Week:
……
Period:
……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
Unit
Starter: HELLO!
Lesson One - Words (page 4)
A.
DESIRED OBJECTIVES
By the end of the lesson, students will
be able to:
1. Core competences
-
Become familiar with the Student Book characters and common greetings.
-
Understand a short story.
2. General competences
-
Communication
and collaboration: work in pairs/groups to talk
about their names.
-
Problem-solving
and creativity: greet
the teacher and friends.
3.
Attributes
-
Kindness: help partners to complete learning tasks.
-
Diligence: work hard to complete learning tasks.
-
Honesty: tell the truth about feelings and emotions or play fair in
games.
-
Responsibility: appreciate kindness.
-
Leadership: collaborate with teachers to enhance
language skills.
B. LANGUAGE FOCUS
AND SKILLS
1. Vocabulary
-
Vocabulary:
Rosy, Tim, Billy, Miss Jones
-
Extra vocabulary: hello, hi, my, name,
class
2. Skills: Listening, Speaking and Reading.
C.
RESOURCES AND MATERIALS
-
Student book - page 4
-
Audio tracks 01-02
-
Flashcards 01-04
-
Teacher’s Guide
-
Website sachso.edu.vn
-
Computer, projector, ….
*Culture note: Polite greetings
-
Raise students’ awareness of greeting
politely.
D. LEARNING EXPERIENCES
|
Teacher’s activities |
Students’ activities |
|
WARM-UP/REVIEW
(5 minutes) Aim: To help
students become familiar with common greetings. |
|
|
*Greetings -
Say Hello,
encouraging students to say Hello in
response. -
Ask one student
to stand up. Say Hello to
him/her. Encourage the student to respond with Hello. -
Point to
yourself and say My name’s … Ask
a student What’s your name? He
/ She answers My name’s … -
Say Hello.
My name’s … Then, encourage students to do
the same in pairs, greeting each other and saying their names. -
Say Stand
up! Indicate the class should stand at their
seats. Say Sit down! and
indicate they should sit down again. -
Play a short game for students to follow
instructions. Shout Stand up! and Sit down! several times. The last student to complete the
action is “out” each time. -
Evaluate students.
Give feedback. àExpected
outcomes and assessment -
Task
completed with excellence: Students can greet each other nicely. -
Task
completed:
Students can greet each other. -
Task
uncompleted: Students are unable to greet each other. |
-
Say Hello
in response. -
Stand up. Respond
with Hello. -
Say their names. -
Do the same in
pairs, greeting each other and saying their names. -
Follow the
teacher’s instructions. -
Play a short game to follow the teacher’s instructions. |
|
PRESENTATION
(10 minutes) Aim: To help students identify the names of the characters. |
|
|
*Lead-in: Use flashcards 1-4 to present the characters. -
Hold
the flashcards up one at a time and introduce the characters. -
Help
students identify the characters by asking some questions about their
appearance. E.g. What color is her/his hair?
What color is her/his T-shirt? -
Elicit
students to answer the questions. *Listen
and point. Repeat. (Track 01) -
Say Open
your books and model the action for students to open
their Student Books. Point to the characters. -
Play the first
part of the recording. Hold your book up and demonstrate that you are
pointing to the pictures along with the audio. Ask students listen and point
to the appropriate picture. -
The first time
through, the recording follows the order of the pictures on the page; the
second time the order is out of sequence. This is also true in subsequent word
presentations. -
Play the second
part of the recording for students to point to the pictures and repeat the
names. -
Call some
students to read the names. -
Praise
students if they have done well. àExpected
outcomes and assessment -
Task
completed with excellence: Students can point
and say the names of the characters correctly. -
Task
completed:
Students can point and say the names
of the characters. -
Task uncompleted: Students are
unable to point and say the names of
the characters. |
-
Follow
the teacher. -
Answer
some questions about their appearance. -
Answer
the questions. -
Open their
Student Books. Point to the characters. -
Listen to the first
part of the recording.
