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Giáo án Tiếng Anh 3
Tiếng AnhLớp 3Phần 11. Unit 9: Colours

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 blends /bl/ in blue (xanh dương) and /br/ in brown (nâu) correctly, linking b with l and b with r without adding extra sounds;
    • read and understand a short text about the colours of school things and find the information needed to answer questions;
    • write 2–3 sentences about colours using the patterns It's red. and They're white.;
    • ask and answer What colour are they? with They're + colour.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen and repeat blue and brown, chant the words, read a short text about school items, write 2–3 sentences and give a 3-turn presentation about colours.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /bl/ and /br/, use the vocabulary blue, brown, red, yellow, white, the pattern It's + colour, They're + colour, and the question What colour are they?.

2. General competences

  • Self-control and independent learning: Ss check their own pronunciation by comparing with the audio, reread their writing to correct the pattern, words, capital letters and punctuation.
  • Communication and collaboration: Ss work in pairs and groups to chant, ask and answer about colours, and give a short presentation of their colour palette project, listening politely to classmates.
  • Problem-solving and creativity: Ss identify the key sound in each word, choose the correct answer by rereading the sentence with the detail, and create a colour palette for three school items.

3. Personal qualities

  • Diligence: Ss practise the sounds and sentence patterns repeatedly and complete all tasks on time.
  • Responsibility: Ss prepare safe materials for the project, take their turn in group work and complete their own writing.

II. Resources and materials

1. Teacher

  • Audio recording of Unit 9 Lesson 3 (Listen and repeat, Listen and choose, Let's chant)
  • Projector or interactive whiteboard to show the lesson page
  • Picture cards or flashcards: blue, brown, red, yellow, white; pictures of a pen, a school bag, pencils and an eraser
  • Sample text on the board: My pen is red. My school bag is blue. My pencils are yellow. My eraser is white.
  • Worksheets No. 1 and No. 2
  • NeoEdu lesson page (interactive exercises and examples): neoedu.vn/learn/3/english/unit-9-lesson-3

2. Pupils

  • English textbook Tiếng Anh 3 (Global Success), Unit 9 Lesson 3
  • Colour pencils or crayons (blue, brown, red, yellow, white)
  • Pencil case, school bag, eraser (real items or drawings for the project)
  • Notebook, pencil, eraser
  • Glue, scissors, A4 paper or cardboard for the colour palette (safe materials only)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Colour flashcard race

Aims

Ss review colour words learned before and get ready for the sounds of the lesson.

Content

Ss look at flashcards of red, yellow, white and say each colour aloud. Then they play a quick game: T shows a card, Ss shout the colour, and the fastest group gets a point.

Expected outcomes

Ss name at least four colours correctly and are ready to learn blue and brown.

Procedure

  1. Teacher

    T says: Hello, class! Let's play a colour flashcard race. Are you ready? T shows the flashcards quickly and asks: What colour is it?

    Pupils

    Ss stand up and get ready. They answer with the colour words they know.

  2. Teacher

    T divides the class into two teams and shows cards of red, yellow and white. T gives points for correct and fast answers.

    Pupils

    Teams take turns shouting the colour, for example: Red! Yellow! White!

  3. Teacher

    T asks: Which colour is your favourite? Can you say it in a sentence?

    Pupils

    Ss answer, for example: It's yellow. Yellow is my favourite colour.

  4. Teacher

    T praises the teams and says: Today we will learn two new colours: blue and brown.

    Pupils

    Ss repeat the new words blue and brown after T.

Activity 2.1: Exploration · 10 minutes

Sound /bl/ in blue

Aims

Ss recognise and pronounce the blend /bl/ in the word blue correctly.

Content

Ss listen to the audio, repeat the word blue, and practise the sound /bl/ by linking b with l. Ss do Listen and choose: A. blue; B. brown; C. red. T reminds Ss that the letter names are not the sounds in the word.

