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Giáo án Tiếng Anh 3
Tiếng AnhLớp 3Phần 21. Unit 17: Our toys

Giáo án Lesson 3

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:
  • Pronounce the sound /aɪ/ in the word kite and the sound /ɔɪ/ in the word toy.
  • Identify the words kite (diều), toy (đồ chơi), car (ô tô đồ chơi), train (tàu hỏa đồ chơi) and bus.
  • Read a short text about Lan and Huy and find the information needed to answer questions and complete sentences.
  • Write 2–3 sentences about toys using the patterns She has a kite. and They have two buses.
  • Introduce their group's toys using he/she has and they have.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the target words, read a short text to find details, write 2–3 correct sentences and present their group's toys in English.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /aɪ/ and /ɔɪ/ in kite and toy, use the vocabulary kite, toy, car, train, bus and teddy bear, and use have/has with they and she/he correctly, adding -es to bus to make buses.

2. General competences

  • Self-control and independent learning: Ss check their own answers against the key, re-read the text to confirm information and correct their own sentences before handing in.
  • Communication and collaboration: Ss work in pairs and groups to chant, ask and answer questions, share their toy project and listen respectfully to classmates.
  • Problem-solving and creativity: Ss choose safe toys or make a paper toy, decide which sentence patterns fit their information and invent details for an imaginary character.

3. Personal qualities

  • Diligence: Ss practise the chant and the sentence patterns repeatedly until they can say them clearly and confidently.
  • Responsibility: Ss prepare their project toy carefully, choose only safe materials and take part fully in group tasks.
  • Honesty: Ss give true information about their own toys or clearly say when they are describing an imaginary character.
  • Kindness: Ss listen patiently to classmates, give positive feedback and help partners who are still learning the sounds.

II. Resources and materials

1. Teacher

  • Audio recording of Unit 17 Lesson 3 (Listen and repeat, Listen and choose, Let's chant)
  • Flashcards or picture cards: kite, toy, car, train, bus, teddy bear, ship
  • Picture of Lan and Huy with their toys (a kite, two trains, three teddy bears)
  • Projector or interactive board with slides for the target sounds and the reading text
  • Worksheet 1 and Worksheet 2 (printed for each pair or group)
  • Sticky notes or small coloured cards for group feedback
  • NeoEdu learning resource: neoedu.vn/learn/3/english/unit-17-lesson-3 (interactive listening and reading exercises, used in Explore 1 and Practice 1)

2. Pupils

  • English notebook, pencil, eraser and coloured pencils
  • A4 paper or sheets of colourful paper for the project
  • Safe toy or materials to make a paper toy (for example, a paper plane), brought from home or made in class
  • Sticky notes for writing feedback

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Guess the Toy

Aims

Ss recall the names of toys they have learned and get ready for the lesson sounds.

Content

T shows picture cards of toys (kite, car, train, bus, teddy bear). Ss guess the toy by listening to the description T gives, for example: It flies in the sky. (kite).

Expected outcomes

Ss name at least four toys in English and say the word kite correctly.

Procedure

  1. Teacher

    T says: Let's play a guessing game. I will describe a toy, and you guess it in English. Ss listen and watch the pictures.

    Pupils

    Ss listen to the instructions and look at the picture cards.

  2. Teacher

    T describes each toy: It has four wheels and goes fast (car). It flies in the sky (kite). It runs on rails (train). T asks: What is it? Please say the name.

    Pupils

    Ss raise their hands and answer: A car! / A kite! / A train! Dự kiến: Ss say the words in whole-class chorus and then individually.

  3. Teacher

    T asks: Who has a toy at home? Can you say: I have a kite? T writes the words on the board.

    Pupils

    Ss answer in short sentences, for example: I have a car. / I have a toy bus.

  4. Teacher

    T praises Ss and says: Today we will learn two new sounds in the words kite and toy.

    Pupils

    Ss repeat the words kite and toy after T.

Activity 2.1: Exploration · 10 minutes

Sound Focus: /aɪ/ in kite

Aims

Ss recognise and pronounce the sound /aɪ/ in kite, and understand that the letter i here is read as /aɪ/.

