Khotailieuonthi247.com chia sẻ đến các thầy cô Giáo án Tiếng Anh 3 Global Success. Bộ tài liệu này gồm nhiều nguồn tài liệu khác nhau để giúp các thầy cô tham khảo thêm. Và giúp các thầy cô ứng dụng trong giảng dạy chương trình giáo dục phổ thông 2018.
Global Success là bộ sách giáo khoa Tiếng Anh được biên soạn dựa trên Chương trình giáo dục phổ thông môn tiếng Anh (Ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo) và Khung năng lực ngoại ngữ 6 bậc dùng cho Việt Nam của Bộ Giáo dục và Đào tạo.
Bộ sách do GS.TS. Hoàng Văn Vân là Tổng chủ biên và có sự hợp tác chặt chẽ về chuyên môn và nghiệp vụ giữa Nhà xuất bản Giáo dục Việt Nam với các nhà xuất bản danh tiếng trên thế giới Macmillan Education (ở bậc Tiểu học) và Pearson Education (ở bậc Trung học cơ sở và Trung học phổ thông).
Trong bộ tài liệu gồm rất nhiều tài liệu hữu ích khác nhau mà mình tổng hợp được. Các thầy cô chỉ cần nhấp vào đường link tài liệu và tải về theo nhu cầu của mình.
UNIT 1: HELLO
Lesson 1 – Period 1
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Procedure |
Teacher’s activities |
Pupils’ activities |
Note |
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Warm-up and review: 5 minutes |
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Greet the class. Option
1: Sing the song “Hello 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. Option
2: Game: Review the numbers and the
alphabet by having the class play the game: 1. Pick the numbers Step 1: Teacher says the numbers
for the pupils to choose. Step 2: Give points to the
pupils with the correct choosing and encourage them. 2. Look and say the missing
letters Step 1: Ask pupils to say the
missing letters, then check with the class. Step 2: Give points to the
pupils and encourage them. Review the numbers and the
alphabet as the whole class. |
Whole class
Individual
work/ Group work
Individual
work/ Group work
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EXPLORATION Activity 1. Look, listen and repeat. 8 minutes |
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a. Goal: |
To
understand and correctly repeat the sentences in two communicative contexts
(pictures) focusing on greetings, self- introducing, and responding to
greetings. |
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b. Input: |
Context a: Ben: Hello. I’m Ben. Mai: Hi,
Ben. I’m Mai. Context b: Minh: Hi. I’m Minh. Lucy: Hello,
Minh. I’m Lucy. |
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c. Outcome: |
Pupils can
understand and correctly repeat the sentences in two communicative contexts
focusing on greetings, self-introducing, and respond to greetings. |
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d.
Procedure: |
Step
1: Have pupils look at Pictures a
and b and identify the characters in the pictures. Step
2: Ask pupils to look at Picture
a. Play the recording for them to listen. Step
3: Play the recording again for
pupils to listen and repeat in chorus, sentence by sentence. Follow the same
procedure with Picture b. Correct their pronunciation where necessary. Step
4: Invite a few pairs to the front
of the class to listen and repeat the sentences in the recording. Step
5: Draw their attention to the
sentences Hello. I’m Ben and Hi, Ben.
I’m Mai. Tell pupils that these sentences are used to greet, self-introduce and respond to greetings; and
that Hi is more friendly than Hello in conversation. |
Whole class
Whole
class/ Individual work
Pair work Whole
class/ Individual work
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KNOWLEDGE CONSTRUCTION Activity 2. Listen,
point and say. 9 minutes |
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a. Goal: |
To
correctly say the character names and use Hello.
/Hi. I’m ____. and Hello,/
Hi,______. I’m ____. to greet, self-introduce and respond to greetings. |
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b. Input: |
- Picture
cues: a. Ben, a
British male pupil and Mai, a Vietnamese female pupil greet each other. b. Minh, a
Vietnamese male pupil and Lucy, a British female pupil greet each other. - Speech bubbles:
Hello./ Hi. I’m _____. Hello,/ Hi,____.
I’m _____. Audio script: a. Ben, Mai b. Minh, Lucy. A: Hello, I’m Mai. B: Hi, Mai. I’m Ben. |
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c. Outcome: |
Pupils can
correctly say the character names and use Hello./
Hi. I’m _____. and Hello,/
Hi,_____. I’m ______. to greet, self-introduce and respond to greetings. |
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d.
Procedure: |
Step 1: Draw pupils’ attention to the picture a and b. Elicit
the name of each character. Step 2: Point at Picture a and the words Ben and Mai under it.
Check comprehension and give feedback. Play the recording for pupils to
repeat the words a few times. Follow the same procedure with Picture b. Write the answer on the board until they feel confident.
Tell pupils to point at the relevant school thing in the picture when they
are repeating the sentence. Step 3: Draw pupils’ attention to the bubble. Explain the meaning.
