Giáo án Tiếng Anh 3 tuần 1 đến 6 - Nguyễn Văn Hùng

ME AND MY FRIENDS
Week: 1. Date of teaching: Thursday, September 8th, 2011.
Period: 1st. 
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
Week: 1 Date of teaching: Friday, September 9th, 2011.
Period: 2nd. 
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
Week: 2 Date of teaching: Thursday, September 16th,, 2010. 
Period: 3rd
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 
Goodbuye.
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
 ... on page 23 
New lesson.
Look, listen and repeat.
Ask Ss to identify the characters in the picture on page 24 and what they are saying.
Set the scence “you are going to learn how to ask and answer about names. (Use 2 character puppets to present the situation)
Play the recording all the way through for Ss to listen as they read the lines. Mime the dialogue
Play the recording for Ss to listen and repeat each line of the text (Correct typicl pronunciation error(s) when necessary)
Ask a few questions to ensure Ss’ comprehension of the text
Look and say 
Have Ss look at the pictures a, b, c and d on page 24.
Ask them to identify the characters in the pictures and repeat each name a few times.
Point to P.a and ask Ss what the character should say to respond to the question What’s your name?
 Fill the bubble on the left edge of the page with the phrase prompted by Ss and have Ss to repeat the question and answer a few times before going on with other pictures
Call on a few pairs and allocate the characters in Picture a, b, c and d. have them pretend to be these character to ask and answer. 
Ask Ss to practice asking and answering in pairs 
Monitor the activity and offer help. Correct pronunciation error(s) ( street, assimilation of sounds and intonation) when necessary.
Call on some pairs to demonstrate 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 questions to reinforce their pronunciation.
Talk
Have Ss look at the pictures on page 25 and identify the characters in the pictures. 
Point to Picture a, ask Ss to pretend to be Hoa, ask them what they should say to respond to the question What’s your name? 
Fill in the speech bubble with the answer promted by Ss
	A: What’s your name?
	B: My name’s Hoa.
Repeat the step swith other pictures.
Have Ss to repeat the lines in the bubbles a few times before letting them practice freely. (use the names of the characters in their books or their own names.
Have Ss to work in pairs to practice.
Monitor the activity and offer help when necessary/ correct typical pronunciation errors.
Call on some volunteers to perform the task at the front of the class.
Ask Ss a few questions to check Ss’ comprehension of the language.
Have the whole class repeat all the phrases to reinforce their pronunciation.
Summary 
 Ss have learnt to ask and answer aboutnames, using What’s your name? and My name’s + name. 
Home- link:
Encourage Ss to listen and try to sing the song What is your name? at home. 
T – WC 
T – WC 
Whole class, group and individual.
T – whole class 
Group work
Pair- work
T – whole class
T – whole class
Pair- work
T – whole class
T – whole class
Week: 6 Date of teaching: Thursday, October 13th, 2011.
Period:11th 
UNIT 4
WHAT’ S YOUR NAME?
Lesson 2
Objectives: 
By the end of this lesson, students will be able to introduce someone, using This is + name.
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:
Phonics: this Tom
Vocabulary: what, my, your, this, friend 
Sentence Patterns: 
What’s your name?
My name’s Linda.
This is Linda.
Procedures:
Time
Steps/Activities
Work
arrangement
5’
10’
10’
10’
3’
2’
Warm up: 
Greet Ss and have them reply. Walk around the class to ask the names of some Ss. 
Ss sing the song on page 23 of their books. 
 New lesson:
Listen and repeat
Have Ss open the book page 26, draw their attention to the letters coloured diferrently in the words this and Tom
Set the scene: “We are going tolearn how to produce the sound of letters th in the word this and that of the letter T in the word Tom”
Produce the sound of the letter th and t a few times 
Ask Ss to say what they think about when they hear the sounds.
Have Ss repeat the focused sounds a few times.
Show the poster of the chant.
this Tom
This is Tom.
This is Tony.
This is Linda.
This is Peter.
Play the recording all the way through for Ss to listen while they are reading the chant. T claps the rhythms.
Play the chant again. Have Ss repeat each line and point to each line of the chant.
Call on a group of six: three of them to repeat each line of the chant, other three clap the the focus sounds.
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 26 and identify the characters in these pictures 
Set the scence: “you are going to listen to the recording and match the information they hear to the correct picture and tick the box in 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.
Choose one or two Ss to share their answers with their classmates. 
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
Girl: Hi, Nam. This is Peter.
Boy: Peter? How do you spell that?
Girl: Peter. P – E – T – E – R.
Boy: Hi, Linda. This is Mai.
Girl: Mai? How do you spell that?
Boy: Mai. M – A – I.
Answers: 1 – b: 2 – a.
Read and match.
Ask Ss to identify the characters in the pictures on page 27 
Set the scence: “ you are going to read the text and use the information to match each of them with the right picture..”
 Identify the characters in the pictures and detail in each picture to find out the differrences between these two pictures. 
Ask Ss to read the text individually and do the task.
Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on one student to report their answer. 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 – b; 2 – a 
Summary.
Ss have learnt to introduce someone, using This is + name.
Produce the sounds of the letters th in this and that of t in Tom 
Home- link: 
Ss recite the rhyme What is your name? on page 25 at home
Recite the chant on page 7.
T-WC
T – whole class
Whole class
 Group work 
T – whole class 
Individually 
Pair- work
T – whole class
Individually 
Pair – work 
T – whole class
T – whole class
Week: 6 Date of teaching: Friday, October 14th, 2010. 
Period: 12th 
UNIT 4
WHAT’ S YOUR NAME?
Lesson 3
Objectives:
By the end of this lesson, Students will be able to spell someone’s name (review)
 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: 
Vocabulary: what, my, your, this, friend
Sentence patterns: How do you spell your name?
L – I – N – D – A 
Procedures:
Time
Steps/Activities
Work
arrangement
5’
10’
10’
10’
3’
2’
Warm up: 
Ss recite the rhyme What is your name? on page 25.
New lesson.
Listen and repeat.
Have Ss to look at the book at page 28 and identify the characters.
Set the scene: “we are going to recall how to spell someone’s name and say the alphabet letters”
Teach Ss to spell some specific names and sing the Alphabet Song.
Play the recording all the way through for Ss to listen as they read the dialogue.
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 text a few times. Ensure their correct pronunciation (sentence stress, the assimilation of sound and intonation).
Look and say.
Have Ss look at the pictures a, b, c and d on page 28
Elicit the characters in the pictures and spell the name in each picture. Recall sentence patterns “How do you spell your name?” 
T models the dialogue 
Assign a pair to pretend to be Mary. Point to P.a and ask How do you spell your name?
Have Ss repeat the answer M – A – R – Y 
Tell them to repeat the question and the answer.
Repeat the step with the other names. 
Have Ss to practice in pairs 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 29.
Set the scene: “We are going to choose the right word from the frame to complete the missing words.”
Ss read silently and complete the sentences.
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:
this
What
spell
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.
Summary 
Ss have learnt how to spell someone’s name, using How do you spell your name? and say the alphabet letters.
Homelink
Practice singing the rhyme What is your name?
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