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Giáo án Tiếng Anh 3
Tiếng AnhLớp 3Phần 7. Review 1 & Fun time

Giáo án Fun time

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (35 phút)

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
  • Greet people and introduce themselves with Hello/Hi and I'm + name, and ask How are you? with I'm fine, thank you.
  • Ask and answer What's your name? (My name's … / I'm …) and How old are you? (I'm … years old).
  • Introduce people with This is … / That is … and check with Is this/that …? (Yes, it is / No, it isn't).
  • Ask and name body parts with What's this? (It's a/an …) and give instructions with Touch your … / Open your eyes/mouth.
  • Ask and answer about hobbies with What's your hobby? (It's drawing / I like walking).
  • Recognise and pronounce the key sounds /h/, /m/, /ð/, /eə/ and /p/ in Units 1–5 words.
  • Match key words with their Vietnamese meanings: hello, hi, I, name, my, your, this, that, friend, face, hand, ear, singing, drawing, dancing.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and choose the correct words, read and match words with meanings, speak to greet, ask and answer, and write short labels for the project.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss distinguish the sounds /h/, /m/, /ð/, /eə/, /p/; recall vocabulary from Units 1–5; use the structures I'm …, My name's …, This is …, It's a/an …, It's + -ing, and I like + -ing correctly.

2. General competences

  • Self-control and independent learning: Ss check their own answers after each task, correct mistakes and note the words they still need to practise.
  • Communication and collaboration: Ss work in pairs and small groups, take turns speaking and listening, and give feedback to each other politely.
  • Problem-solving and creativity: Ss use the target language to guess words from sounds, match words with meanings and introduce a friend in a creative mini-project.

3. Personal qualities

  • Diligence: Ss actively join all games and complete every task in the station rotation.
  • Kindness: Ss greet and encourage classmates, speak in a friendly voice, and wait patiently for their partners to answer.
  • Responsibility: Ss take turns, respect the rules of each station, and return the materials to the teacher at the end of the lesson.

II. Resources and materials

1. Teacher

  • Textbook English 3 (Global Success), Review 1 & Fun time page
  • Audio recording for exercises 1–5 (Listen and choose)
  • Picture flashcards: face, hand, ear, nose, eye, hobby pictures (singing, drawing, painting, dancing, running)
  • Slides or board for the sentence patterns from Units 1–5
  • Printed Worksheet No. 1 (for each pair)
  • Three station signs: Sound Guessing, Word–Meaning Match, Project Introduction
  • NeoEdu online lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/3/english/review-1-fun-time

2. Pupils

  • Textbook English 3 and notebook
  • Pencil, eraser and coloured pens
  • A small sheet of paper or sticky notes for drawing the project poster
  • Access to the NeoEdu page on a device (if available)

III. Procedures

Activity 1: Warm-up and review · 4 minutes

Hello, Hi! Stand-up Mingle

Aims

Warm up Ss and revive greetings and self-introduction from Units 1–2.

Content

Ss walk around the class, greet a new friend with Hello / Hi, say I'm + name, and ask How are you? Partners reply I'm fine, thank you.

Expected outcomes

Each S greets and introduces themselves to at least three classmates correctly.

Procedure

  1. Teacher

    T says: Stand up, please! Walk around and say hello to your friends. T models: Hello, I'm Nam. How are you? Ss answer: I'm fine, thank you.

    Pupils

    Ss stand up, listen to the model and repeat the greeting with a partner.

  2. Teacher

    T gives a signal (clap twice) for Ss to change partners. T monitors and gently corrects pronunciation of /h/ in hello and hi.

    Pupils

    Ss walk, greet and introduce themselves to new partners. Expected answers: Hi, I'm Lan. / Hello, I'm Minh. / I'm fine, thank you.

  3. Teacher

    T asks: Who did you greet? What did you say when you met your friend? T praises the class.

    Pupils

    Some Ss report: I greeted Mai. She said: Hi, I'm Mai.

  4. Teacher

    T writes on the board: Hello / Hi – I'm + name – How are you? – I'm fine, thank you. T reminds Ss not to use Goodbye when they meet someone.

    Pupils

    Ss repeat the key phrases chorally and copy the board notes into their notebooks.

Activity 2.1: Exploration · 5 minutes

Greetings, Names and Ages

Aims

Systematise the greeting, name and age patterns from Units 1–2 through question and answer.

Content

Ss review: What's your name? My name's … / I'm …; How old are you? I'm … years old. Ss pay attention to the rule: do not use My name's to answer the age question. Pairs practise a short dialogue.

Expected outcomes

Ss complete a mini dialogue in pairs with correct patterns for name and age.

