Tiếng AnhLớp 3Phần 5. Unit 4: Our bodies

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 sounds /eə/ in 'hair' and /ɪə/ in 'ears' correctly, and distinguish them from each other.
Identify and name the parts of the body: face, nose, eyes, ears, hair, mouth, hand.
Read a short text and find specific information to answer questions.
Write two or three simple sentences about parts of the body using the patterns 'This is my...' and 'I have two...'.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the target sounds, read a short text to find information, write two or three sentences about their body and present a project.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the sounds /eə/ and /ɪə/ in context, use the words hair, ears, face, nose, eyes, hand, mouth correctly, and use the structures 'This is my...', 'I have two...', 'Touch your hair!', 'Open your mouth.'

2. General competences

Self-control and independent learning: Ss read the text and do the exercises on their own first, then check with a partner and correct their own mistakes.
Communication and collaboration: Ss work in pairs and groups to chant, play games, ask and answer 'What's this?' and present their project cards to the class.
Problem-solving and creativity: Ss match word cards to body-part pictures, make their own cards and decide how to describe their body parts in new sentences.

3. Personal qualities

Diligence: Ss practise the chant and the sound patterns regularly and finish all exercises on time.
Responsibility: Ss take care of their project materials, complete their own writing task and keep their hands to themselves during games.
Honesty: Ss check their answers honestly, admit when they make a mistake and correct it.
Kindness: Ss listen politely to classmates' presentations and give friendly, specific comments.
Patriotism: Not a main focus of this lesson; Ss show pride in using English to introduce themselves and their work.

II. Resources and materials

1. Teacher

Sound recording of Lesson 3 (Listen and repeat, Listen and choose, Let's chant) from Tiếng Anh 3 Global Success
Picture cards of face, nose, eyes, ears, hair, mouth, hand; word cards: hair, ears, face, hand, ear
Projector or board to show the reading text: 'This is my face. This is my nose. I have two eyes and two ears. Touch your hair!'
Worksheet No. 1 (printed for each pair)
NeoEdu digital resource: lesson page neoedu.vn/learn/3/english/unit-4-lesson-3 (interactive exercises and examples)

2. Pupils

Textbook Tiếng Anh 3 (Global Success), notebook, pencil, eraser, colouring pencils
Blank paper or card for drawing body parts (for the project)
Scissors and glue (for making card pairs)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Simon Says: Body Parts

Aims

Ss review the names of body parts and get ready for the new sounds and structures of the lesson.

Content

T plays 'Simon Says' with the commands: 'Touch your hair!', 'Touch your ears!', 'Touch your nose!', 'Open your mouth!'. Ss do the action only when T says 'Simon says'. Then T shows picture cards and Ss say the words together.

Expected outcomes

Ss name at least 5 body parts correctly (face, nose, eyes, ears, hair, mouth, hand) and follow the commands quickly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the rule of 'Simon Says' in English and demonstrates two commands. T says: 'Simon says touch your hair!'
Pupils
Ss listen and follow the rule. Ss stand up and get ready to play.
Teacher
T gives 6–8 commands, some with 'Simon says' and some without. T keeps the pace fast and corrects mistakes gently. T asks: 'What is this?' while pointing to the picture of the hair.
Pupils
Ss touch the body part or open the mouth only when the command starts with 'Simon says'. Ss answer: 'It's hair.' / 'It's an ear.'
Teacher
T shows the picture cards one by one and asks: 'What's this?'
Pupils
Ss answer chorally: 'It's a face.' 'It's a nose.' 'It's hair.' 'It's ears.'
Teacher
T praises Ss and introduces the title 'Our bodies' and the two new target words: hair and ears.
Pupils
Ss repeat the two words after T and open their textbooks to Unit 4, Lesson 3.

Activity 2.1: Exploration · 20 minutes

Sounds /eə/ in hair and /ɪə/ in ears

Aims

Ss recognise and pronounce the sounds /eə/ (air in hair) and /ɪə/ (ear in ears), and tell the two sounds apart in words and sentences.

Content

Look, listen and repeat: Ss listen to the words 'hair' and 'ears' in the Listen and repeat audio, then repeat the sounds and the words. Key pronunciation points: 'air' in 'hair' is pronounced /eə/ (start with an open 'e', then glide to 'ə'); 'ear' in 'ears' is pronounced /ɪə/ (glide from 'i' to 'ə', keep the final 'z' sound in 'ears'). American pronunciation /er/ and /ɪr/ is also acceptable; Ss do not need to use only one accent. Listen, point and say: T says a word or a sentence, Ss point to the correct picture card and repeat. Listen and choose: Ss listen to a short sound and choose the correct word A. ears; B. hair; C. face.

Expected outcomes

Ss pronounce /eə/ and /ɪə/ with the correct glide and final sounds, and choose the correct word in Listen and choose (answer: B. hair).

