Tiếng AnhLớp 3Phần 12. Unit 10: Break time activities

Giáo án Lesson 2

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
ask and answer the question What do you do at break time?
answer with the pattern I + activity + at break time, using play word puzzles, chat with my friends, play football and play table tennis
listen for the key phrase and check the whole sentence before choosing an answer
complete sentences with the correct preposition (I chat with my friends.) and rearrange word cards into a correct sentence (I play table tennis.)
Communicative competence in English through listening, speaking, reading and writing: Ss listen and choose the correct phrase or sentence, ask and answer What do you do at break time?, read a short passage to find Thu's activity and write one complete sentence.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the four key phrases clearly, know the meaning of each phrase, and use the word order subject + verb + object in I play table tennis.

2. General competences

Self-control and independent learning: Ss repeat the phrases on their own, check their own pronunciation with the audio and fix their mistakes after the self-check step.
Communication and collaboration: Ss work in pairs to ask and answer about break time, swap roles and give feedback to their partner.
Problem-solving and creativity: Ss use the word cards to build new sentences, choose answers from listening and reading clues, and make a classmate survey about break time.

3. Personal qualities

Diligence: Ss complete every listening and reading task and rewrite the full sentence instead of guessing the first word.
Responsibility: Ss take turns fairly in pairs, keep their partner's word cards and score honestly during the game.
Kindness: Ss give encouraging feedback to classmates who pronounce a phrase wrongly and help them repeat it.

II. Resources and materials

1. Teacher

Student book Tiếng Anh 3 (Global Success), Unit 10, Lesson 2 pages (Look and listen, Listen and say, Let's talk, Listen and choose, Read and complete, Let's play)
Audio recordings of Unit 10, Lesson 2
Projector or interactive whiteboard
Four word cards: play word puzzles, chat with my friends, play football, play table tennis (with simple pictures)
Worksheet No. 1 (one copy for each Ss)
NeoEdu learning resource (lesson presentation, examples and interactive exercises): neoedu.vn/learn/3/english/unit-10-lesson-2

2. Pupils

Student book, notebook, pencil, eraser, coloured pencils
One set of four word cards for each pair (cut from the teacher's cards)
Worksheet No. 1 (for the practice activity)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Break time chant

Aims

To activate Ss' interest and review the greeting and the question form What do you do...?

Content

T leads a short chant: 'Break time, break time, what do you do?' with actions.
T asks two quick questions in English to review the question form: What is your name? How old are you?

Expected outcomes

Ss chant with correct rhythm and answer the two review questions in full sentences.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: Stand up, please! Let's chant together. T shows the actions: clap for break, point to the door for play.
Pupils
Ss stand up and follow T's actions while chanting.
Teacher
T asks: What is your name? How old are you?
Pupils
Ss answer: My name is ... / I am eight years old.
Teacher
T invites 2 Ss to say the chant alone and praises clear pronunciation.
Pupils
2 Ss say the chant alone; the rest of the class listens and claps.
Teacher
T says: Today we will talk about what we do at break time. Let's open our books.
Pupils
Ss open their books at Unit 10, Lesson 2.

Activity 2.1: Exploration · 15 minutes

Look, listen and repeat; Listen, point and say

Aims

To help Ss recognise, pronounce and understand the four break time phrases and the model dialogue.

Content

Look, listen and repeat: T plays the audio two times. First time: Ss listen for the key phrases play word puzzles and chat with my friends. Second time: Ss listen to whole sentences.
T models each phrase, then Ss repeat in chorus, in groups and individually.
Listen, point and say: T says a phrase, Ss point to the correct word card. Then Ss say a full sentence without looking at the book.
Use the NeoEdu presentation to show pictures of each activity.

Expected outcomes

Ss pronounce the four phrases clearly.
Ss point to the correct card for each phrase.
Ss say the model sentence I chat with my friends. without looking at the book.

