Tiếng AnhLớp 3Phần 4. Unit 3: Our friends

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:
Distinguish and pronounce the sound /ð/ in 'that' and the sound /θ/ in 'thank'.
Read and understand a short text introducing two friends, Nhi and Khoa.
Use the patterns 'This is my friend, …' and 'That is my friend, …', and ask and answer 'Is this/that + name?' with 'Yes, it is' or 'No, it isn't'.
Write 2–3 sentences about a friend and complete the Unit 3 project.
Communicative competence in English through listening, speaking, reading and writing: Ss listen and choose the correct word, introduce a friend with 'This is' or 'That is', read a short text to find information, and write 2–3 simple sentences with correct capital letters and punctuation.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /ð/ in 'that' and /θ/ in 'thank', understand the words 'this', 'that', 'friend', and use the sentence patterns 'This is …', 'That is …' and 'Is this/that …?'.

2. General competences

Self-control and independent learning: Ss practise the two sounds on their own, check their pronunciation by feeling their throat, and correct their own answers after reading the text again.
Communication and collaboration: Ss work in pairs and groups to chant, ask and answer about friends, and give feedback to classmates during the project presentation.
Problem-solving and creativity: Ss decide which sentence pattern fits each situation, draw their own friend and create a short introduction for the project.

3. Personal qualities

Diligence: Ss practise the sounds and sentence patterns carefully and finish the writing and drawing tasks on time.
Responsibility: Ss take turns in pair and group work, keep their materials tidy, and check their own written sentences before handing them in.
Kindness: Ss listen politely to classmates' presentations, give encouraging comments, and help a partner who is still struggling with the sounds.

II. Resources and materials

1. Teacher

English 3 (Global Success) textbook, Unit 3, Lesson 3, and the audio tracks for Listen and repeat, Listen and choose, and Let's chant
Flashcards: that, thank, this, friend, and picture cards of Nhi and Khoa
Mouth-position picture showing the tongue tip between the teeth for /ð/ and /θ/
Laptop, projector and speaker
Worksheet No. 1 (one copy per pair)
NeoEdu lesson page with interactive exercises: neoedu.vn/learn/3/english/unit-3-lesson-3
A soft ball for the warm-up game

2. Pupils

English 3 textbook, notebook, pencil, eraser and coloured pencils
A sheet of drawing paper for the project
Small whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Greeting ball toss

Aims

Ss greet each other and review the words 'this' and 'friend' before the new sounds are taught.

Content

Ss stand in a circle. The ball is passed around, and the pupil who catches it says a greeting and a short sentence, for example “Hello, Mai! This is my friend.” Then T points to classroom objects and asks “What is this?” to review 'this'.

Expected outcomes

All Ss say at least one greeting and one sentence with 'this' or 'friend' correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says “Hello, everyone! I'm Mai.” and tosses the ball to a pupil. T explains the rule: catch the ball, greet the class, then pass the ball to a friend.
Pupils
Ss listen to the rule and greet T with “Hello, Mai!”
Teacher
T monitors the game, points to a pencil and asks “What is this?” Then T points to the door and asks “What is that?”
Pupils
Ss catch the ball and answer. Expected answers: “It is a pencil.” / “It is a door.” Ss pass the ball and greet the next friend, for example “Hello, Nam!”
Teacher
T asks two or three pupils to say their sentences aloud to the class.
Pupils
Selected Ss say: “Hello, Nam! This is my friend.”
Teacher
T writes on the board: this (đây), that (kia), friend (bạn). T says: “Today we will learn two new sounds in ‘that’ and ‘thank’. Let's start!”
Pupils
Ss repeat the three words after T and copy them into their notebooks.

Activity 2.1: Exploration · 12 minutes

Look, listen and repeat: the sounds in that and thank

Aims

Ss recognise and produce the two sounds /ð/ in 'that' and /θ/ in 'thank', and understand that the same spelling 'th' can be read differently.

Content

T shows the mouth-position picture and models the two words. Ss listen to the audio for Listen and repeat, then practise in chorus, in pairs and individually. Ss put a hand on their throat to feel the vibration in 'that' (/ð/) and no vibration in 'thank' (/θ/). T reminds Ss that the letter names are not the sounds in the words, and that they should listen to the whole word, speak slowly, and then use the word in a sentence.