Expected outcomes

Ss pronounce blue with the correct blend /bl/ and choose the correct answer in Listen and choose.

Procedure

  1. Teacher

    T says: Listen to the word and repeat after the audio. Pay attention to the first two sounds. T plays the audio of blue.

    Pupils

    Ss listen carefully and look at the picture of the blue school bag.

  2. Teacher

    T models: /bl/ – blue. T asks: What sound do you hear at the beginning? Which letters are they? Ss repeat as a whole class, then in pairs.

    Pupils

    Ss repeat blue. Expected answer: The sounds are /bl/. The letters are b and l.

  3. Teacher

    T plays the audio of Listen and choose and asks Ss to point to the correct picture or card. T asks: Which word did you hear?

    Pupils

    Ss point and answer: I hear blue. The answer is A.

  4. Teacher

    T summarises: The sound in blue is /bl/. Link b and l. Do not add extra sounds.

    Pupils

    Ss say the sentence: Blue has the sound /bl/. Ss write the key sound in their notebooks.

Activity 2.2: Exploration · 10 minutes

Sound /br/ in brown

Aims

Ss recognise and pronounce the blend /br/ in the word brown correctly and compare it with /bl/.

Content

Ss listen to the audio, repeat brown, and practise the sound /br/ by linking b with r. Ss say the chant: Say blue, say brown. Say them slowly, say them well. Ss clap in two beats for blue and brown.

Expected outcomes

Ss pronounce brown with the blend /br/ and chant the rhyme with the correct rhythm.

Procedure

  1. Teacher

    T says: Now listen to brown. Listen to the sound at the beginning. T plays the audio and models the word.

    Pupils

    Ss listen and look at the brown flashcard.

  2. Teacher

    T asks: What is different between blue and brown? T models /br/ – brown and asks Ss to repeat. Then T leads the chant, clapping two beats for each word: blue – brown.

    Pupils

    Ss answer: The first sound in blue is /bl/, the first sound in brown is /br/. Ss chant and clap together.

  3. Teacher

    T asks pairs to chant and clap for each other. T checks that Ss do not add a sound at the end of consonants and do not speak too fast.

    Pupils

    Pairs take turns: one says blue, the other says brown. Then they chant: Say blue, say brown. Say them slowly, say them well.

  4. Teacher

    T reminds Ss: The sound in brown is /br/. Read the word slowly, then say it in a sentence: My school bag is blue. My pencils are brown.

    Pupils

    Ss repeat the key sounds /bl/ and /br/ and say one sentence with blue or brown.

Activity 2.3: Exploration · 12 minutes

Reading a text about school things

Aims

Ss understand a short text about colours and use the patterns It's + colour and They're + colour.

Content

Ss read the text: My pen is red. My school bag is blue. My pencils are yellow. My eraser is white. Ss underline the item and the colour in each sentence. Ss learn the rule: it is changes to they are when speaking about many things; They're = They are. Ss must not use What colour is they?. Ss use Worksheet No. 1.

Expected outcomes

Ss complete Worksheet No. 1 and explain the pattern They're + colour for many things.

Procedure

  1. Teacher

    T shows the text on the board and reads it aloud. T says: Find the things and the colours. Underline them.

    Pupils

    Ss listen and follow the text in their books. Ss underline pen – red, school bag – blue, pencils – yellow, eraser – white.

  2. Teacher

    T asks: Which thing is one? Which things are many? T asks: What do we say for many things, It is or They are? T writes They're = They are on the board.

    Pupils

    Ss answer: Pencils are many. We say They are yellow. Ss say They're yellow. Ss copy the note in their notebooks.

  3. Teacher

    T gives Worksheet No. 1 to pairs. T asks Ss to read the text again and find the answers.

    Pupils

    Pairs read and complete the worksheet. Expected answer: My school bag is blue. Ss explain: Because the text says the school bag is blue.

  4. Teacher

    T asks: What is the correct question about many things? T confirms: What colour are they? (not What colour is they?).

