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Giáo án Tiếng Anh 3
Tiếng AnhLớp 3Phần 10. Unit 8: My school things

Giáo án Lesson 1

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
    • say and read the words: pen, ruler, book, school bag.
    • use the pattern I have a + singular noun to say what they have (e.g. I have a pen; I have an eraser).
    • understand and answer simple questions and short texts about school things.
    • write a complete sentence such as I have a book.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and choose the correct word or sentence, read a short passage to answer questions, complete and rewrite a sentence, and take part in a short speaking exchange with a partner.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the four target words correctly, use I have a + noun (with a or an before vowel sounds), and do not add -s to have after I.

2. General competences

  • Self-control and independent learning: Ss check their own pronunciation and sentence accuracy, and correct their answers after listening and reading.
  • Communication and collaboration: Ss work in pairs and groups to ask, answer and exchange information about their school things politely and clearly.
  • Problem-solving and creativity: Ss choose the correct answer from context, sort word cards into correct sentences, and create short personal sentences about their own school bags.

3. Personal qualities

  • Diligence: Ss practise the target sentences patiently at home and in class and repeat them until they are accurate.
  • Responsibility: Ss take turns in pairs and groups, complete their assigned role, and bring their own school things for the lesson.
  • Honesty: Ss answer from the information given in the listening or reading text, not from guessing or personal preference.

II. Resources and materials

1. Teacher

  • Textbook Tiếng Anh 3 (Global Success), Unit 8, Lesson 1 (My school things)
  • Audio recording for Look, listen and repeat, Listen and choose, and Listen, point and say
  • Real school things: a pen, a ruler, a book, a school bag, an eraser
  • Picture flashcards of pen, ruler, book, school bag
  • Word cards and sentence cards for the sorting game (I, have, a, ruler)
  • Projector or interactive board
  • NeoEdu online lesson with lecture, examples and interactive exercises: neoedu.vn/learn/3/english/unit-8-lesson-1

2. Pupils

  • Textbook and notebook
  • Pencil, pen, ruler and eraser
  • Own school bag and one school thing to show in class
  • Worksheet No. 1 (printed or copied)

III. Procedures

Activity 1: Warm-up and review · 6 minutes

Lucky bag: Guess the school thing

Aims

Ss recall the names of school things and get ready to use the pattern I have a + noun.

Content

T puts real school things (pen, ruler, book, school bag) into a bag. Ss take turns to feel an object, say 'I have a ...' and guess what it is. Then the class says the words together.

Expected outcomes

Ss name at least 4 school things correctly and say one 'I have a ...' sentence.

Procedure

  1. Teacher

    T shows the bag and says: 'Look! I have a lucky bag. What's inside?' T models: 'I have a pen.' while taking out a pen.

    Pupils

    Ss look at the bag and listen to the model. Some Ss guess: 'It's a pen!'

  2. Teacher

    T invites 4 volunteers to put a hand in the bag, feel an object without looking, and say 'I have a ...'. T gently corrects the pronunciation of ruler and school bag.

    Pupils

    Volunteers say, e.g. 'I have a ruler.' The other Ss repeat the word in chorus.

  3. Teacher

    T asks: 'What do you have in your school bag?'

    Pupils

    Ss answer, e.g. 'I have a book.' or 'I have a school bag.'

  4. Teacher

    T writes the four words on the board and tells Ss the lesson is about 'I have a ...'.

    Pupils

    Ss look at the board, copy the title into their notebooks and say the four words once more.

Activity 2.1: Exploration · 14 minutes

Look, listen and repeat: My school things

Aims

Ss recognise, pronounce and understand the words pen, ruler, book, school bag and the pattern I have a + singular noun.

Content

T uses the textbook pictures (Look, listen and repeat) and the NeoEdu lesson page to present the words and the sentence pattern. T explains that after a vowel sound we use an (I have an eraser), and that we do not add -s to have after I. Ss listen twice, then repeat in chorus, groups and individually.

Expected outcomes

Ss pronounce the four words and say the pattern I have a + noun correctly, and can explain when to use a or an.

Procedure

  1. Teacher

    T shows the flashcard of a pen and says: 'I have a pen.' T asks Ss to listen to the recording of Look, listen and repeat with books closed.

    Pupils

    Ss listen carefully and try to find the words they know.

  2. Teacher

    T plays the recording line by line. T asks: 'Listen again. How many words are there?' Then T models each word and the sentence. T calls on pairs to repeat, then the whole class. T writes 'a / an' on the board and says: 'a + ruler, an + eraser', then asks Ss to listen for the difference. Ss do not look at the textbook yet.

