Giáo án môn Anh van lớp 3

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