    Pupils

    Ss answer: What colour are they? They're yellow. Ss repeat the correct question.

Activity 3.1: Practice · 10 minutes

Sounds and vocabulary practice

Aims

Ss practise the sounds /bl/, /br/ and the vocabulary of colours through exercises.

Content

Ss do exercises 1 to 4 from the textbook: 1. Listen and choose the correct word (A. blue; B. brown; C. red). 2. Say true or false: a) blue has the group bl which is practised in the lesson – T; b) the main sounds in blue and brown are the same – F. 3. Match the words to their meanings: blue – xanh dương; brown – nâu; red – đỏ. 4. Listen and fill the missing letters: {{1}}ue → bl.

Expected outcomes

Ss answer: 1. A (blue); 2. a) T (True), b) F (False); 3. blue – xanh dương, brown – nâu, red – đỏ; 4. bl (blue).

Procedure

  1. Teacher

    T says: Let's do exercises 1 to 4. Read each question carefully before you listen. T plays the audio for exercise 1.

    Pupils

    Ss listen and choose the answer. Ss get ready with pencils.

  2. Teacher

    T checks exercise 2 and asks: Why is b) false? Ss work in pairs for exercises 3 and 4. T shows exercise 4 on the NeoEdu page for interactive practice.

    Pupils

    Ss answer 1: A. Ss answer 2: a) True, b) False, because blue has bl and brown has br. Pairs match the words and fill in bl.

  3. Teacher

    T calls on pairs to report answers and asks: How do you know? Ss show the sounds with their hands.

    Pupils

    Ss report: We know because we hear blue. The first sound is /bl/. Ss clap and say the sound.

  4. Teacher

    T confirms the answers and asks Ss to correct their mistakes in their notebooks.

    Pupils

    Ss check and correct their answers. Ss say: Blue – bl. Brown – br.

Activity 3.2: Practice · 10 minutes

Reading questions about colours

Aims

Ss read the text carefully and answer questions by finding the detail in the sentence.

Content

Ss do exercises 5 and 6 with the text: My pen is red. My school bag is blue. My pencils are yellow. My eraser is white. Ex 5: What colour is the school bag? A. red; B. blue; C. white. Ex 6: What colour are the pencils? A. white; B. blue; C. yellow. Ss use Worksheet No. 2 for practice.

Expected outcomes

Ss answer: 5. B (blue); 6. C (yellow). Ss show the sentence that gives the answer.

Procedure

  1. Teacher

    T says: Read the text again. Find the sentence with the answer. Do not guess. Give Worksheet No. 2 to pairs.

    Pupils

    Ss read the text and find the sentence about the school bag and the pencils.

  2. Teacher

    T asks: Which sentence tells us about the school bag? Which sentence tells us about the pencils? Ss circle the answer.

    Pupils

    Ss answer: My school bag is blue, so the answer is B. My pencils are yellow, so the answer is C.

  3. Teacher

    T calls on one pair to read the sentence aloud and explain the answer.

    Pupils

    Pair reports: The answer is B because the text says My school bag is blue.

  4. Teacher

    T reminds Ss: Always read the sentence that has the detail before choosing the answer.

    Pupils

    Ss repeat: Read the sentence first, then choose the answer.

Activity 4: Application · 13 minutes

Colour palette project and fun corner

Aims

Ss make a colour palette of three school items and introduce one item and a group of many items in English.

Content

Ss prepare a colour palette of three school items (pen, school bag, pencils or eraser) using safe materials such as colour pencils, paper and glue. Ss write key words and practise a 3-turn presentation: greet the class, show the item and say It's red. or They're white., then invite one question from a classmate. Teacher and class give feedback on information, use of English and listening.

Expected outcomes

Each group shows a colour palette with at least two details, gives a 3-turn presentation and answers one question from a friend. Ss write 2–3 sentences about colours using It's red. and They're white..

Procedure

  1. