Giáo án môn Tiếng Anh Lớp 3 - Năm học 2019-2020

 in pairs in front of the whole class. The rest listen to and give the remark. 
- Correct the pronunciation. 
- Check their answers
Answer: 1.Goodbye 2. Bye 3. Fine 4. thank you
6. Let’s write
- Have pupils open their books to Page 9. Get students to identify the characters in the pictures and what they are saying. Tell pupils that they are going to read and get the information to write the missing words in dialogue.
- Ask Pupils to read individually silently and complete the dialogues.
- Have pupils work in pairs and then give their answers for correction.
- Ask some pupils to read their answers aloud to the class. The rest of the class listen and give comments.
- Make a few questions to check pupils’ comprehension of the reading text.
- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation.
Answer: 1. How	2. I’m fine, thanks 
Consolidation
Summary the lesson
Warm – up:
Spend a few minutes revising Good morning/ good afternoon/ good evening and See you tomorrow/ See you later
Listen and repeat:
Tell pupils that they are going to practise saying the sounds of the letters /l/ and /n/ 
Put the letters /l/ and /n/ on the board
Play the recording and ask pupils to repeat a few times
Play the recording a few times and let pupils say the words and the phrase, paying attention to the target sounds
Do choral and individually repetition of the sounds (*intelligent disability student).
Get some pupils to perform in front of the class (*intelligent disability student).
Check as a class and correct the pronunciation.
Listen and circle. Then write and say aloud:
Give them a few seconds to read the sentences in silence and guess the words to fill the gaps
Remind sentence patterns:
I’m from + place
Give example:
I’m from Viet Nam
Have pupils to listen to the recording and circle the appropriate options (*intelligent disability student).
Give them time to write the words in the gaps independently
Have them swap their answers before checking as a class (*intelligent disability student).
Ask pupils to read the sentences aloud
Keys: 1b 2b 3b 4a
Let’ chant:
Have pupils read the chant and check comprehension
Play the recording a few times for pupils to do choral and individually repetition (*intelligent disability student).
Show them how to chant and do action
Put the class into three groups and practise chanting and doing actions. 
Call three pairs to the front of the class to chant and do actions (*intelligent disability student).
Consolidation 
Summary the lesson
Period 2: 4KT+3KT
Period 6:	CLASS 3	 UNIT 1: HELLO
Lesson 3: Part 1-2-3
I. Objectives:
1. Knowledge: By the end of the lesson pupils will be able to greet and self-introduce. Greet and respond to greeting and self-introduction. Pronounce the sounds in the letters /h/, /b/ correctly 
2. Skills: Develop students writing, speaking and listening skills
II. Language focus:
1. Sentence Partners:
How are you?
I’m fine, thank you. And you?
Goodbye/ bye
2. Vocabulary: review
Period 6 Class 4 UNIT 1: NICE TO SEE YOU AGAIN
Lesson 3: Part 4, 5, 6
Objectives: 
- By the end of the lesson, students will be able to read, answer and write about someone’s name and addresses.
* Objectives for intelligent disability student: read and answer about someone’s name and addresses.
- Develop listening, reading, writing and speaking skills.	
* Intelligent disability student: Develop reading and writing skills.
Ss look after , solve problems and study themselves.
- Studious and obedient students and love their friends.
II. Language contents:
Vocabulary: review
Grammar: 
What’s the girl’s/the boy’s name?
Where is she/he from?
I’m from ..
III. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
IV. Procedures:
1. Class organization (1’):
- Checking for the students' attendance.
2. Oral test (2’)
- Have pupils ask and answer questions about someone, intro-duce their names.
3. New lesson
Time 
Class 3
Class 4
5’
10’
10’
10’
Warm up: Chatting
- T asks students to repeat the greeting and responding to greeting.
1. Listen and repeat
- Play the CD and have Ps repeat each line of the chant. Then change the role.
Focus Ps’ attention on the letters colored differently in the words bye and hello
-Introduce the sounds /b/ and /h/ 
-Have Ps practice the sounds carefully
-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you
- Ask some pairs to ask and answer.
- Have Ps recite the chant and clap the syllable to reinforce their pronunciation.
2. Listen and write
- Have pupils look at the sentences and guess the suitable words to fill in the blank. 
- Play the recording 2 times pupils to listen and number the boxes. Check their guess. Compare the answer with the partner.	