Content

Ss listen to the recording Listen and repeat (kite) on the NeoEdu resource, then repeat the word slowly and then in the sentence I have a kite. T explains: the letter i in kite is pronounced /aɪ/, and the final e is not pronounced separately.

Expected outcomes

Ss say the word kite with the correct /aɪ/ sound and use it in the sentence I have a kite.

Procedure

  1. Teacher

    T says: Listen to the word kite. Listen carefully to the sound of i. Then repeat after the recording.

    Pupils

    Ss listen to the recording and look at the picture of a kite on the screen.

  2. Teacher

    T plays the recording on NeoEdu, pauses after each word and models the word slowly. T writes kite on the board and underlines i. T asks: What is the sound of i in kite? Dự kiến: /aɪ/ like the 'i' in 'my'.

    Pupils

    Ss repeat kite in chorus, then in groups of four. Ss say the sentence I have a kite in pairs. Dự kiến: Ss notice that the final e is silent.

  3. Teacher

    T calls on two or three Ss to say kite individually and asks the class to check the sound. T reminds Ss that the name of the letter i is not the sound in kite, and says the word, not the letter name.

    Pupils

    Ss take turns to say kite. Other Ss give a thumbs up if the pronunciation is correct, or give a suggestion.

  4. Teacher

    T summarises: i in kite is /aɪ/. Ss say the word kite once more as a class.

    Pupils

    Ss write kite in their notebook with the sound note: i = /aɪ/.

Activity 2.2: Exploration · 10 minutes

Sound Focus: /ɔɪ/ in toy

Aims

Ss recognise and pronounce the sound /ɔɪ/ in toy, and distinguish it from the sound /aɪ/ in kite.

Content

Ss listen to the recording Listen and repeat (toy) and Listen and choose: A. toy; B. car; C. kite. Ss hear the word toy in a sentence and choose the word they hear. T explains: oy in toy is pronounced /ɔɪ/, not as two separate letters o and y.

Expected outcomes

Ss pronounce toy with the correct /ɔɪ/ sound and choose the correct word in the listening exercise (kite).

Procedure

  1. Teacher

    T says: Now listen to the word toy. Then listen to the recording and choose the word you hear: A. toy B. car C. kite.

    Pupils

    Ss listen to the instructions and prepare their notebooks.

  2. Teacher

    T plays the recording for toy and models the word slowly, then in the sentence I have a toy. T writes toy on the board and underlines oy. T plays Listen and choose. T says: Listen again and raise your card: A, B or C.

    Pupils

    Ss repeat toy in chorus and in pairs. Ss listen to Listen and choose and raise their cards. Dự kiến: Ss choose C. kite because they hear the /aɪ/ sound in the word kite.

  3. Teacher

    T asks: Which word did you hear? Why is it not toy? T confirms the answer C. kite and asks Ss to compare kite and toy.

    Pupils

    Ss answer: We heard kite. The sound is /aɪ/. Toy has the sound /ɔɪ/. Dự kiến: Ss explain the difference using their own words.

  4. Teacher

    T summarises: oy in toy is /ɔɪ/. Do not split o and y. Ss say toy and kite together to hear the difference.

    Pupils

    Ss say toy and kite in pairs and check each other's pronunciation.

Activity 2.3: Exploration · 12 minutes

Reading: Lan and Huy's Toys

Aims

Ss read a short text, find the information that answers a question, and understand the vocabulary car, kite and train.

Content

Ss read the text: Lan has a kite. Huy has two trains. Lan and Huy have three teddy bears. They like their toys. Ss find the information about Lan and Huy and match the words car – ô tô đồ chơi; kite – diều; train – tàu hỏa đồ chơi. Ss use Worksheet 1 to complete the activities.

Expected outcomes

Ss complete Worksheet 1 with correct answers: Lan has a kite; Huy has two trains; Lan and Huy have three teddy bears; the matching: car – ô tô đồ chơi, kite – diều, train – tàu hỏa đồ chơi.

Procedure

  1. Teacher

    T distributes Worksheet 1 and says: Read the text. Underline the sentence that answers each question. Do not guess information that is not in the text.

    Pupils

    Ss receive Worksheet 1 and read the instructions silently.

