focus: Phonics: Hi/ Hello. Vocabulary: hi, hello Structures: Hello. I’m Mai. / Hi, Mai. Procedures: Time Steps/Activities Work arrangement 1’ 5’ 10’ 10’ 10 4’ Class organization. New lesson. Warm up: Chatting. Let Ss introduce some information about themselves (maybe in Vietnamese) and introduces oneself in English. Example: Hello. I’m Duyen. (Hi. I am Duyen). Presentation: * Pre- teach: Teaching vocabulary. + I (translate) + Hello/Hi (translate) + am = ’m (translate). Get Ss to read all the new words in chorus, in groups, then individual. * Checking vocabulary: Slap the board. Giving introduction of the text (set the scene): Mai and Nam greet each other. Play the recording and asks Ss to listen to the tape twice. T asks Ss to listen and repeat in chorus three times. Let Ss practice the dialogue in pairs Gets some pairs to read it aloud. * Presenting new structure: T gives a situation to present (using picture) T elicits the structures by asking Ss to speak out the model sentence: Hello. I’m Mai. Hi, Mai. I’m Nam. I’m + name (I’m = I am) Practice: Have Ss look at the pictures a,b,c,d and introduce four characters: Nam, Mai, Nga, Phong. (/Using the puppets). T models the dialogue (use a picture) Nga: Hello, I’m Nga. Phong: Hello, I’m Phong. Have Ss to repeat the sentences in the bubbles a few times Call on one pair and ask them to pretend to be Nam and Mai. Call on one more pair to be Nga and Phong and do the same way. Have the class repeat all the phrases Have Ss to work in pairs: Nam, Mai, Nga and Phong. Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Make some questions to check Ss’ comprehension of language Have the whole class repeat all the phrases to reinforce their pronunciation. Production: Have Ss look at the pictures on page 7 and identify the characters in the pictures. Point to Picture a, ask Ss to guess what the girls would say to greet each other. A: Hello, I’m Mai. B: Hi, Mai. I’m Nga. Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. Have Ss to work in pairs (use the names in their books or the real names to practice. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a pair to demonstrate at the front of the class. Have the whole class repeat all the phrases to reinforce their pronunciation. Other activities: Consolidate the content of the lesson Home- link: Learn and write new words and structures. Prepare for the next lesson T-WC T-WC T-WC Whole class, group and individual. T-WC Group work Pair- work T – whole class T – whole class Pair- work T – whole class Pair – work T – whole class UNIT 1: HELLO Lesson 2 Aims: Practice listening and numbering the pictures about greeting “Hello/Hi” and self – introducing. Objectives: By the end of this lesson, students will be able listen to the dialogue and tick on the pictures about greeting “Hello/ Hi” and self – introducing. Develop listening, reading and writing skill. Teaching methods: Communicative method. Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. Teaching aids: Teacher’s aids: pictures, word cards, extra board, tape, cassette. Student’s aids: book, notebook, workbook. Language focus: Revision the structures: Hi/ Hello. I am/ I’m + name. Phonics: Hi, Hello Procedures: Time Steps/Activities Work arrangement 1’ 5’ 10’ 10’ 10’ 4’ Class organization. New lesson: Warm up: Noughts and crosses I Nga Hello Nam am Mai Hi Phong Hi, Mai Listen and repeat Have Ss open the book page 8, look at the words hello, hi and notice the letter coloured differently in both words. Produce the sound of the letter h in the word hello and that in the word hi. hello hi Hello. I’m Mai. Hi, Mai. I’m Nam. Hello, Nam. Ask Ss to say what they think about when they hear the sound Play the recording all the way through for Ss to listen while they are reading the chant in their books Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables Have Ss practice the chant in groups and clap the syllables. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a group to recite the chant. The others clap the syllables Make a few questions to check Ss’ comprehension of language Have the whole class recite the chant to reinforce their pronunciation. Have Ss circle all the words containing the focused sounds hello and hi in the chant. Listen and number Have Ss look at Pictures a, b, c and d on Page 8. Elicit the identification of the characters in the pictures and the characters’ words. Ask Ss to listen to the recording and match the information they hear to the pictures and number the pictures. 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books 2nd: play the recording for Ss to listen and number. 3rd: play the recording for Ss to check their answers. Have Ss trade their answers in pairs for correction Ask some questions to ensure Ss’ comprehension of the listening text. Transcript: Hello. I’m Nam. Hi. I’m Phong. Hi. I’m Quan. Hello. I’m Hoa. Answers: 1 – d; 2 – c; 3 – b; 4 – a. Read and match. Pre-reading: T introduces the topic “you are going to read the sentences to get the information in order to match the pictures to the text”. Ask Ss to predict “What is what”. While-reading: 1st reading: Ss read the sentences individually and check their prediction. 