    Pupils

    Ss repeat in chorus, groups, then individually. Ss say: 'I have a ruler.' and 'I have an eraser.' Answer when T asks why: 'Because eraser starts with a vowel sound.'

  3. Teacher

    T asks: 'Do we say I has a pen?' and 'What word do we add after I?' T checks the answer with the class.

    Pupils

    Ss answer: 'No, we say I have a pen.' 'We do not add -s after I.'

  4. Teacher

    T summarises the pattern on the board: I have a + singular noun; a/an before vowel sounds. T points to the Remember box in the textbook.

    Pupils

    Ss copy the pattern into their notebooks and repeat the rule in one sentence.

Activity 2.2: Exploration · 14 minutes

Listen, point and say and Let's talk: I have a ...

Aims

Ss use the pattern I have a + noun in a short pair exchange and respond to a partner's question.

Content

Ss listen to the recording (Listen, point and say) and point to the correct picture. Then they practise Let's talk in pairs: one student asks 'What do you have?' and the partner answers with a pen, ruler, book or school bag. Pairs swap roles and change the object names.

Expected outcomes

Each pair completes at least 2 exchanges with correct pronunciation and the pattern I have a + noun.

Procedure

  1. Teacher

    T says: 'Listen and point to the picture.' T shows the picture of the book and asks: 'Which one?'

    Pupils

    Ss listen to the recording and point to the correct pictures on the page.

  2. Teacher

    T plays the recording of Listen, point and say twice. T pairs Ss and models the dialogue with a strong student: 'What do you have?' - 'I have a ruler.' T says: 'Change the object and your name.' Pairs practise, and T walks around to help.

    Pupils

    Ss point to the pictures and repeat the lines. In pairs, Ss ask and answer, e.g. A: What do you have? B: I have a book. Then they swap roles.

  3. Teacher

    T calls 3 pairs to stand and say their dialogue to the class. T gives quick feedback on pronunciation of ruler and book.

    Pupils

    Pairs stand and perform, e.g. 'I have a school bag.' The class listens and claps for each pair.

  4. Teacher

    T asks: 'What do we say to tell others what we have?' T reminds Ss of the pattern I have a + noun and the use of a/an.

    Pupils

    Ss answer: 'I have a + noun.' Ss say one new sentence about their own school things.

Activity 3.1: Practice · 12 minutes

Listen and choose, Read and complete

Aims

Ss listen to words and sentences and choose the correct answer, then read and complete a sentence with the correct word.

Content

Ss do Exercises 1, 2 and 4 of the textbook (Listen and choose; Read and complete) using the audio. In Exercise 1 Ss listen to the word and choose the correct written word. In Exercise 2 Ss listen to a sentence and choose the sentence they hear. In Exercise 4 Ss complete I {{1}} a book. Ss write the complete sentence and read it aloud.

Expected outcomes

Ex 1: A. pen. Ex 2: B. I have a ruler. Ex 4: have (I have a book.). Ss write the full sentence and read it aloud.

Procedure

  1. Teacher

    T reads the instructions of Exercise 1 and plays the audio once. T reminds Ss: 'Listen for the key word first.' Do not open the answer before listening.

    Pupils

    Ss open the textbook at Exercise 1, listen and circle the answer (A, B or C).

  2. Teacher

    T plays the audio of Exercise 2 twice. Ss listen for the whole sentence and check the sentence, not just the first word. T plays Exercise 4 and asks Ss to fill in the missing word. T walks around and checks pen or book choices.

    Pupils

    Ss choose the answer. In Exercise 2 Ss answer 'B. I have a ruler.' In Exercise 4 Ss write 'have' and say: 'I have a book.'

  3. Teacher

    T asks Ss to show answers with fingers (A, B, C) and then calls on a student to say the full sentence of Exercise 4.

    Pupils

    Ss show finger signals and read: 'I have a book.' Other Ss check their own answers and correct any mistakes.

  4. Teacher

    T asks: 'Why is it I have and not I has?' T reviews the rule: after I, we use have, without -s.

    Pupils

    Ss answer: 'Because we use have after I.' Ss rewrite the full sentence once more in their notebooks.

Activity 3.2: Practice · 12 minutes

Match, arrange and read: My school things

Aims

Ss match words to their meanings, arrange word cards into a correct sentence, and read a short text to answer a question.