  2. Teacher

    T reads the text aloud twice and asks Ss to repeat each sentence. T asks: Who has a kite? Who has two trains? How many teddy bears do Lan and Huy have? Ss work in pairs to find the answers and write them on Worksheet 1.

    Pupils

    Ss read the text in pairs and find the details. Dự kiến: Ss answer Lan, Huy and Lan and Huy.

  3. Teacher

    T asks each pair to report one answer and asks the class to check. T shows the matching task and asks Ss to say each word with its Vietnamese meaning: car is ô tô đồ chơi, kite is diều, train is tàu hỏa đồ chơi.

    Pupils

    Ss report: Lan has a kite. Huy has two trains. Lan and Huy have three teddy bears. Ss say the Vietnamese meaning after T.

  4. Teacher

    T reminds Ss: read the sentence that contains the information before you choose the answer. Ss copy the new word kite into their notebooks.

    Pupils

    Ss check their Worksheet 1 answers and correct any mistakes in a different colour pen.

Activity 3.1: Practice · 10 minutes

Chant and Choose

Aims

Ss practise the rhythm of the chant with the target words and do quick comprehension checks about the text.

Content

Ss chant Let's chant: Say kite, say toy. Say them slowly, say them well. Ss clap twice for kite and toy. Then Ss do the exercises: 1. Listen and choose; 2. Look at kite and toy and decide True (Đ) or False (S); 3. Match car, kite and train with the Vietnamese meanings; 4. Listen and fill the missing letters in k_te; 5 and 6. Read the text again and answer the questions. Ss use Worksheet 1 for these tasks.

Expected outcomes

Ss chant the rhyme with correct rhythm and complete the exercises with these answers: 1. C. kite; 2a. True; 2b. False; 3. car – ô tô đồ chơi, kite – diều, train – tàu hỏa đồ chơi; 4. i (kite); 5. B. kite; 6. C. three.

Procedure

  1. Teacher

    T says: Let's chant. Clap for each word. Follow the rhythm: kite – toy. Then we will do the exercises together.

    Pupils

    Ss stand up and listen to the chant. Ss prepare their pencils for the exercises.

  2. Teacher

    T chants the lines Say kite, say toy. Say them slowly, say them well. T asks Ss to chant in two rhythm groups and clap for kite and toy. Then T reads the exercises on NeoEdu and asks Ss to answer: 1. T plays the recording. 2. T asks: Is it True or False? Dự kiến: a) True, b) False. 3. T asks: What is car? Dự kiến: ô tô đồ chơi. 4. T says k_te and asks: What letter is missing? Dự kiến: i. 5 and 6. T asks questions about Lan and Huy.

    Pupils

    Ss chant in groups and clap. Ss answer the exercises individually, then check with a partner. Dự kiến: 1. C. kite; 2a. True; 2b. False; 3. car – ô tô đồ chơi, kite – diều, train – tàu hỏa đồ chơi; 4. i; 5. B. kite; 6. C. three.

  3. Teacher

    T asks a few Ss to read their answers aloud and check with the class. T corrects the pronunciation of toy if needed and reminds Ss not to add an extra sound at the end of consonants.

    Pupils

    Ss read their answers aloud. Other Ss say Yes or No to show agreement.

  4. Teacher

    T says: Good job! Let's chant once more, faster and then slower.

    Pupils

    Ss chant the rhyme together one last time and clap the rhythm.

Activity 3.2: Practice · 8 minutes

Write About Our Toys

Aims

Ss write 2–3 correct sentences about toys using the patterns She has a kite. and They have two buses.

Content

Ss write 2–3 sentences about the topic Our toys. Ss choose two patterns from the unit: She has a kite. / They have two buses. Ss may change the information to fit themselves or an imaginary character. Ss use Worksheet 2 to write their sentences.

Expected outcomes

Ss write 2–3 sentences on Worksheet 2 that are on the topic, use the correct patterns, use capital letters for names at the start of sentences, and use the correct full stop.

Procedure

  1. Teacher

    T writes the two patterns on the board: She has a kite. They have two buses. T says: Choose one or two patterns and change the information. Write 2–3 sentences. Remember: a for one toy, and two buses for more than one toy.

    Pupils

    Ss read the patterns and the examples on the board.

  2. Teacher

    T walks around the class and checks the work. T asks: Is this a capital letter at the beginning? Does the sentence have a full stop? Did you add -es to bus?