Procedure

Teacher's activities

Pupils' activities

Teacher
T asks: 'Listen. Which word is it?' and plays the audio of 'hair'. T writes the words 'hair' and 'ears' on the board and underlines 'air' and 'ear'. T says: 'Today we learn two sounds: air in hair and ear in ears.'
Pupils
Ss listen carefully and look at the underlined parts on the board. Ss answer: 'It's hair.'
Teacher
T models the sound /eə/ in 'hair' slowly: 'h-air'. T models /ɪə/ in 'ears' and reminds Ss to keep the final 'z'. T asks Ss to repeat the words in chorus, then in groups, then individually. T says: 'Say the word slowly, then say it in a sentence: Touch your hair!'. T corrects by pronouncing the sound clearly, not by saying a letter name.
Pupils
Ss repeat the words in chorus, then in small groups and individually. Ss say the sentence 'Touch your hair!' and touch their own hair. Ss play 'Listen, point and say': they point to the correct picture when they hear the word.
Teacher
T plays the audio of Listen and choose and asks Ss to choose the correct word for item 1. T asks: 'Which sound do you hear in hair?' and 'Which sound do you hear in ears?'
Pupils
Ss raise their hands and answer: 'B. hair.' Ss answer: 'The sound is /eə/ in hair' and 'The sound is /ɪə/ in ears.'
Teacher
T summarises: 'air in hair is /eə/; ear in ears is /ɪə/. Listen to the whole word, speak slowly, then say it in a sentence.' T reminds Ss: 'Letter names are not the sounds in words.'
Pupils
Ss repeat the summary in chorus and write the two sounds in their notebook.

Activity 2.2: Exploration · 15 minutes

Read the Text and Write Two Sentences

Aims

Ss read a short text to find specific information and write two or three simple sentences about their own body or an imaginary character.

Content

Read and complete: Ss read the text 'This is my face. This is my nose. I have two eyes and two ears. Touch your hair!' and find the answers to the questions. Ss underline the information that answers each question and do not guess information that is not in the text. Let's write: Ss choose two patterns from the unit, 'This is my...' and 'I have two...', and write 2–3 sentences about themselves or an imaginary character. Ss use Worksheet No. 1 to plan their writing. Pattern for use: 'It's a hand.' and 'Open your mouth.'

Expected outcomes

Ss complete Worksheet No. 1 correctly and write 2–3 sentences using the patterns. Answers to the reading questions: B. two (How many eyes does the text mention? Two eyes and two ears). C. hair (Where does the last instruction ask you to touch? Touch your hair!).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the text on the board and reads it aloud with a clear rhythm. T says: 'Read the text and find the answer. Underline the words in the text.' T gives Worksheet No. 1 to each pair.
Pupils
Ss listen and follow the text in their textbooks. Ss work in pairs and read the text silently.
Teacher
T guides Ss to find the answers: 'How many eyes are in the text?' T walks around and helps pairs find the sentence 'I have two eyes and two ears.' T asks Ss to read the instruction 'Touch your hair!' and find the word 'hair'. For writing, T models a sentence: 'This is my hand. I have two hands.' T reminds Ss to start sentences with a capital letter and end with a full stop.
Pupils
Ss find the answers in the text: 'Two eyes' (B. two) and 'Touch your hair' (C. hair). Ss complete the sentences on Worksheet No. 1 and write 2–3 sentences about their body. Example: 'This is my face. I have two ears.'
Teacher
T calls on some pairs to read their sentences aloud. T asks the class: 'Did they use the correct pattern?' and 'Is the first letter a capital letter?'
Pupils
Ss read their sentences aloud and classmates check the patterns, words and punctuation. Ss answer: 'Yes, it's correct.' or 'No, the word is missing.'
Teacher
T praises Ss for reading carefully and writing clearly, and reminds them to check the patterns, the words and the punctuation before submitting.
Pupils
Ss check their own writing again with the checklist: pattern, word, capital letter, full stop, and then keep the worksheet for the next activity.

Activity 3: Practice · 15 minutes

Let's Chant and Practise Exercises

Aims

Ss practise the rhythm of the chant and use the target words to do exercises in a fun and active way.

Content

Let's chant: Ss read each word in two beats and clap: 'hair — ears'. Then Ss chant the lines: 'Say hair, say ears. Say them slowly, say them well.' T reminds Ss not to add an extra sound at the end of the consonants and not to speak too fast. Practice exercises (Ss do in pairs or small groups): Ex 1. Listen and choose. Ex 2. True or False: a) 'hair' has the 'air' group that was practised in the lesson (True); b) the main sounds in 'hair' and 'ears' are the same (False). Ex 3. Match: face – khuôn mặt; hand – bàn tay; ear – tai. Ex 4. Listen and fill in the missing letters: h___ → hair. Ex 5 and 6. Read the text and choose the correct answer. Ss can also do the interactive exercises on the NeoEdu page neoedu.vn/learn/3/english/unit-4-lesson-3.

Expected outcomes

Ss chant the lines with the correct rhythm and finish exercises 1–6. Answers: Ex 1: B (hair). Ex 2: a) T; b) F. Ex 3: face – face (khuôn mặt), hand – hand (bàn tay), ear – ear (tai). Ex 4: air (hair). Ex 5: B (two). Ex 6: C (hair).

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's chant! Clap for each beat.' T models the chant: 'Say hair, say ears.' T gives the instructions for exercises 1–6 in English.
Pupils
Ss listen and watch T clap. Ss get ready with their textbooks and pencils.
Teacher
T leads the chant first in chorus, then in two groups (boys and girls). T walks around to check the exercises and helps pairs who are stuck. T asks Ss to read the sentence before choosing an answer in exercises 5 and 6.
Pupils
Ss chant in chorus and clap. Ss do exercises in pairs and check each other's answers. For exercise 4, Ss answer: 'The missing letters are a-i-r, so the word is hair.'
Teacher
T calls on different Ss to give their answers to each exercise and asks: 'Why did you choose this answer?' T encourages Ss to point to the sentence in the text.
Pupils
Ss answer: 'Exercise 1, B, hair.' 'Exercise 2, a) True, b) False.' 'Exercise 5, B, two, because I have two eyes.' Ss point to the sentence in the text as evidence.
Teacher
T confirms the answers and gives feedback. T gives praise for the good chanting and says: 'You are good at listening and reading. Keep practising these sounds at home.'
Pupils
Ss correct their answers in red pen and repeat the chant once more with a partner.

Activity 4: Application · 15 minutes

Project: Our Bodies Card Game

Aims

Ss use the vocabulary and sentence patterns of the unit in a real-life project: making picture cards and presenting them to the class.

Content

Project: Ss make three pairs of cards. Each pair has a picture card of a body part (for example, a hand, a face or hair) and a name card that matches it. Ss match the cards and ask their partners 'What's this?' and answer 'It's a hand.' Steps: (1) Ss prepare safe materials: paper, colouring pencils, scissors and glue. (2) Ss write the key words and practise saying them. (3) Ss present their cards to the class and invite one question from a friend. When presenting, Ss say 'Hello everyone' and show their card, then use the pattern 'It's a hand.' and 'Open your mouth.' when suitable. Teachers and classmates give comments on the information, the English used and the listening skills. Projects are not judged by how beautiful or expensive they are.

Expected outcomes

Ss have three pairs of matching cards and can ask and answer 'What's this?' and 'It's a hand.' Each S presents at least 3 utterances to the class and answers one question from a classmate.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a sample set of cards and says: 'Make three pairs of cards. Draw a body part on one card and write its name on another card.' T explains the three steps of the project.
Pupils
Ss listen to the instructions and gather their materials (paper, pencils, scissors, glue).
Teacher
T walks around, helps Ss draw and label the cards, and checks their spelling of hair, ears, face, nose, eyes, hand, mouth. T models the question 'What's this?' with a card.
Pupils
Ss draw three body parts and write the names. Ss practise in pairs: one S asks 'What's this?' and the other answers 'It's a hand.' Ss swap roles.
Teacher
T invites 3–4 pairs to present their cards to the class. T asks the class: 'Can you ask a question for your friend?'
Pupils
Ss say 'Hello everyone' and show the card, then say: 'It's an ear.' and 'Open your mouth.' Classmates ask questions: 'What's this?' and the presenter answers.
Teacher
T summarises the project and gives comments on the information, the English used and the way Ss listened. T says: 'Excellent! Use these cards at home with your family.'
Pupils
Ss keep their cards in their folder and say one thing they learned in the lesson.

Worksheets

Worksheet No. 1

Part A: Read the text and answer.
This is my face. This is my nose. I have two eyes and two ears. Touch your hair!

Q1: How many eyes are in the text? A. one; B. two; C. three
Q2: Where does the last instruction ask you to touch? A. nose; B. ears; C. hair

Part B: Write 2–3 sentences about your body (or an imaginary character).

Use the pattern: This is my ... / I have two ...
Example: This is my face. I have two ears.
Your sentences: 1. ____________________ 2. ____________________ 3. ____________________

Part C: Self-check.

Did I use one of the two patterns? (Yes / No)
Did I write the word correctly? (Yes / No)
Did I start the sentence with a capital letter and end with a full stop? (Yes / No)

Homework

Practise the chant 'Say hair, say ears. Say them slowly, say them well.' with a family member, clapping two beats for each word.
Write 2–3 sentences about your body using the patterns 'This is my ...' and 'I have two ...'. Check the capital letters, words and full stops before you submit.
Use your picture cards at home: ask a family member 'What's this?' and answer with 'It's hair.' or 'It's a hand.'
Say 'Touch your hair!' and 'Open your mouth!' to a family member and touch only your own body parts. Do not touch other people without permission.
Optional: Do the interactive exercises on the NeoEdu page neoedu.vn/learn/3/english/unit-4-lesson-3 to review the sounds /eə/ and /ɪə/.

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