Elicit the missing words. Play the recording for pupils to repeat the
sentence a few times. Divide the class into halves to take turns to repeat
each character’s speech in picture a until they feel confident. Remind pupils
to point at the relevant character in the picture when they are repeating. Step 4: Repeat the same procedure with picture b. Step 5: Give pupils time to work in pairs and take turns to act
out the role of each character in picture a and picture b. Step 5: Invite a few pairs to come to the front of the
classroom, point at the relevant character in each picture, and act out
his/her role. Game: Work in pairs with a partner
using of Hello./Hi. I’m ____. and Hello,/Hi, _____. I’m ____. to greet,
self-introduce and respond to greetings. Invite some pairs to perform.
Encourage pupils to practise speaking English.
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Whole class
Whole
class/ Individual work
Whole
class/ Individual work
Pair work Pair work
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PRACTICE Activity 3. Let’s
talk. 8 minutes |
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a. Goal |
To enhance
the correct use of Hello./Hi. I’m ____.
and Hello,/Hi,____. I’m _____. to
greet, self-introduce and respond to greetings. |
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b. Input |
– Picture
cue: Lucy meets Minh in the school playground. They greet, – Speech
bubble: Hello./Hi. I’m _____.-_____. |
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c. Outcome |
Pupils can
enhance the correct use of Hello./Hi.
I’m_____. and Hello,/Hi,________. I’m _____. to greet, self-introduce and
respond to greetings. |
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d.
Procedure |
Step 1: Draw pupil’s attention to the picture. Ask questions to
help them identify the context ( see Input). Elicit the missing words in the
bubbles. Complete them. Get pupils to say the completed sentences. Step 2: Put pupils into groups of four. Encourage them to greet,
self-introduce and respond to greetings. Go around the classroom to offer
support where necessary.
Game: Let’s say
“Hello”!!! Divide the class into 2 groups: boys and girls. Ask each pupil from
one group to come and practise greeting, self-introducing and responding to
greetings with one pupil from the other group. Give points to the groups,
praise the pupils. |
Whole
class/ Individual work
Group work
Group work |
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Fun corner and wrap-up: 5 minutes |
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Option 1: Use sachmem, have pupils
look at the words in the pictures of Activities 1, 2 and repeat after the
recordings. Option 2: Game: Can you say this? Divide the class into groups of four. Ask pupils of each group to
come to the board and practise saying the conversation of the characters.
Give points to the groups. Option 3: Preparation
for the project: Tell pupils about the project on page 15. Ask them to prepare it at
home by making a pupil card with their personal information on a piece of
paper, and bring their work to the classroom at the project time to present
it. Show them a sample and guide them how to fill the information. |
Whole class
Group work
Individual
work |
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School: |
____________________ |
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Grade: |
____________________ |
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Teacher: Date of teaching: Attendance: |
____________________ ____________________ ____________________ |
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UNIT 1: HELLO
Lesson 1 – Period 2
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I. OBJECTIVES |
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Language |
By the end
of the lesson, pupils will be able to: - use the
names Ben, Mai, Minh, Lucy, the
words hello, hi. - use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet,
self-introduce and respond to greetings. - listen to
and demonstrate understanding of simple communicative contexts in relation to
the topic “Greetings” |
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Core competencies |
teamwork,
motivation, adaptability, communication |
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General competences |
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 |
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Attributes |
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 |
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II. RESOURCES AND MATERIAL: |
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-
Pupil’s book Page 11 -
Audio Tracks 7, 8 -
Teacher’s guide Pages 19, 20 -
Website sachmem.vn -
Flashcards/pictures and posters (Unit 1) -
Computer, projector… |
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III. PROCEDURE |
Warm-up and review – Listen and circle –
Look, complete and read – Let’s sing –
Fun corner and wrap-up |
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Procedure |
Teacher’s activities |
Pupils’ activities |
Note |
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Warm-up and review: 5 minutes. |
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Greet the class. Option
1: Sing the song “Hello 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. Option
2: Game: Play A, B, C. Step 1: Divide the class into 4
teams. Step 2: Set rule: Pupils go to
the monitor/screen and touch/click the correct letter in the tree that is the
same to the letter that Mary says. Step 3: Encourage pupils to join
the game. Step 4: Give points to the teams
and encourage them. (Please see the PowerPoint file
for reference.) |
Whole class
Group work
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PRACTICE Activity 4. Listen and circle. 8 minutes |
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a. Goal |
To listen,
understand and circle the correct pictures relevant to two communicative
contexts (pictures) in which two pupils greet, self-introduce and respond to
greetings. |
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b. Input |
Picture cues: 1a. Lucy and Ben first meet each other. 1b. Lucy and Minh first meet each other. 2a. Ben and Mai first meet each other. 2b. Ben and Lucy first meet each other. Audio script: 1. Lucy: Hello. I’m Lucy. Minh: Hello, Lucy. I’m
Minh. 2. Ben: Hi. I’m Ben. Mai: Hi, Ben. I’m Mai. |
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c. Outcome |
Pupils can
listen, understand and circle the correct pictures relevant to two
communicative contexts in which two pupils greet, self-introduce and respond
to greetings. Key: 1.b 2.a
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d.