Procedure

  1. Teacher

    T shows picture flashcards of two children and asks: What's your name? How old are you? T models the question and answer.

    Pupils

    Ss look at the pictures, listen and repeat the questions and answers chorally.

  2. Teacher

    T asks Ss to work in pairs: Student A asks questions, Student B answers with real information. T walks around and checks.

    Pupils

    Pairs practise. Expected answers: My name's Hoa. / I'm Hoa. / I'm eight years old. / I'm 8.

  3. Teacher

    T calls on 3–4 pairs to act out their dialogue in front of the class. T asks: Which answer uses My name's? Which uses years old?

    Pupils

    Ss act out the dialogue and identify the patterns: My name's + name; I'm + age + years old.

  4. Teacher

    T summarises: What's your name? → My name's / I'm + name. How old are you? → I'm + age years old. T highlights that What's = What is and name's = name is.

    Pupils

    Ss write the two patterns in their notebooks and underline the key words.

Activity 2.2: Exploration · 6 minutes

Friends, Body Parts and Hobbies

Aims

Systematise the patterns for introducing people, naming body parts and talking about hobbies from Units 3–5.

Content

Ss review: This is + name (near); That is / That's + name (far); Is this/that + name? Yes, it is / No, it isn't. What's this? It's a face / an ear. Touch your nose. What's your hobby? It's drawing. I like walking. Ss note that a hand, a face, an ear, an eye and the plural eyes, ears are used.

Expected outcomes

Ss point to pictures and say sentences with the three patterns (This is, What's this?, What's your hobby?) correctly.

Procedure

  1. Teacher

    T shows a picture of a friend near and far away and asks: Is this Mr Tuan? T models the answer: Yes, it is. T shows a face picture and asks: What's this? It's a face.

    Pupils

    Ss listen and repeat the patterns, paying attention to It's a/an and the words ear and eye.

  2. Teacher

    T runs a quick game: Simon says. T says: Touch your ear! Open your eyes! Then T shows hobby pictures and asks: What's your hobby? Ss answer It's dancing or I like singing.

    Pupils

    Ss follow the instructions, then answer in pairs: Expected answers: It's drawing. / I like running. / This is my friend. / That's my teacher, Ms Lan.

  3. Teacher

    T asks several Ss: What's this? What's your hobby? Is this Ms Hoa? T corrects stress and sounds.

    Pupils

    Some Ss answer aloud, for example: It's an eye. It's painting. Yes, it is.

  4. Teacher

    T summarises on the board: This is (near) / That is (far) / What's this? It's a/an … / Touch your … / What's your hobby? It's + -ing / I like + -ing. T reminds Ss to touch only their own body.

    Pupils

    Ss copy the patterns into their notebooks and repeat them chorally.

Activity 3.1: Practice · 6 minutes

Listen and Choose

Aims

Practise listening for the key sounds /h/, /m/, /ð/, /eə/, /p/ and the words from Units 1–5.

Content

Ss listen to the recording for exercises 1–5 in the textbook. In each item, Ss hear a word and choose A, B or C. Ss first guess the sound, then listen again to check.
Answers: 1 – B (hello); 2 – C (Mary); 3 – A (that); 4 – B (hair); 5 – C (painting).

Expected outcomes

Ss choose the correct word for all five items.
Key: 1. B (hello) – 2. C (Mary) – 3. A (that) – 4. B (hair) – 5. C (painting).

Procedure

  1. Teacher

    T reads the instructions and plays the first item. T asks: Which word do you hear? Which sound is the focus? Expected answer: hello, /h/.

    Pupils

    Ss look at the options A, B, C and listen to item 1. Ss answer: B. hello.

  2. Teacher

    T plays items 2–5 one by one, pausing after each to let Ss write their choice. T plays the audio once more for checking. T uses sound cards to stress /ð/ in that and /p/ in painting.

    Pupils

    Ss listen and choose the answers, then compare with a partner. Ss explain: I hear Mary, the sound /m/.

  3. Teacher

    T asks Ss to raise their hands and check each answer as a class. T praises Ss who give the correct sound focus.

    Pupils

    Ss report the answers: 1 B, 2 C, 3 A, 4 B, 5 C, and say the sound focus of each word.

  4. Teacher

    T reminds Ss of the sounds: /h/ in hello, /m/ in Mary, /ð/ in that, /eə/ in hair, /p/ in painting. T asks Ss to repeat each word chorally.

    Pupils

    Ss repeat the words and sounds and tick their own correct answers in the textbook.

Activity 3.2: Practice · 6 minutes

Word–Meaning Match (Station Game)

Aims

Match key vocabulary from Units 1–5 with Vietnamese meanings and practise saying the words aloud.