Expected outcomes

Ss can say 'that' with a voiced /ð/ and 'thank' with an unvoiced /θ/ in chorus and in pairs, and explain the difference in their own words.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcard 'that' and asks “Where does your tongue go?” T models the sound and shows the picture: the tongue tip touches lightly between the teeth. T asks Ss to say /ð/ and feel the throat vibrate.
Pupils
Ss look at the picture and answer: “The tongue is between the teeth.” Ss try the sound and touch their throat.
Teacher
T plays the audio for Listen and repeat. T leads chorus drilling, then asks pairs to take turns saying 'that' and 'thank' and to check each other's throat vibration. T walks around and corrects the position of the tongue.
Pupils
Ss listen and repeat in chorus. In pairs, one S says a word and the partner points to the flashcard. Expected answer: “Yes, that has a vibration. Thank has no vibration.”
Teacher
T asks two or three pairs to say the two words, and invites the class to decide whether the sound is correct.
Pupils
Selected pairs say 'that' and 'thank'. The class gives a thumbs-up or thumbs-down and explains: “That has a voice. Thank has no voice.”
Teacher
T summarises on the board: th in that: /ð/ — tongue tip lightly touches between the teeth, throat vibrates. th in thank: /θ/ — tongue in the same position, no vibration. T adds: “Listen to the whole word and say it in a sentence.”
Pupils
Ss copy the summary into their notebooks and say 'that' and 'thank' in a short sentence, for example “That is my friend.”

Activity 2.2: Exploration · 13 minutes

Meet Nhi and Khoa: reading a short text

Aims

Ss read a short text, find the information that answers the questions, and understand how 'This is' and 'That is' are used to introduce people.

Content

Ss read the text: “This is my friend, Nhi. That is my friend, Khoa. Hello, Nhi! Hello, Khoa!” T explains: 'This' is used for a person near the speaker, and 'That' for a person farther away. Ss use Worksheet No. 1 and underline the name that answers each question. Ss must not guess information that is not in the text.

Expected outcomes

Ss complete Worksheet No. 1 with correct answers: the missing 'th' in 'that', and the correct people introduced with 'This is' (Nhi) and 'That is' (Khoa).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the text on the projector and reads it aloud with clear pauses. T asks: “Who is this?” and “Who is that?” while pointing to the two picture cards.
Pupils
Ss listen and point to the correct picture. Expected answers: “This is Nhi.” / “That is Khoa.”
Teacher
T gives out Worksheet No. 1 to pairs and asks them to read the text again before answering. T reminds Ss to underline the sentence that contains the answer.
Pupils
Pairs read the text, underline the sentences with 'This is' and 'That is', and complete Worksheet No. 1.
Teacher
T calls on pairs to read their answers. T asks: “Which sentence tells you the answer?”
Pupils
Expected answers: Item 2 – A (Nhi), because the sentence is “This is my friend, Nhi.” Item 3 – C (Khoa), because the sentence is “That is my friend, Khoa.”
Teacher
T says: “Use 'This is' for the person near you and 'That is' for the person farther away. Always read the sentence that gives the answer.” T points to the NeoEdu exercises for extra practice if time allows.
Pupils
Ss repeat the two patterns, then write the patterns in their notebooks.

Activity 3.1: Practice · 12 minutes

Let's chant and listen and choose

Aims

Ss practise the rhythm of the chant and recognise the target word by listening.

Content

Ss clap the rhythm of the words 'that' and 'thank' in two beats: that — thank. Ss chant the lines “Say that, say thank. Say them slowly, say them well.” Then T plays the audio for Listen and choose: A. that; B. thank; C. this. Ss choose the word they hear. The chant is only for rhythm; Ss must not add an extra vowel sound at the end of the consonants or speed up the words.

Expected outcomes

Ss clap and chant the lines with correct rhythm and choose the correct word in Listen and choose. Answer: A (that).

Procedure

Teacher's activities

Pupils' activities

Teacher
T claps the rhythm: “that — thank” and asks Ss to clap with T. T explains that the chant is only for rhythm and that the sounds should stay clear.
Pupils
Ss clap the two-beat rhythm and listen to T's instructions.
Teacher
T plays the chant audio and leads the chant line by line. Then T plays the Listen and choose audio and asks Ss to raise their hand when they hear the correct word.
Pupils
Ss chant the lines in chorus and then listen. They choose the answer on their whiteboard: A (that). Expected explanation: “I hear that. The main sound is /ð/.”
Teacher
T asks several Ss to show their answers and to say the word they heard.
Pupils
Ss hold up their whiteboards with the letter A and say: “That.”
Teacher
T confirms the answer and reminds Ss: “Listen to the whole word. Do not guess from the spelling.” T plays the chant once more with the class clapping.
Pupils
Ss chant the lines once more and check the answer in their textbook.

Activity 3.2: Practice · 8 minutes

Let's talk: is this Nhi?

Aims

Ss ask and answer to confirm a friend's name, using 'Is this/that + name?' with 'Yes, it is' and 'No, it isn't'.