    Pupils

    Ss write their sentences on Worksheet 2. Dự kiến: Lan has a kite. Huy and Lan have three teddy bears. She has a toy car. They have two buses.

  3. Teacher

    T asks 2–3 Ss to read their sentences aloud. The class checks the pattern, the word and the punctuation.

    Pupils

    Ss read their sentences aloud and classmates say Right or Almost, and explain how to correct it.

  4. Teacher

    T reminds Ss of the rule: They + have + toy. She/He + has + a toy. Plural: bus → buses.

    Pupils

    Ss check their sentences again and correct their mistakes with a coloured pen.

Activity 4: Application · 15 minutes

Project: Our Toys

Aims

Ss present their group's toys in English, using he/she has and they have, and practise cooperation and speaking skills.

Content

Ss work in groups of four. Each S makes or brings a safe toy, such as a paper plane. Each S introduces their own toy with She has/He has, and the group introduces their toys together with They have. Each S speaks three times: a greeting, a description of the toy, and an answer to one question from a classmate. Ss may take the toy home or prepare it at home for the next lesson.

Expected outcomes

Each group shows a toy poster or the toys, and each S speaks three times: Hello, everyone! / He has a paper plane. / They have two buses. Each S answers one question from a classmate.

Procedure

  1. Teacher

    T says: In your group, show your toys and introduce them. Remember to use He/She has and They have. Everyone must speak three times and answer one question.

    Pupils

    Ss form groups of four and place their toys or drawings on the table.

  2. Teacher

    T gives each group one minute to practise. T asks groups to choose a leader, and each S prepares three short lines. T walks around and gives support: Say it again, please. Dự kiến: Ss say: Hello! My name is Minh. I have a paper plane. / She has a kite. / They have two buses.

    Pupils

    Ss practise their speaking in the group. Ss ask and answer questions: What do you have? Dự kiến: I have a paper plane.

  3. Teacher

    T invites each group to come to the front and present. T asks the class to listen and to ask one question for each group, for example: What do you have? Dự kiến: We have two buses.

    Pupils

    Ss present their toys in English, listen to other groups and ask one question each.

  4. Teacher

    T praises the groups for their cooperation and speaking. T reminds Ss that the project is assessed on content, English and cooperation, not on the cost of the toy.

    Pupils

    Ss clap for the presenters and give feedback on sticky notes. Ss keep their toys safely for next time.

Worksheets

Worksheet 1

Read the text and do the tasks.
Text: Lan has a kite. Huy has two trains. Lan and Huy have three teddy bears. They like their toys.

    1. Who has a kite? ________
    1. How many trains does Huy have? ________
    1. How many teddy bears do Lan and Huy have? A. one B. two C. three ________
    1. Match the words with their Vietnamese meanings:
    • car – ____ (ô tô đồ chơi / diều / tàu hỏa đồ chơi)
    • kite – ____
    • train – ____
    1. Listen and choose: A. toy B. car C. kite. Your answer: ________
    1. True (Đ) or False (S)?
    • a) kite has the sound /aɪ/ from the letter i. ________
    • b) The main sound in kite and toy is the same. ________
    1. Fill in the missing letter: k_te. Missing letter: ________

Worksheet 2

Write 2–3 sentences about Our toys.

  • Choose two patterns: She has a kite. / They have two buses.
  • Change the information to fit you or an imaginary character.
  • Check your work:
    • Are the sentences about toys? (1 point)
    • Did you use the patterns and words correctly? (1 point)
    • Did you use a capital letter at the start and a full stop at the end? (1 point)
  • My sentences:

Homework

  • Listen to Listen and repeat and say the words kite and toy aloud 5 times a day, paying attention to the /aɪ/ sound in kite and the /ɔɪ/ sound in toy.
  • Chant Say kite, say toy. Say them slowly, say them well with a family member and clap the rhythm.
  • Prepare your project toy at home using safe materials, such as a paper plane, and practise three short speaking turns: a greeting, a description with He/She has, and an answer to one question.
  • Write 2–3 sentences about your own toys or an imaginary friend's toys, using She has a kite. or They have two buses. Check the capital letters, full stops and the word buses.

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