Point to the appropriate picture. -
Follow
the teacher’s instruction. -
Listen to the
second part of the recording. Point to the pictures
and repeat the names. -
Read the
names. |
|
PRACTICE
(8 minutes) Aim: To help students understand a short
story. |
|
|
*Listen and read. (Track
02) -
Say Now
close your books and model the
action. Say Let’s read the story. -
Point to the
different characters and have students say the names. -
Ask What’s
happening? for students to tell what they think is
happening in the story. -
Play the
recording, pointing to each speech bubble as students listen and look. -
Ask students to
look at the story in their books. Then, play the recording for them to listen
and point. -
Ask questions to
check comprehension, e.g. Who is in the class? -
Play the
recording again for students to listen and follow the text in their books
with their finger. -
Call some
volunteers to read the speech
bubble. -
Praise
students if they have done well. àExpected
outcomes and assessment -
Task
completed with excellence: Students can read the
sentences correctly and fluently. -
Task
completed:
Students can read
the sentences. -
Task
uncompleted: Students are unable to read
the sentences. |
-
Follow
the teacher’s instructions. -
Say
the names. -
Tell what they
think is happening in the story. -
Listen to the
recording and look at the speech bubble. -
Look at the
story in their books. Listen to the recording and point. -
Answer the
questions. -
Listen and
follow the text in their books with their finger. -
Read the speech bubble. |
|
PRODUCTION
(10 minutes) Aim: To help students remember the names of the characters. |
|
|
*Free talking -
Have
students to work in pairs. -
Ask
students to say their names with “My
name’s......”. Give time for students to do the task. -
Call
some students to say their names in front of the class. -
Check
students’ pronunciation. *Game: “Pointing game” -
Put
Flashcards 1-4 in different places around the room. -
Call
out one word. E.g. Billy -
Ask
students to listen to the word and point to the correct flashcard as fast as
possible. Have students repeat the word when they point. -
Ask
a few students to take the role of teacher and call out the words. -
Remark on students’
pronunciation and praise. àExpected
outcomes and assessment -
Task
completed with excellence: Students can point and say the names correctly. -
Task
completed:
Students can point and say the names. -
Task uncompleted: Students are unable to point and say the names. |
-
Work
in pairs. -
Say
their names with “My name’s......”. -
Say
their names in front of the class. -
Observe the teacher. -
Listen to the teacher. -
Listen
to the word and point to the correct flashcard as fast as possible. Repeat
the word when they point. -
Take
the role of teacher and call out the words. |
|
HOMEWORK
(2 minutes) -
Learn
new words by heart. -
Do
the exercises in Workbook page 4. -
Prepare
for the next lesson (Unit Starter - Lesson 2). |
|
|
REFLECTION ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. |
|
Week:
……
Period:
……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
Unit
Starter: HELLO!
Lesson Two - Grammar and Song (page 5)
A.
DESIRED OBJECTIVES
By the end of the lesson, students will
be able to:
1. Core competences
-
Greet people.
-
Ask and answer the questions “What’s your name?”.
-
Act out the story.
-
Sing a song.
2. General competences
-
Communication
and collaboration: work in pairs/groups to talk
about their names.
-
Problem-solving
and creativity: greet
the teacher and friends.
3.
Attributes
-
Kindness: help partners to complete learning tasks.
-
Diligence: work hard to complete learning tasks.
-
Honesty: tell the truth about feelings and emotions or play fair in
games.
-
Responsibility: appreciate kindness.
-
Leadership: collaborate with teachers to enhance
language skills.
B. LANGUAGE FOCUS
AND SKILLS
1. Vocabulary
-
Vocabulary:
greetings
-
Extra vocabulary: goodbye
2. Patterns:
-
What’s your name? / My name’s ….
-
How are you? / I’m fine, thank you.
3. Skills: Listening and Speaking.
C.
RESOURCES AND MATERIALS
-
Student book - page 05
-
Audio tracks 02-03
-
Flashcards 01-04
-
Teacher’s Guide
-
Website sachso.edu.vn
-
Computer, projector, ….
*Culture note: Polite greetings
-
Raise students’ awareness of greeting
politely.
D. LEARNING EXPERIENCES
|
Teacher’s activities |
Students’ activities |
|
WARM-UP/REVIEW
(5 minutes) Aim: To help
students greet each other nicely. |
|
|
*Greetings -
Say Hello
and encourage students to reply Hello
and then to greet each other in pairs. -
Ask students to
say their name by using “My name’s ....”. -
Call some pairs
to greet and say their names in front of the class. -
Evaluate
students. Give feedback. àExpected
outcomes and assessment -
Task
completed with excellence: Students can greet each other nicely. -
Task
completed:
Students can greet each other. -
Task
uncompleted: Students are unable to greet each other. |
-
Reply Hello
and then to greet each other in pairs.
