Bài giảng Lớp 3 - Môn Tiếng Anh - Unit 1: Hello

’
2’
1’
. I .Warm up: 
T asks some pairs to play a game of charade (guessing the words from actions or missing)
Ex; c - ess, - lay, h – de and s - ek
II .New lesson.
1. Look, listen and repeat.
Ask Ss to identify the characters in the picture on page 66 and what they are doing.
Set the scene “you are going to listen to hear Mother and Mai, Phong asking about some games.
Play the recording and asks Ss to listen to the tape twice.
T asks Ss to listen and repeat in chorus two times.
Have whole class repeat all the phrases a few times to reinforce their pronunciation.
2. Look and say 
Have Ss look at the pictures a ,b.c and d
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 school in picture a
 What do you do at break time?
 I play badminton 
Repeat the step with a few more pairs.
Ask Ss to practice making and responding to action using picture a, b, c and d
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.
3. Talk
Have Ss look at the pictures on page 67 and identify the characters in the pictures. 
Fill in the speech bubbles with the correct phrases promted by Ss
What ----------------------------------?
I -------------------------
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 practicing.
Monitor the activity and offer help when necessary/ correct typical pronunciation errors.
Call on a pair to demonstrate at the front of the class.
Let’s chant
At break time
Chess, chess, chess.
Chat. Chat. Chat
Don’t peek!
Have the whole class repeat all the phrases to reinforce their pronunciation.
III. Summary:
in this lesson , Ss have learnt how to name some activities at break time by answering the question: What do you do at break time ? and some memorised the phrases play chess/ hide and seek.
 IV .Home- work:
Ss practice reciting the chant on page 67 at home.
 T – whole class 
T – whole class 
Whole class 
Groups
individually 
T – whole class
Pairwork
T – whole class
Individually 
Pairwork/ Groupwork
Whole class
T – whole class
UNIT 10: Our break time
 Lesson 2
. I.Objectives: 
By the end of this lesson, students will be to say the names of games/activities at break time ( review).
Develop listening, reading and writing skill.
II.Teaching methods:
Communicative method.
Techniques: + Work in pairs and individually 
 + Work in groups, discuss.
III.Teaching aids:
Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
Student’s aids: book, notebook, workbook. 
IV.Language focus:
Phonics: break play
Vocabulary: chat, chess, football, volleyball.
Sentence patterns: 
What do you do at break time ?
I play hide and seek
 V. Procedures:
Time
Steps/Activities
Work
arrangement
5’
10’
10’
10’
2’
1’
I.Warm up: Let’s Ss chant ( L2 – 4)
Play the recording 
II.New lesson:
Listen and repeat
Have Ss open the book page 68, look at the words break and play and notice the letter colored differently in both words.
Set the scene: “you are going to learn how to produce the sound of the letter br in the word break and pl in the word play
Produce the sound br and pl a few times.
Teach the new phrases ; What do you do at break time ? S + V +O – Then show them how to spell break and play and some other words.
Play the recording all the way through for Ss to listen while they are reading the chant in their books
break play
break time! Break time! Break time!
What do you do at break time ?
I play chess
.
Let’s play football
At break time.
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.
2. Listen and tick.
Have Ss look at Pictures 1a, b; 2a, b on Page 68
Identify the characters and their relationship.
Set the scene: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct 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.
Transcript
1A: what do you do at break time ?
B: I play hide- and – seek
A: You play hide – and – seek?
B: Yes, I do
A: what do you do at break time?
 B: I chat with my friends
A You chat with your friends?
B: Yes, I do
Answers: 1 – a: 2 – b.
3. Read and match.
Ask Ss to identify the characters in the pictures on page 69 and identify the characters in the pictures
Set the scence: “ you are going to read the sentences to match each of them with the right picture..”
Ask Ss to read the sentences 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 chorally read each line of the dialogues to reinforce their pronunciation
Answers: 1 – c; 2 – d ; 3- b; 4- a
III.Summary:
- Ss have learn how to say what activities they do at break time, using ; I play ( hide – and – seek) at break time.
- Produce the sound of the letter br in break and pl in play
IV.Home- work: 
Ss recite the chant and clap the syllables on page 68 of the Student Book at home.
 T – whole class 
T – whole class 
Whole class 
Groups
individually 
T – whole class
Pairwork
T – whole class
Individually 
Pairwork/ Groupwork
Whole class
T – whole class
UNIT 10: Our break time
 Lesson 3
I.Objectives:
By the end of this lesson, Students will be able to ask and answer about some specific games and activities at break time
 Develop speaking and writing skill.
II.Teaching methods:
Communicative method.
Techniques: + Work in pairs 
 + Work in groups, discuss.
 + Ask and answer.
III.Teaching aids:
Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook.
IV.Languages focus: 
Vocabulary: puzzle, football
Sentence patterns: 
 Do you like playing chess ?
 I like playing badminton
 V. Procedures:
Time
Steps/Activities
Work
arrangement
5’
10’
10’
15’
2’
1’
Warm up
Let’s Ss chant in two groups. Which is more correct is the winner.
II. New lesson.
1Listen and repeat.
Have Ss to look at the book at page 70; identify the characters in the picture.
Make a few questions to check Ss’ comprehension of the dialogue.
Set the scene: “we are going to review phrases that they have learnt in the previous lesson.”
Play the recording all the way through for Ss to listen and read the text. Mime the dialogue.
Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation.
2Look and say
Have Ss look at the pictures a, b, c, d and e on page 70
Elicit the actives in the pictures and their doing. 
Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. 
Have ss repeat a few times.
T models the dialogue 
Assign a pair to pretend to 
Do you like playing badminton ?
Yes, I do 
No, I don’t. I like playing chess
Repeat the step but have the pair swap their parts.
Have the whole class repeat all the phrases.
Ask Ss to practice in pairs 
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.
3.Write.
Get Ss to identify the characters in the pictures on page 65
Ask them to talk about the situation in each picture.
Tell Ss that they are going to read and get information to write the missing words in task in the dialogue, using those from the frame on the top of the page.
Ss read silently and complete the sentences.
Monitor the activity and offer help when necessary
Ss trade their answers within pairs or groups for correction
Ask some Ss to read their answers aloud to the class. The others listen and give comments.
Answers:
3. I like playing hide – and – seek
4. I don’t like chatting.
 I like doing puzzle
Make some questions to ensure Ss’ comprehension of the writing text.
Have the whole class read each line of the dialogues chorally to reinforce their pronunciation.
III. Summary:
Ss have learnt how to talk about some games and activities at break time, using DO YOU LIKE .. ?
IV. Homework :
 - Ss practice singing the rhyme hide – and seek at home
 T – whole class 
T – whole class 
Whole class 
Groups
individually 
T – whole class
Pairwork
T – whole class
Individually 
Pairwork/ Groupwork
Whole class
T – whole class
REVIEW 2
UNIT SIX TO TEN
 I. Recall the old lessons:
 II. Practice:
Unit six: My school
- introducing someone’s school
- asking and answering about schools
It’s Thang long primary school
Which is your schol ?
This one/ that one
What is it ?
Park primary school
 Unit 7: place in my school
naming school rooms
describing school rooms
asking and answering about school rooms.
Is this a classroom ?
Yes, it is
Is it new ?
Yes, it is. ( no, it isn’t). it’s old
Unit 8 : school things
naming school rooms.
describing school rooms
asking and answering about school rooms
What’s this/ that ?
it’s a book
What are these/ those ?
- they are rulers
Unit 9 : in my school
Performing classroom instructios
Asking for permission
Giving permission.
1. sit down, please
Open/ close your book.
2. May I come in ?
Yes, you can/ no, you can’t
Unit 10 : our break time
Naming games and activities
Saying the name of games/ activities at break time
Asking and answering about games and activities at break time.
What do you do at break time ?
 I play hide – and – seek.
 I like playing football/ badminton.
2. Do you like playing chess ?
 Yes, I do / No, I don’t
ME AND MY FAMILY
UNIT 11: My family
 Lesson 1
 I. Aims: Ss will be able to identify family member.
II. Objectives:
By the end of this lesson, students will be able to ask and answer the member of family 
Develop reading, speaking skill.
III . Teaching method:
Communicative method.
Techniques:
Ask and answer
Work in pairs and individually.
Work in groups, discuss.
iv. Teaching aids:
Teacher’s aids: audio, stickers, puppets, .
Students’ aids: book, notebook, workbook.
V.Languages focus:
 Vocabulary: father, mother, sister, brother
Sentence patterns: 
Who’s this/ that?
It’s ---------------------------
 V. Procedures:
Time
Steps/Activities
Work
arrangement
5’
10’
10’
10’
2’
1’
I .Warm up: 
T asks some pairs to play a game of charade or listen to the chant on page 7, the student book
II .New lesson.
1. Look, listen and repeat.
Ask Ss to identify the characters in the picture on page 6 and what they are doing.
Set the scene “you are going to listen to .
Play the recording and asks Ss to listen to the tape twice.
T asks Ss to listen and repeat in chorus two times.
Have whole class repeat all the phrases a few times to reinforce their pronunciation.
2. Look and say 
Have Ss look at the pictures a ,b.c and d
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 school in picture a
 Who’s this ?
 It’s my father 
Repeat the step with a few more pairs.
Ask Ss to practice making and responding to action using picture a, b, c and d
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.
3. Talk
Have Ss look at the pictures on page 67 and identify the characters in the pictures. 
Fill in the speech bubbles with the correct phrases promted by Ss
Who’s------------------------------?
It’s my -------------------------
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 practicing.
Monitor the activity and offer help when necessary/ correct typical pronunciation errors.
Call on a pair to demonstrate at the front of the class.
Let’s chant
This is my mother.
I call her mummy
 - Have the whole class repeat all the phrases to reinforce their pronunciation.
III. Summary:
in this lesson , Ss have learnt how to ask and answer about family members, using; Who’s this ? It’s my ( father, mother..) 
 IV.Home work:
Ss practice reciting the chant on page 7 at home.
 T – whole class 
T – whole class 
Whole class 
Groups
individually 
T – whole class
Pairwork
T – whole class
Individually 
Pairwork/ Groupwork
Whole class
UNIT 11: My family
Lesson 2
I . Objectives: 
By the end of this lesson, students will be to ask who someone is.
Develop listening, reading and writing skill.
 II . Teaching methods:
Communicative method.
Techniques: + Work in pairs and individually 
 + Work in groups, discuss.
Teaching aids:
Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
Student’s aids: book, notebook, workbook. 
Language focus:
Phonics: father mother
Vocabulary: grandfather, grandmother, girl, woman.
Sentence patterns: 
Is this your father ?
No, he isn’t
 V. Procedures:
Time
Steps/Activities
Work
arrangement
5’
10’
10’
10’
2’
1’
Warm up: Let’s Ss chant ( L2 – 4)
Play the recording 
II. New lesson:
Listen and repeat
Have Ss open the book page 8, look at the words father and mother and notice the letter colored differently in both words.
Set the scene: “you are going to learn how to produce the sound of the letter th in the word father and er in the word mother
Produce the sound th and er a few times.
Teach the new phrases ; Who’s this ? This is my + Name – Then show them how to spell father and mother and some other words.
Play the recording all the way through for Ss to listen while they are reading the chant in their books
father mother
 This is my grandfather
 I call him grandpa
 And me ?
We are a big family.
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.
2. Listen and tick.
Have Ss look at Pictures 1a, b; 2a, b on Page 8
Identify the characters and their relationship.
Set the scene: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the corner of the correct 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.
Transcript
1. A: who’s this ?
 B: It’s my grandfather.
 A : Your grandpa
B: yes. He’s grandpa.
. A: who’s this ?
 B: It’s my brother.
 A : Your brother
B: yes. He’s brother.
Answers: 1 – b: 2 – a.
3. Read and complete.
Ask Ss to identify the characters in the pictures on page 69 and identify the characters in the pictures
Set the scence: “ you are going to read the sentences to complete each of them with the right picture..”
Ask Ss to read the sentences 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 chorally read each line of the dialogues to reinforce their pronunciation
Answers: 1 – man; 2 – Mrs binh ; 3- Nam ; 4- girl
III. Summary
Ss have learn how to ask and answer about family member, using : Who’s this? It’s my father.
Produce the sound of the letter th in father and er in mother
IV. Home- work: 
Ss recite the chant and clap the syllables on page 7 of the Student Book at home.
 T – whole class 
T – whole class 
Whole class 
Groups
individually 
T – whole class
Pairwork
T – whole class
Individually 
Pairwork/ Groupwork
Whole class
T – whole class
UNIT 11: My family
Lesson 3
 I. Objectives:
By the end of this lesson, Students will be able to ask 
 Develop speaking and writing skill.
II. Teaching methods:
Communicative method.
Techniques: + Work in pairs 
 + Work in groups, discuss.
 + Ask and answer.
III. Teaching aids:
Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook.
IV.Languages focus: 
Vocabulary: her, his
Sentence patterns: 
 What’s his name?
 His name is .
V. Procedures:
Time
Steps/Activities
Work
arrangement
5’
10’
8’
12’
2’
1’
Warm up
Let’s Ss chant in two groups. Which is more correct is the winner.
II. New lesson.
1Listen and repeat.
Have Ss to look at the book at page 10; identify the characters in the picture.
Make a few questions to check Ss’ comprehension of the dialogue.
Set the scene: “we are going to review phrases that they have learnt in the previous lesson.”
Play the recording all the way through for Ss to listen and read the text. Mime the dialogue.
Play the recording again for Ss to repeat the dialogue a few tome to reinforce their pronunciation.
2Look and say
Have Ss look at the pictures a, b, c, d and e on page 10
Elicit the actives in the pictures and their doing. 
Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. 
Have ss repeat a few times.
T models the dialogue 
Assign a pair to pretend to 
What’s his name ?
His name’s JOHNBROWN
Repeat the step but have the pair swap their parts.
Have the whole class repeat all the phrases.
Ask Ss to practice in pairs 
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.
3.Write.
Get Ss to identify the characters in the pictures on page 65
Ask them to