2nd reading: Ss do the task (match the sentence with a appropriate picture.) Monitor the activity and offer help when necessary Have Ss trade the answers in pairs for correction Call on some Ss to report their answers. Others listen and comment. Post-reading: Make a few questions to check Ss’ comprehension of the sentences. Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: 1 – d; 2 – c; 3 – b; 4 – a. Other activities. Consolidate the content of lesson. Home- link: Learn to greet each other and self – introduce, using hello/ hi. Practice the sound h as in hello and hi. Recite the chant on page 7. T-WC T-WC T-WC Whole class, group and individual. T-WC Group work Pair- work T – whole class T – whole class Pair- work T – whole class Planing date: 13/10/2013 Teaching date: 15/10/2013 UNIT 1: HELLO Lesson 3 Aims: Practice saying goodbye. Objectives: By the end of this lesson, Students will be able to say goodbye. Develop speaking and listening skill. Teaching methods: Communicative method. Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards. Students’ aids: book, notebook, workbook. Languages focus: Structures: Nice to meet you. / Nice to meet you too. Procedures: Time Steps/Activities Work arrangement 1’ 5’ 10’ 10’ 10’ 4’ Class organization. New lesson. Warm up: Chatting T asks Ss to repeat the greeting and introducing oneself. T sets the scene. Listen and repeat. Have Ss to look at the book at page 10. Elicit the character and have Ss guess what they are saying. Set the scene: we are going to review phrases saying hello and bye. Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss to repeat the lines in the speech bubbles two times. Divide the class into two groups. One repeat Mai’s part and the other repeat Nam’ part. Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. Elecit the structures Bye Goodbye Look and say. Have Ss look at the pictures a, b, c and d on page 10 Elicit the characters in the pictures and their names. Ask Ss to guess and complete the speech bubbles. T models/ allocates the parts of characters Mai and Nam to Ss Ask them to act out the dialogue1. Repeat the step with some other pairs for pictures b, c, d Have Ss practice acting out the dialogue in pairs, using the pictures. Monitor the activity and offer helf. Correct pronunciation errors (stress, assimilation of sounds,intonation) when necssesary. Call on some pairs to perform the task at the front of the class. The others observe and give comments. Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. Write. Get Ss to identify the characters in the pictures on page 11 and what they are saying. Tell Ss that they are gooing to read and get information to write the missing words in dialogue 1 and 2. Ss read silently and complete the dialogues. Ss trade their answers within pairs or groups for corection Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: Hi, I’m boy; girl Make somes questions to check Ss’ comprehension of the reading text. Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. Home- link: Consolidate the content of the lesson. Ask Ss to learn and write new words and structure. Prepare for Section B: 4, 5, 6, 7. T – whole class T – whole class T – whole class Whole class Groups individually Groupwork Pairwork T – whole class Individually Pairwork/ Groupwork Whole class T-WC . Planing date: 13/10/2013 Teacing date: 15/10/2013 UNIT 2: MY NAME IS … Lesson 1 Aims: To understand about making and responding to instructions. Objectives: By the end of this lesson, students will be able to make and respond to instructions Develop writing, reading skill. Teaching method: Communicative method. Techniques: Ask and answer Work in pairs and individually. Work in groups, discuss. Teaching aids: Teacher’s aids: audio, stickers, puppets, flashcards. Students’ aids: book, notebook, workbook. Languages focus: Sentence patterns: Hello, I’m Mai. Hi, Mai. I’m Nam. Procedures: Time Steps/Activities Work arrangement 5’ 10’ 12’ 10’ 3’ Warm up: T asks some pairs to greet and introduce oneself. S1: Hello. I’m Mai S2: Hi, Mai. I’m Nam New lesson. Look, listen and repeat. Ask Ss to identify the characters in the picture on page 12 and what they are saying. Set the scence “you are going to listen to hear Nam and Mai greet each other. Play the recording and asks Ss to listen to the tape twice. T asks Ss to listen and repeat in chorus two times. Call on one pair. One repeats Mai’s part, the other repeats Nam’s part. Have whole class repeat all the phrases a few times to reinforce their pronunciation. Look and say Have Ss look at the pictures a and b Ask them to identify the characters in the pictures and what they should say. Fill the bubbles and have Ss to repeat the lines a few times T models the dialogue Assign a pair to pretend to be Mai and tom in picture a Mai: Hello. I’m Mai. Tom: Hello, Mai. I’m Tom. Have one repeat Mai’s part, the other Tom’s part. Then have the pair swap their parts. Repeat the step with a few more pairs. Ask Ss to practice making and responding to introductions using picture a and b Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Make some questions to check Ss’ comprehension of language Have the whole class repeat all the phrases to reinforce their pronunciation. Talk Have Ss look at the pictures on page 13 and identify the characters in the pictures. Point to Picture a, ask Ss to guess what the girls should say to the boy and vice versa. Fill in the speech bubbleswith the correct phrases promted by Ss A: Hello, I’m Mai. B: Hi, Mai. I’m Nga. Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. (use the pictures in their books or role – play the exchanges Have Ss to work in pairs to practice acting the greeting. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a pair to demonstrate at the front of the class. Have the whole class repeat all the phrases to reinforce their pronunciation. Home- link: Encourage Ss to for Unit 2- Section 2. T-WC Pair- work T – whole class T T-WC Pair- work T- whole class T- whole class T- whole class Group work Individually. Group work T- whole class UNIT 2: MY NAME IS … Lesson 2 Aims: Practice listening and ticking the pictures about greeting “Hello/Hi” and saying goodbye. Objectives: By the end of this lesson, students will be to greet and say goodbye (review). Develop listening, reading and writing skill. Teaching methods: Communicative method. Techniques: + Work in pairs and individually + Ask and answer. + Work in groups, discuss. Teaching aids: Teacher’s aids: pictures, word cards, audio, puppets, flashcards. Student’s aids: book, notebook, workbook. Language focus: Revision the structures: Hi/ Hello. I am/ I’m + name. Bye/ Goodbye. How do you spell your name? L – I – N – D – A. Phonics: Linda Nam Procedures: Time Steps/Activities Work arrangement 1’ 5’ 10’ 10’ 10’ 4’ Class organization. New lesson: Warm up: Noughts and crosses I Nga Hello Nam am Goodbye Hi Bye Mai Listen and repeat Have Ss open the book page 14, look at the words Linda and Nam and notice the letter coloured differently in both words. Set the scence: “you are going to learn how to produce the sound of the letter l in the word Linda and n in the word Nam Produce the sound l and n a few times. Teach the new phrases How do you spell + name? – Then show them how to spell Nam and Linda and some other names. Play the recording all the way through for Ss to listen while they are reading the chant in their books Linda Nam I’m Linda. How do you spell Linda? L – I – N – D – A. I’m Nam. How do you spell Nam? N – A – M. Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables Have Ss practice the chant in groups and clap the syllables. Monitor the activity and offer help when necessary/ correct typical pronunciation errors. Call on a group to recite the chant. The others clap the syllables Make a few questions to check Ss’ comprehension of language Have the whole class recite the chant to reinforce their pronunciation. Listen and tick. Have Ss look at Pictures 1a, b; 2a, b and d on Page 14 Identify the characters and guess what they are saying. Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture. 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books 2nd: play the recording for Ss to listen and tick the correct pictures. 3rd: play the recording for Ss to check their answers. Have Ss trade their answers in pairs for correction Ask some questions to ensure Ss’ comprehension of the listening text. Transcrip Mai: How do you spell your name? Tony: T – O – N – Y. Mai: Sorry? Tony: Tony. T – O – N – Y. Phong: How do you spell your name? Linda: L – I – N – D – A. Phong: Sorry? Linda: L – I – N – D – A. Answers: 1 – a: 2 – b. Read and match. Ask Ss to identify the characters in the pictures on page 15. Set the scence: “ you are going to read the dialoguesto get the information in order to match the pictures to the appropriate dialogues.” Have a revisionof the language: “How do you spell your name?” – “L – I – N – D – A.” Ask Ss to read the dialogues and do the task (match the sentence with a appropriate picture.) Monitor the activity and offer help when necessary Have Ss trade the answers in pairs for correction Call on some Ss to report their answers. Others listen and comment. Make a few questions to check Ss’ comprehension of the sentences. Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: 1 – b; 2 – a Summary Ss have revised how to greet and say goodbye Say the letters in the alphabet, using How do you spell your name? Produce the sound of the letter l in Linda and that the letter n in Nam. Home- link: Sing The ABC Song on page at home. T-WC T-WC T-WC Whole class, group and individual. T-WC Group work Pair- work T – whole class T – whole class Pair- work Individually T – whole class UNIT 2: MY NAME IS … Lesson 3 Aims: Practice spelling simple names. Objectives: By the end of this lesson, Students will be able to spell simple names. Develop speaking and listening skill. Teaching methods: Communicative method. Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. Teaching aids: Teacher’s aids: pictures, word cards, audio, puppets, flashcards. Students’ aids: book, notebook, workbook. Languages focus: Structures: How do you spell your name? L – I – N – D – A. Procedures: Time Steps/Activities Work arrangement 1’ 5’ 10’ 10’ 4’ Class organization. New lesson. Warm up: Chatting T asks Ss to repeat the greeting and introducing oneself. T sets the scene. Listen and repeat. Have Ss to look at the book at page 16; identify the characters in the picture and what they are doing. Set the scene: “we are going to learn how to spell names and recall the alphabet.” Use a poster to set up the situation Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss to repeat the dialogue two times. Divide the class into two groups. Allocate the line of Nam and Tom to Ss of each group Have one group repeat Nam’s part and the other Tom’s part. Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. Look and say Have Ss look at the pictures a, b, c and d on page 16 Elicit the characters in the pictures and their names. Set the scence “ we are going to practice spelling names” Ask Ss to guess and complete the speech bubbles. T models the dialogue Assign a pair to pretend to be the characters in the pictures. Ask the pair to act out the question and answer about spelling. Repeat the step but have the pair swap their parts. Continue the activities with sonme pairs. Ask Ss to practice asking and answering Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. Write. Get Ss to identify the characters in the pictures on page 17 and what they are saying. Tell Ss that they are gooing to read and get information to write the missing words in task 1 and 2. Ss read silently and complete the sentences. Monitor the activity and offer help when necessary Ss trade their answers within pairs or groups for corection Ask some Ss to read their answers aloud to the class. The others listen and give comments. Answers: Mai; Tony. L – I – N – D – A. Make somes questions to ensure Ss’ comprehension of the writing text. Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. Summary Ss have learnt to ask and answer about names and to spell simple names, using How do you spell your name? Homelink Ss spell their own names and the names of their family members at home. T – whole class T – whole class Whole class Groups individually Groupwork Pairwork Pairwork/ Groupwork Individually T – whole class T – whole class UNIT 3: HOW ARE YOU? Lesson 1 Objectives: By the end of this lesson, students will be able to saying goodbye (review). Develop writing, reading skill. Teaching method: Communicative method. Techniques: Work in pairs and individually. Work in groups, discuss. Teaching aids: Teacher’s aids: audio, stickers, puppets, flashcards. Students’ aids: book, notebook, workbook. Languages focus: Vocabulary: how, thank, thanks, fine, and. Sentence patterns: How are you? I’m fine, thank you. And you? I’m fine, thanks. Procedures: Time Steps/Activities Work arrangement 5’ 10’ 12’ 10’ 3’ Warm up: Have Ss tofind out the names of the Ss. L A N A B C D E A V D E F M U F B X P L R L T G C Z H M W I S H D T O N Y N Q I E Y N O P D P J F H G I J A O K U X Y Z N A M L V T X Q P O N M Answers: Lan, Phong, Tony, Nam, Linda. Ask Ss work in pairs: S1: Hello. I’m Nam. S2: Hi, Nam. I’m Tom. New lesson. Look, listen and repeat. Ask Ss to identify the characters in the picture on page 18 and what they are saying. Set the scence “you are going to review some phrases of greeting and learn some more.” (use two puppets to present the situation) Explain the situation and the use of the titles Mr, Mrs and Miss Play the recording and asks Ss to listen to the tape twice. T asks Ss to listen and repeat in chorus two times. Hold up the specific character puppets in the air / point to each character and tell the whole class to say the appropriate linein the dialouge. Have whole class repeat all the phrases a few times to reinforce their pronunciation. Note: Children do not tend to ask each other How are you? (That is something adults do to each other and to children, but not child to child Thanks is an informal expression of thank you. Look and say Have Ss look at the pictures a and bon page 18. Ask them to identify the characters in the pictures, recall the greeting phrases. Point to Picture a, ask Ss to guess what each character should say. Fill the speech bubbles with correct phrases prompted by the Ss and have Ss to repeat the lines a few times T models the dialogue Assign a pair to pretend to be Tom and Mrs Lan in picture a Mrs Lan: How are you, Tom? Tom: I’m fine, thank you. And you? Mrs Lan: Fine, thanks. Have one repeat Mrs Lan’s part, the other Tom’s part. Then have the pair swap their parts. Repeat the step with a few more pairs. Ask Ss to act the dialouge using picture a and b Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and off