-
Say their name
by using “My
name’s ....”. -
Greet and say
their names in front of the class.
|
|
PRESENTATION
(10 minutes) Aim: To help students act out the story. |
|
|
*Listen
to the story again. (Track 02) -
Ask students to
turn to the story on page 4 of their Student Books. Say Let’s
read the story again. -
Play the
recording once through. Play it again, pausing after each phrase for students
to repeat. -
Divide the class
into groups of three so that a different student can act the roles of Rosy,
Tim, and Miss Jones. -
Focus
attention on the pictures. As a class, decide on the actions for each part of
the story. -
Tell students stay in their seats as they practice acting. Monitor
the activity, checking for correct pronunciation. -
Ask
some groups to come to the front to act out the story. -
Praise
students if they have done well. Story actions Picture
1 and 2: Miss Jones holds out
her hand as she talks to Rosy and Tim. Rosy and Tim wave as they introduce
themselves. Picture
3: Miss Jones greets
the class and tells the class her name. àExpected
outcomes and assessment -
Task
completed with excellence: Students can act out the story fluently. -
Task
completed:
Students can act out the story. -
Task
uncompleted: Students are unable to act out the story. |
-
Turn to the
story on page 4 of their Student Books.
-
Listen
to the recording and repeat.
-
Work
in groups of three so that a different student can act
the roles of Rosy, Tim, and Miss Jones.
-
Stay
in their seats as they practice acting.
-
Come to the front to act out the story.
|
|
PRACTICE
(8 minutes) Aim: To help students ask and answer the questions “What’s
your name?”. |
|
|
*Ask and answer. (page
05) -
Say Look
at the pictures, pointing to the pictures of
Miss Jones and Billy. Read the dialogue, pausing for students
to repeat. -
Model the
dialogue with one of the stronger students. -
Ask students
to work in pairs to practice the dialogue. -
Read the dialogue
a second time for students to repeat. -
Ask some pairs
to come to the front and act the dialogue. -
Say to different
students
Hello. What’s your name? Ask
students
to respond with a greeting and their names. -
Praise
students if they have done well. àExpected
outcomes and assessment -
Task
completed with excellence: Students can ask and answer the questions “What’s
your name?” correctly
and fluently. -
Task
completed:
Students can ask and answer the
questions “What’s your name?”. -
Task
uncompleted: Students are unable to ask and answer the
questions “What’s your name?”. |
-
Pointing to the
pictures of Miss Jones and Billy. Repeat the dialogue.
-
Model the
dialogue with the teacher.
-
Work in pairs to
practice the dialogue.
-
Repeat the
dialogue a second time.
-
Come to the
front and act the dialogue.
-
Respond with a
greeting and their names.
|
|
PRODUCTION
(10 minutes) Aim: To help students listen and sing a song. |
|
|
*Listen and sing. (Track 03) -
Ask
students to look at the pictures in their
books. Ask what they can see. Elicit words they think they may hear. -
Play
the song for students to listen and follow. -
Play
the recording a second time for students to listen and sing along, saying their own name in the
appropriate place. -
Ask
students to look at the pictures. Ask them to
act out what the girls are doing in each of the pictures. -
Play
the song for students
to sing along and
perform. -
Ask
students to perform in the front of the class. -
Remark on students’
pronunciation and praise. Song actions 1. The children greet each other by smiling
and waving. 2. The children talk to each other. 3. The children wave to each other to say
goodbye. àExpected
outcomes and assessment -
Task
completed with excellence: Students can listen and sing a song correctly. -
Task
completed:
Students can listen and
sing a song. -
Task uncompleted: Students are unable to listen and sing a song. |
-
Look
at the pictures in their books. Ask what they can see.
-
Listen
and follow to the song.
-
Listen
and sing along.
-
Look
at the pictures. Act out what the girls are doing in each of the pictures.
-
Sing
along and perform.
-
Perform
in the front of the class.
|
|
HOMEWORK
(2 minutes) -
Learn
the patterns by heart. Practice singing the song. -
Do
the exercises in Workbook page 5. -
Prepare
for the next lesson (Unit Starter - Lesson 3). |
|
|
REFLECTION ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................
|
|
...
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