Content

Ss do Exercises 3, 6 and 7 of the textbook. Ss match each English word with its Vietnamese meaning (pen - bút mực, ruler - thước kẻ, book - sách, school bag - cặp sách). In a sorting game, groups arrange the word cards I, have, a, ruler into a correct sentence. Then Ss read the short text about Son and answer: 'Does Son have a ruler?' Ss work in pairs for the reading part.

Expected outcomes

Ex 3: pen - bút mực; ruler - thước kẻ; book - sách; school bag - cặp sách. Ex 6: I have a ruler. Ex 7: B. Yes (Son has a ruler).

Procedure

  1. Teacher

    T gives Worksheet No. 1 to pairs and explains Exercise 3 (matching). T shows the first example: pen - bút mực.

    Pupils

    Ss read the instructions and match the words with their meanings on the worksheet.

  2. Teacher

    T gives each group a set of word cards (I, have, a, ruler) and asks them to arrange them into a correct sentence. T walks around and reads the text of Exercise 7 with Ss, pointing to the words I have a school bag, a book and a ruler and I don't have an eraser.

    Pupils

    Groups arrange the cards to make I have a ruler. Pairs read the text aloud and discuss: 'Does Son have a ruler? Yes, he has a ruler.' They choose B. Yes.

  3. Teacher

    T calls on one pair to read their matching answers and another group to show the sentence they made. T asks: 'Why is the answer B?'

    Pupils

    Ss report: 'pen - bút mực; ruler - thước kẻ...' and say: 'I have a ruler.' They explain: 'The text says Son has a ruler.'

  4. Teacher

    T reminds Ss to answer from the text, not from guesses, and reviews the four words with meanings.

    Pupils

    Ss check their worksheets and correct errors in red pen or pencil.

Activity 4: Application · 12 minutes

Fun corner: Show, say and chant

Aims

Ss use the pattern I have a + noun in real situations, practise the chant and show their school things to the class.

Content

Ss take out their own school things and show them to a partner. In a talking circle, each S says, for example, 'I have a ruler.' Then the class chants the new rhythm: 'pen, ruler, say with me! book, school bag, one, two, three!' After each line, Ss say the full sentence, e.g. 'I have a ruler.' The chant is for rhythm and pronunciation, not for singing well. Homework: draw and label a school bag and write one sentence.

Expected outcomes

Each S says at least one correct sentence 'I have a ...' and chants the rhythm with the class. Ss complete the drawing and sentence at home.

Procedure

  1. Teacher

    T says: 'Take out one school thing and show your partner. Say: I have a ...' T models with a pen and says the chant once.

    Pupils

    Ss take out their school things and show their partner, e.g. 'I have a school bag.'

  2. Teacher

    T leads the chant: 'pen, ruler, say with me!' and 'book, school bag, one, two, three!' T claps the rhythm. After each line, T asks Ss to say the full sentence: 'I have a ruler.'

    Pupils

    Ss clap and chant with the teacher, then say the full sentence after each line. Some Ss stand and show their object to the class.

  3. Teacher

    T asks 3 to 4 Ss to come forward and say 'I have a ...' with their object. T checks pronunciation of ruler, book and school bag.

    Pupils

    Ss come to the front and say, e.g. 'I have a book.' Classmates clap for them.

  4. Teacher

    T summarises the lesson and sets the homework: draw and label a school bag, then write 'I have a school bag.' T praises Ss who used the pattern correctly.

    Pupils

    Ss write the homework in their notebooks and repeat the pattern I have a + noun one last time.

Worksheets

Worksheet No. 1: My school things

Exercise A. Match the words with their meanings.

  • pen
  • ruler
  • book
  • school bag
    A. sách
    B. cặp sách
    C. bút mực
    D. thước kẻ

Exercise B. Arrange the word cards to make a correct sentence.

  • I
  • have
  • a
  • ruler

Exercise C. Read and answer.
I'm Son. I have a school bag, a book and a ruler. I don't have an eraser.
Question: Does Son have a ruler?
A. No B. Yes C. Not mentioned

Exercise D. Complete the sentence.
I {{1}} a book.
Answer: have

Homework

  • Draw your school bag and label it with the word school bag.
  • Write one sentence: I have a ... (for example: I have a book.).
  • Practise saying the chant pen, ruler, say with me! book, school bag, one, two, three! with a friend or family member, then say 'I have a ...' after each line.
  • Listen to the recording of Look, listen and repeat at home and repeat each line aloud.

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