Procedure

Teacher's activities

Pupils' activities

Teacher
T sticks the four word cards on the board and says: Listen carefully. Then repeat after me. Play the audio for the first time.
Pupils
Ss look at the pictures and listen to the audio without opening the book.
Teacher
T plays the audio again and pauses after each phrase. T asks: What do you hear? Can you say it? Ss repeat chorally, then in groups, then individually.
For 'Listen, point and say', T says: Play football! Ss point to the card and say: I play football at break time.
Pupils
Ss repeat: play word puzzles, chat with my friends, play football, play table tennis.
When T says 'play word puzzles', Ss point to the card and answer: I play word puzzles at break time.
Teacher
T asks 2 pairs to show their pointing and speaking. T corrects stress and sound: play /pleɪ/, table /ˈteɪbl/ ... Ss repeat the correction.
Pupils
2 pairs show pointing and speaking. Other Ss listen and say whether the answer is correct.
Teacher
T writes the pattern on the board: What do you do at break time? - I + activity + at break time. T says: Remember, the question uses do.
Pupils
Ss copy the pattern into their notebooks.

Activity 2.2: Exploration · 12 minutes

Let's talk: What do you do at break time?

Aims

To help Ss ask and answer about their break time activities using the model dialogue.

Content

T models the dialogue with a strong Ss: What do you do at break time? - I chat with my friends.
Pair work: One Ss asks, the other answers. Then they swap roles.
Ss may change the name or the activity to one of the four phrases in the lesson.
Use the NeoEdu presentation examples to check the model before pair work.

Expected outcomes

Each pair completes at least 2 exchanges, for example: What do you do at break time? - I play football at break time.
Ss can say the model answer I chat with my friends. with correct pronunciation.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: Look at the picture in Let's talk. Listen to my question and answer. Then you ask and answer with your partner.
Pupils
Ss look at the picture and listen to T's model dialogue.
Teacher
T reads the dialogue slowly two times. Then T asks one pair to read it again. T says: One person asks, one answers. Then change roles. Walk around and help.
Pupils
Pairs practise the dialogue. Ss ask: What do you do at break time? Ss answer: I chat with my friends. / I play football at break time.
Teacher
T invites 3 pairs to act out the dialogue in front of the class. T praises correct stress and sentence pattern.
Pupils
3 pairs present. Classmates listen and give a thumb up if the answer is correct.
Teacher
T reminds Ss: Use do in questions. Do not use are ... doing in this lesson. Answer with I + activity + at break time.
Pupils
Ss repeat the key structure.

Activity 3.1: Practice · 15 minutes

Listen and choose; Read and complete

Aims

To help Ss practise listening, choosing, completing and reading with the lesson language.

Content

Exercise 1 (listen and choose the correct written phrase): Ss listen for the key phrase first, then check the whole phrase.
Exercise 2 (listen and choose the sentence Ss hear): Ss listen to the full sentence before choosing.
Exercise 4 (complete the sentence I chat ... my friends.): Ss fill in the preposition.
Exercise 5 (choose the correct sentence): Ss check the grammar and spelling.
Exercise 6 (rearrange word cards): Ss put the cards in order to make I play table tennis.
Exercise 7 (read and answer): Ss read the passage in Worksheet No. 1 and find Thu's activity.
Ss write each correct full sentence in their notebooks and read it aloud.

Expected outcomes

Answers: Exercise 1: A (play word puzzles). Exercise 2: B (I chat with my friends.). Exercise 3: play word puzzles - chơi đố chữ; chat with my friends - trò chuyện với bạn; play football - chơi bóng đá; play table tennis - chơi bóng bàn. Exercise 4: with (I chat with my friends.). Exercise 5: A (I chat with my friends.). Exercise 6: I play table tennis. Exercise 7: C (badminton).
Ss write and read aloud at least 3 complete sentences.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: Listen to the audio for Exercise 1. First time, listen for the key phrase. Second time, check the whole sentence. Do not open the answer before you listen.
Pupils
Ss listen to the audio and choose the answers in their books.
Teacher
T gives Worksheet No. 1 to each Ss. T asks Ss to complete Exercise 4 and Exercise 6 on the worksheet, then read the passage and answer Exercise 7. T walks around and helps Ss who are stuck.
Pupils
Ss complete the worksheet. Example: I chat with my friends. / I play table tennis. / Thu plays badminton. Ss say the answers aloud.
Teacher
T calls on 3 Ss to read their full sentences aloud and checks the answers with the whole class. T asks: Why is the answer C? (Because the passage says Thu plays badminton.)
Pupils
Ss read the full sentences. Other Ss say: Yes, that is right / No, the answer is ... and explain by pointing to the text.
Teacher
T says: Remember, choose the answer from what you hear or read. Do not guess from your own favourite activity.
Pupils
Ss correct their mistakes in their notebooks.