Content

Ss work in groups of three at the Word–Meaning Match station and complete Worksheet No. 1: connect each word with its meaning. Each S takes a turn to read a word aloud and match it. Then Ss swap roles.
Answers: hello – xin chào; hi – chào; I – tôi; name – tên; my – của tôi; your – của bạn; this – đây; that – kia; friend – bạn; face – khuôn mặt; hand – bàn tay; ear – tai; singing – ca hát; drawing – vẽ; dancing – nhảy múa.

Expected outcomes

Each group completes Worksheet No. 1 correctly and every S reads at least three words aloud.
Key: hello – xin chào; hi – chào; I – tôi; name – tên; my – của tôi; your – của bạn; this – đây; that – kia; friend – bạn; face – khuôn mặt; hand – bàn tay; ear – tai; singing – ca hát; drawing – vẽ; dancing – nhảy múa.

Procedure

  1. Teacher

    T explains the station rules: 4 rounds, each S reads one word aloud, group checks the answer, then move on. T hands out Worksheet No. 1 to each group.

    Pupils

    Ss listen and repeat the rules, then take their roles: Reader, Checker, Writer.

  2. Teacher

    T monitors groups and helps Ss pronounce the words correctly. T asks guiding questions: What does this word mean? Is it a body part or a hobby?

    Pupils

    Ss read the words aloud and match them. Expected answers: My name is Nam = Tên tôi là Nam; hand – bàn tay; drawing – vẽ.

  3. Teacher

    T calls one group to read their matching results. T asks the class: Do you agree? Why?

    Pupils

    Groups report: hello – xin chào, ear – tai, and the class checks the answers together.

  4. Teacher

    T shows the key on the screen and asks Ss to correct their mistakes. T notes the words that Ss still find difficult.

    Pupils

    Ss check their answers, correct mistakes with a different colour pen and write down the words they need to practise more.

Activity 4: Application · 8 minutes

Fun Corner: My Friend Poster

Aims

Apply the vocabulary and patterns from Units 1–5 in a creative mini-project about a friend.

Content

Ss work in pairs to make a small poster about a friend: draw a face, write This is my friend, name, age (I'm … years old) and hobby (It's drawing / I like singing). Pairs present the poster to the class in 2–3 sentences. Homework: Ss introduce a family member to someone at home in English.

Expected outcomes

Each pair has a completed poster and gives a short oral presentation with at least four target sentences.

Procedure

  1. Teacher

    T shows a sample poster and models a presentation: This is my friend. His name's Minh. He's … years old. It's drawing. T gives out sticky notes and paper.

    Pupils

    Ss listen to the model and decide who will draw and who will write the labels in their pairs.

  2. Teacher

    Pairs make their poster in 4 minutes. T walks around and helps Ss with spelling and patterns, for example: I'm + age + years old; I like + -ing.

    Pupils

    Ss draw, write labels and practise their presentation. Expected sentences: This is my friend. I'm nine years old. I like dancing.

  3. Teacher

    T invites 2–3 pairs to present their posters. The class gives a round of applause and asks one question each time: What's your hobby? What's this?

    Pupils

    Pairs present. Other Ss answer the questions, for example: It's drawing. It's an ear.

  4. Teacher

    T praises the best poster and sums up the main patterns of the lesson. T gives homework: introduce one family member to a family member at home in English and bring the poster next lesson.

    Pupils

    Ss listen, note the homework in their notebooks and say goodbye to T correctly: Goodbye, teacher!

Worksheets

Phiếu học tập số 1

Worksheet No. 1 – Word–Meaning Match
Match each word with its meaning.

    1. hello a. tên
    1. hi b. của bạn
    1. I c. xin chào
    1. name d. khuôn mặt
    1. my e. bàn tay
    1. your f. tôi
    1. this g. kia
    1. that h. đây
    1. friend i. bạn
    1. face j. chào

Answers: 1 – c (hello = xin chào); 2 – j (hi = chào); 3 – f (I = tôi); 4 – a (name = tên); 5 – my = của tôi; 6 – b (your = của bạn); 7 – h (this = đây); 8 – g (that = kia); 9 – i (friend = bạn); 10 – d (face = khuôn mặt).

Homework

  • Practise the greetings and self-introduction with a family member: Hello, I'm … / How old are you? / What's your hobby?
  • Draw a picture of a friend or a family member and write This is … / I'm … years old / It's + -ing on the poster.
  • Read the words in Units 1–5 aloud five times each and listen to the NeoEdu lesson at neoedu.vn/learn/3/english/review-1-fun-time to revise pronunciation.

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