Content

T models the dialogue with two picture cards. Ss practise in pairs using the model “Hello, Bao. Yes, it is.” Each pair takes turns to show a picture card, ask “Is this Nhi?” or “Is that Khoa?”, and answer with “Yes, it is” or “No, it isn't.” Then Ss say “It's + name” to give the correct name.

Expected outcomes

Each pair completes at least three exchanges correctly, using the patterns 'Is this/that …?', 'Yes, it is', 'No, it isn't' and 'It's …'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the picture of Nhi and asks “Is this Khoa?” T answers “No, it isn't. It's Nhi.” Then T shows the picture of Khoa and asks “Is that Khoa?” T answers “Yes, it is.”
Pupils
Ss listen and repeat the questions and answers in chorus.
Teacher
T gives pairs the picture cards and monitors the pronunciation and intonation.
Pupils
Pairs take turns asking and answering. Expected exchange: “Is this Nhi?” – “Yes, it is.” / “Is that Khoa?” – “No, it isn't. It's Nhi.”
Teacher
T invites two pairs to perform the dialogue in front of the class.
Pupils
Selected pairs perform. The class listens and gives a thumbs-up when the answer is correct.
Teacher
T writes the patterns on the board: Is this/that + name? – Yes, it is. / No, it isn't. – It's + name. T reminds Ss to keep 'it' in the answer and not change it to 'I'.
Pupils
Ss copy the patterns into their notebooks.

Activity 4: Application · 20 minutes

Fun corner and project: Our friends

Aims

Ss write 2–3 sentences about a friend, draw a portrait, and introduce the friend to the class, then answer a classmate's question.

Content

Ss choose a friend (real or imagined) and draw a portrait on drawing paper. Ss write 2–3 sentences using two patterns from the unit, for example “This is my friend, Lan. Is that Nam? Yes, it is.” Writing rubric (3 points): (1) correct topic and 2–3 sentences; (2) correct patterns and words; (3) capital letters for names and first words, and correct final punctuation. Ss then present: greet the class, show the picture and say “This is my friend, …”, invite a classmate to ask “Is this …?” and answer the question. Teacher gives comments on the information, use of English, and listening skills.

Expected outcomes

Each S has a drawing and 2–3 correct written sentences, and gives a 3-turn introduction. Project rubric (3 points): the product matches the topic and has at least two details; the patterns and words fit the information; the presentation is clear, the S answers one question, and the S cooperates with classmates.

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the project steps: (1) prepare the drawing and materials safely; (2) write keywords and practise speaking; (3) present and invite one question. T shows a sample drawing and two sample sentences on the board.
Pupils
Ss listen to the steps and ask questions if anything is unclear.
Teacher
T gives time for Ss to draw and write. T walks around and checks spelling, capital letters and punctuation. Then Ss practise their introduction with a partner.
Pupils
Ss draw the friend, write 2–3 sentences, and practise saying “Hello! This is my friend, …” with a partner. Partner asks “Is this …?” and the S answers “Yes, it is.”
Teacher
T invites Ss to present in turns. After each presentation, T asks the class one question: “Who is this?” or “What is the name?” and gives brief feedback.
Pupils
Ss present to the class. Expected presentation: “Hello, everyone! This is my friend, Lan. Is this Nam? Yes, it is.” Classmates answer the question and clap.
Teacher
T praises the effort of the class and gives one positive comment and one suggestion for each group. T says: “Keep using the sentence patterns when you meet a new friend.”
Pupils
Ss listen to the feedback and put their drawings in their folders.

Worksheets

Worksheet No. 1: Meet Nhi and Khoa

Read the text: This is my friend, Nhi. That is my friend, Khoa. Hello, Nhi! Hello, Khoa!

Part 1. Listen and complete the missing letters in the word: {{ }}at (that).

Answer: th

Part 2. Who is introduced with 'This is'?

A. Nhi
B. Khoa
C. An
Answer: A (the sentence is “This is my friend, Nhi.”)

Part 3. Who is introduced with 'That is'?

A. Nhi
B. An
C. Khoa
Answer: C (the sentence is “That is my friend, Khoa.”)

Part 4. Write the meaning of the words:

this – ……
that – ……
friend – ……
Answer: đây; kia; bạn

Part 5. Check: Which sentence tells you the answer? Underline it in the text before you answer.

Homework

Draw a picture of a friend in your notebook and write 2–3 sentences about your friend, using 'This is my friend, …' and 'That is my friend, …'. Read your sentences aloud three times.
Ask a family member to listen to your introduction and ask you “Is this …?” Answer “Yes, it is” or “No, it isn't.”
Practise the words 'that' and 'thank' at home. Put your hand on your throat and say 'that'; you should feel the vibration. Then say 'thank' and check there is no vibration.
Optional: visit neoedu.vn/learn/3/english/unit-3-lesson-3 and do the interactive exercises for Unit 3, Lesson 3.

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