- Play the recording again pupils check their answers. T give the answer:
- Have pupils act out the dialogue in pairs or groups for correction.
- Ask some questions to ensure pupils’comprehension of the listening text.
Answer: 1. Bye 2.hello 
3. Let’s chant
- Introduce the Chant Hello
-Turn on the tape.
- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual. 
- Ps chant and do the action.
-Teacher reinforce their pronunciation
Consolidation
Summary the lesson
Warm – up:
Spend a few minutes revising the chant in the last lesson
4.Read and answer:
- Get them to read the cards and focus on the information to answers four questions
- Remind sentence patterns:
What’s the girl’s/the boy’s name?
Where is she/he from?
I’m from ..
- Get pupils to work in pairs (* intelligent disability student).
- Give pupils time to do the task independently. Go around to help
- Get them to swap their answers before checking as a class (* intelligent disability student).
Keys:
Her name is Do Thuy Hoa
She’s from Ha Noi, Viet Nam
His name is Tony Jones
He’s from Sydney, Australia
5.Write about you:
- Have them work in pairs to discuss what they are going to write (* intelligent disability student).
- Give pupils time to do the task independently. Go around and offer help
- Get them to swap their answers before checking as a class
Keys: Pupils’ own answers
6.Project:
- Tell pupils that they are going to do a project. Explain the activities and check understanding
- Give each pupil a small card. Let them copy the four categories from the book onto their cards.
- Ask them to write the information about themselves (* intelligent disability student).
- Get them to swap their cards in pairs. They should look at their partner’s cards and describe each other
- Call some pupils to the front of the class and tell the class about their partners (* intelligent disability student).
Examples:
Name: Ha Thi Dung
Hometown: Bac Kan, Viet Nam
School: Như Co primary school
Class: 4b
Her name is Ha Thi Dung. She is from Bac Kan, Viet Nam. Her school is Như Cố primary school. She is in class 4b 
Consolidation 
Summary the lesson
Wednesday 11th September 2019
Morning
Period 1 : class 3B
Period 7:	UNIT 1: HELLO
Lesson 3: Part 4-5-6
I. Objectives:
1. Knowledge: By the end of the lesson students will be able to greet and self-introduce, greet and respond to greeting, and self-introduction.
2. Skills: Develop students reading, writing and listening skills
II. Language focus:
Sentence Partners:
Hello/Hi. I’m .
How are you?
I’m fine, thank you. And you?
Goodbye/ bye
Nice to meet you
 Vocabulary: review
III. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
IV. Teaching processes:
1. Class organization (1’)	
- Greeting
- Checking for the students' attendance.
2. Oral test (2’)
- Have pupils greet and introduce their names.
3. New lesson
Time
Teacher’s actions
Students’ actions
(2’)
(10’)
(10’)
(10’)
Warm up: Read the chant Hello
4.Read and match.
T introduces the topic “you are going to read the sentences to get the information in order to match the questions to the answers”.
Ss read the sentences individually and check their prediction. 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.
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 – a; 3 – b; 4 – c.
5. Read and write
- Have pupils open their books to Page 11. Tell pupils that they are going to read and get the information to write the missing words in sentences.
- Pupils read individually silently and complete the dialogues.
- Pairworks. Pupils trade their answers for correction.
- Ask some pupils to read their answers aloud to the class. The rest of the class listen and give comments.
- Make a few questions to check pupils’comprehension of the reading text.
- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation.
Answer: 1. Hello 2. I’m 3. Nice 
 4. How 5. I’m fine/ Fine 
6. Project
- Introduce the name card.
- Explain how to do the exercise: Make name cards about themselves and others.
-Ss Present them to class. The rest listen to and give the remark. Correct the pronunciation
Consolidation
Summary the lesson
Read the chant Hello
Look at the sentences in the book
Read 
Work individually
Work in pairs 
Report their answers
Read four sentences
Remind sentence patterns
Do exercise 
Write the suitable words to fill in the blank
Read 5 sentencessilently and complete the dialogue
Read and write
Read their answers
Answer teacher’s question
Work individually and make name cards
Work in group
Present card to class
Period 2: 3B
Period 8:	UNIT 2: WHAT’S YOUR NAME?