Activity 3.2: Practice · 13 minutes

Let's play: Four-card game

Aims

To help Ss practise listening and speaking in a fun way with the four key phrases and the model sentence.

Content

Pairs take the four word cards: play word puzzles, chat with my friends, play football, play table tennis.
Player A says one phrase. Player B finds the card and says the full sentence: I chat with my friends. (or the matching phrase).
Each correct word and correct pattern earns 1 point. After 4 rounds, the players swap roles.
If Ss study alone, they turn the cards face down, draw one, say the sentence and write down the phrase they need to practise more.

Expected outcomes

Each pair completes 4 rounds with correct words and the pattern I + activity + at break time.
Each pair records the score on a small piece of paper and reports the winner.

Procedure

Teacher's activities

Pupils' activities

Teacher
T demonstrates the game with one strong Ss: T says play table tennis, Ss finds the card and says: I play table tennis at break time. Then T explains the score rule.
Pupils
Ss watch the demonstration and ask questions if they do not understand the rules.
Teacher
T monitors pairs, checks pronunciation and gives feedback on the pattern. T says: Swap roles after four rounds.
Pupils
Pairs play the game. Example: A says: play football. B finds the card and says: I play football at break time. B gets 1 point.
Teacher
T asks 3 pairs to report their scores: How many points did you get? Which phrase did you find difficult?
Pupils
Pairs report: We got 7 points. We need to practise play word puzzles.
Teacher
T praises effort and writes the most difficult phrase on the board for the class to practise.
Pupils
Ss say the difficult phrase three times together.

Activity 4: Application · 10 minutes

Fun corner: Break time survey and wrap-up

Aims

To help Ss use the language in a real-life situation and review the lesson content.

Content

Ss walk around the class and interview three classmates with the question What do you do at break time? They write the answers in their notebooks.
Each Ss reports one result to the class using the pattern: My friend ... chats with his friends at break time.
T summarises the lesson with the key pattern on the board.

Expected outcomes

Ss write three answers in their notebooks.
Ss report at least one sentence to the class in complete English.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: Walk around and ask three friends: What do you do at break time? Write their answers in your notebook.
Pupils
Ss stand up and walk around to interview three classmates.
Teacher
T monitors and helps Ss who need support with pronunciation or vocabulary.
Pupils
Ss ask and answer. Example: Q: What do you do at break time? A: I play table tennis.
Teacher
T invites 3 Ss to report: My friend Nam plays football at break time. T asks the class: Who chats with friends?
Pupils
Ss report and answer: Lan chats with her friends.
Teacher
T summarises: At break time we play, chat and have fun. We ask What do you do at break time? and answer I + activity + at break time. T praises the class.
Pupils
Ss repeat the summary sentence together and say goodbye.

Worksheets

Worksheet No. 1

Exercise A. Complete the sentence.

I chat ___ my friends. (with / to / on)

Exercise B. Put the word cards in the correct order.

I / play / table / tennis

Exercise C. Read the passage and answer.
At break time, I play chess. My friend Thu plays badminton. We chat with our friends, too.
Question: Thu plays what?
A. chess
B. basketball
C. badminton

Exercise D. Write one complete sentence about your own break time. Then read it aloud to your partner.

I ___ at break time.

Homework

Practise saying the four phrases: play word puzzles, chat with my friends, play football and play table tennis. Say each phrase three times aloud.
Ask a family member: What do you do at break time? Then write the answer in full sentences in your notebook. Example: I chat with my friends at break time.
Visit the NeoEdu lesson neoedu.vn/learn/3/english/unit-10-lesson-2 and do the interactive exercises with a family member's help.

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