Procedure |
Step
1: Draw pupil’s attention to
Pictures 1a and 1b. Tell them about the activity. Use
Pictures 1a and 1b as an example. Elicit the names of
the characters in each picture. Point at the pictures respectively to explain
the context. Play the recording for question 1 for pupils to listen. Play the
recording again. Elicit pupils to give the answer. Circle the letter b in Picture 1b. play the recording a third time for pupils to double- check
their answers. Step
2: Play the recording for Question
2 for pupils to do the task. Step
3: Get pupils to swap books with a
partner. Play the recording again to check answers together as a class. Write
the answers on the board for pupils to correct their answers. Step
4: Play the recording all the way
through for pupils to double-check all the answers. Extension: If time allows, play the recording, sentence by
sentence, for the class to listen and repeat in chorus. Correct their
pronunciation where necessary. |
Whole class
Whole class
Pair work
Whole class
Whole class
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PRACTICE Activity 5. Look,
complete and read. 9 minutes |
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a. Goal |
To complete
the gapped sentences and read them aloud with the help of the picture cues |
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b. Input |
Four
picture cues and four incomplete sentences |
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c. Outcome: |
Pupils can
complete the gapped sentences and read the completed sentences aloud. Key: 1. Hello/Hi 2. Hello/Hi 3.
I’m 4. Hello/Hi; I’m
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d.
Procedure |
Step 1: Get pupils to look at the pictures. Get them to identify
the characters (Ben, Lucy, Mai and Ben, Minh and Lucy) Step 2: Have pupils look at the four incomplete sentences. Draw
their attention to the missing words in the sentences. Step 3: Model with sentence 1. Ask them what is missing in the
sentence (Hello/ Hi). Have them
look at the picture and complete the gap, then read the completed sentence in
chorus. Step 4: Follow the same procedure with sentence 2,3 and 4. Draw
the pupil’s attention to the gap in sentence 2, and 3; particularly, the two
gaps in sentence 4. Tell pupils to think about the appropriate word to fill each gap. Step 5: Have pupils complete the sentences individually and ask a few pupils to stand
up and read them aloud. Game: Role play Step 1: Divide the class into 2 teams. Step 2: Invite 1 student in each team to go to the board
and role play. Step 3: Give points to each team. Step 4: Encourage students to role play to practise
speaking English. |
Whole class
Whole class
Whole
class/ Individual work
Individual
work
Group work |
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PRACTICE Activity 6.
Let’s sing. 8 minutes |
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a. Goal |
To sing the
song Hello with the correct
pronunciation and melody. |
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b. Input |
The lyrics
and the recording of the song Hello. |
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c. Outcome |
Pupils can
sing the song Hello with the
correct pronunciation and melody. |
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d.
Procedure |
Step 1: Draw pupil’s attention to the title and lyrics of the
song. Check comprehension of the lyrics and give feedback. Play the recording
for pupils to listen to the whole song. Have them repeat the title and lyrics
line by line. Tell pupils to point at the relevant character while singing
his or her name. Step 2: Play the recording all the way through for pupils to
listen to the whole song again. Tell them to pay attention to the
pronunciation and melody. Step 3: Play the recording line by line for pupils to listen,
repeat and point at the relevant character. Correct their pronunciation where
necessary. Step 4: Introduce actions for pupils to do while singing along
with the recording, for example, using hand movements to greet, introduce and
respond to greetings. Play the recording all the way through for pupils to
sing and do actions. Step 5: Give pupils time to practice singing and doing actions
in pairs or groups. Extension: Put pupils into groups to make up their own actions for
the song. Invite groups to the front of the classroom to perform the song and
the rest of the class sings and/ or claps along the song.
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Whole class
Whole class
Individual
work/ Whole class
Group work Group work/
Whole class |
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Fun corner and wrap-up: 5 minutes |
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Option 1: Use sachmem, have pupils
look at the words in the picture of Activity 4 and repeat after the
recording. Option 2: Game: Sing
and do. Then stop! Divide the class into 4 teams: Apple, Banana, Orange, Watermelon.
Set the rules: Teacher plays the music, pupils will sing and do the actions
of the song. Then the teacher stops the music, pupils stop doing. Those who
cannot make it have to sit down. The team with more pupils left and more
beautiful dancing is the winner. Give points to pupils. |
Whole class
Whole class / Group
work
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BOARD
PRESENTATION
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School: |
____________________ |
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Link Google Drive tải file đầy đủ, miễn phí