 Lesson 1: Part 1-2-3
I. Objectives:
1. Knowledge: By the end of the lesson pupils will be able to ask and answer questions about one’s name.
2. Skills: Develop students speaking and listening skills	
II. Language focus:
1. Sentence Partners: What’s your name? - My name’s Mai
2. Vocabulary: what, your, name, my, is=’s, are=’re
III. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
IV. Teaching processes:
1. Class organization (1’)
- Greeting
- Checking for the students' attendance.
2. Oral test (2’)
- Have pupils greet and introduce their names and their health.
3. New lesson
Time
Teacher’s actions
Students’ actions
(2’)
(10’)
(10’)
(10’)
Warm up: Sing hello song
Look, listen and repeat.
Ask students to identify the characters in the picture on page 12 and what they are saying.
Set the scene “you are going to listen to Peter and Nam, Linda and Mai greet and introduce their names.
Play the recording and asks students to listen to the tape.
T asks students to listen and repeat in chorus two times.
Call on one pair. One repeats Peter’s part, the other repeats Nam’s part.
- Have whole class repeat all the phrases a few times to reinforce their pronunciation. And do the same with the dialogue between Linda and Mai
2. Point and say
- Have pupils look at pictures on Page 12. Elicit the characters in the pictures and their names. 
Teach vocabulary:
What are=’re
Your Name
My is=’s
check vocab: slap the board
Model sentence: 
Ex: What’s your name?-My name’s Mai.
- Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the characters Mai and Nam to the pupils. Ask them to point the pictures and act out the dialogues. Using the pictures in their books. Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary.
- Call on some pairs to perform their task at the front of the class. The rest of the class observe and give comments.
- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation.
3. Let’s Talk
Ask students to look at the pictures in the book.
Ask them to identify the characters in the pictures. 
Ask students work in pairs to ask and answer questions about one’s name. Call some pairs to act out
- Correct their pronunciation
Consolidation
Summary the lesson
Sing the song
Look at the pictures in the book
Look at their books and listen
Listen and repeat
Practice and read the dialogue
Read the sentence patterns
Look at the pictures and elicit the name of characters
Copy down vocabulary
Read vocabulary
Look and find out the model sentences
Guess and complete the speech
Point the pictures and practice
Introduce themselves
Perform their tasRepeat all the phrases
Look at the book and identify the characters
Period 3: class 5B
(Đã soạn ở lớp 5A tiết 1 sáng thứ 3 10/9/2019)
Period 4: class 4B
Period 6 	 UNIT 1: NICE TO SEE YOU AGAIN
Lesson 3: Part 4, 5, 6
Objectives: 
- By the end of the lesson, students will be able to read, answer and write about someone’s name and addresses.
- Develop listening, reading, writing and speaking skills.	
Ss look after , solve problems and study themselves.
- Studious and obedient students and love their friends.
II. Language contents:
Vocabulary: review
Grammar: 
What’s the girl’s/the boy’s name?
Where is she/he from?
I’m from ..
III. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
IV. Procedures:
1. Class organization (1’):
- Checking for the students' attendance.
2. Oral test (2’)
- Have pupils ask and answer questions about someone, intro-duce their names.
3. New lesson
Time 
Teacher’s activities
Student’s activities
(2’)
(10’)
(10’)
(10’)
Warm – up:
Spend a few minutes revising the chant in the last lesson
4.Read and answer:
- Get them to read the cards and focus on the information to answers four questions
- Remind sentence patterns:
What’s the girl’s/the boy’s name?
Where is she/he from?
I’m from ..
- Get pupils to work in pairs (* intelligent disability student).
- Give pupils time to do the task independently. Go around to help
- Get them to swap their answers before checking as a class (* intelligent disability student).
Keys:
Her name is Do Thuy Hoa
She’s from Ha Noi, Viet Nam
His name is Tony Jones
He’s from Sydney, Australia
5.Write about you:
- Have them work in pairs to discuss what they are going to write 
- Give pupils time to do the task independently. Go around and offer help
- Get them to swap their answers before checking as a class
Keys: Pupils’ own answers
6.Project:
- Tell pupils that they are going to do a project. Explain the activities and check understanding
- Give each pupil a small card. Let them copy the four categories from the book onto their cards.
- Ask them to write the information about themselves 
- Get them to swap their cards in pairs. They should look at their partner’s cards and describe each other
- Call some pupils to the front of the class and tell the class about their partners (* intelligent disability student).
Examples:
Name: Ha Thi Dung
Hometown: Bac Kan, Viet Nam
School: Như Co primary school
Class: 4b
Her name is Ha Thi Dung. She is from Bac Kan, Viet Nam. Her school is Như Cố primary school. She is in class 4b 
Consolidation 
Summary the lesson
- Revise the chant
- Read the cards
- Remind sentence patterns
- Work in pairs
- Do the task independently
- Swap their answers
- Work in pairs and discuss 
- Do the task independently
- Swap their answers
- Listen to teacher’s explaination
- Copy the four categories onto their cards
- Write the information about themselves
- Swap their answers
- Describe each other in front of the class
- Look at the example
Afternoon 
Period 1: class 4B
Period 7	 UNIT2: I’M FROM JAPAN
Lesson 1: Part 1-2
I. Objectives: After the lesson, students are able to ask and answers about where someone is from. 
- Develop: Listening for specific information, speaking skill.
II. Language contents:
1. Vocabulary: England; America; Australia; Vietnam; Malaysia; Japan
2. Grammar: Where are you from? - I’m from.....
III. Teaching aids:
Teaching aids: recording, 
Resources: student’s book , workbook 
IV. Procedures.
1. Class organization (1’):	
 - Greeting
 - Checking for the students' attendance.
3. New lesson
Time 
Teacher’s work
Students’ activities
(5’)
(15’)
(15’)
Warm up
- Have Ss play the game: 
T asks students: where is your book/ pen/ pencil/ ruler ..
T asks students to raise those things up and answer: this is my .
1. Look , listen and repeat
- Introduce the dialogue
- Ask some questions:
How many pictures are there?
Who are they?
What are they talking about?
- Teach the new words and new sentence pattern.
England:nước Anh
America: nước Mỹ
Australia: nước Uc
Vietnam: nước Việt Nam
Malaysia: nước Malaysia
Japan: nước Nhật Bản
Sentence pattern:
Where are you from? - I’m from England/ Japan.
- Guide students to read the new words and check correct their pronunciation if any mistakes 
- Play the recording twice for pupils to listen and repeat
- Ask students work in pair reading the dialogue (* intelligent disability student).
2. Point and say 
Have them to look at the pictures and get them to point to each of these words and repeat twice
Point to the first picture and do the task with one pupil, using the expression in the bubbles and the words under the picture
T: hi. I’m Miss Hien. Where are you you from?
P: hi, Miss Hien. I’m Hakim. I’m from Malaysia 
Practice: 
- Ask students to work in pairs. Imagine they are Hakim/ Tom/ Tony/ Linda/ Akiko. Introduce themselves and ask where their partner is fromInvite a few pairs to perform in front of the class
Consolidation:
- Summary the lesson
- Play the game
- Students look at the picture and identify the characters and what they are doing.
- Copy down the new words and new sentence. 
- Read new words 
- Listen to the recording
- Listen and repeat the dialogue twice.
- Students read the dialogue 
- Students look at the picture and identify the characters and what they are doing.
- Repeat new words. Then note down. 
- Students work in pair asking& answering. Students to imagine they are Hakim ...Akio. They introduce themselves and ask where their partner is from
- 6-7 pairs perform. The rest of the class observe and give comments.
Period 2: class 4b
Period 8 	UNIT 2: I’M FROM JAPAN
Lesson 1: Parts3-4-5
I. Objectives: After the lesson, students are able to: 
- Asking and answering questions about someone is from.
- Listen and read for specific information.
- Develop: Listening and speaking.
- Ss look after , solve problems and study themselves.
- Studious and obedient students and love their friends.
II. Language focus:
- Vocabulary: America, Malaysia, Japan, English, Australia.
-Sentence patterns: - I’m from 
III. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
IV. Procedures
1. Class organization:	- Greeting
- Checking for the students' attendance.
3. New lesson
Time
Teacher’s activities
Students’ activities
(5’)
(10’)
(10’)
(10’)
Warm – up:
Get students to play Bingo, using the names of the countries and characters
Listen and tick:
Ask students to look at the pictures and tell students that they are going to listen to three conversations and tick the correct picture
Point at each picture and ask students questions to check their comprehension
What’s this?
What can you see in the picture? 
(1a. a flag of Britain. 1b. The flag of Australia. 1c. The flag of Malaysia. 2a. the Clock Tower Big Ben in England. 2b. The Statue of L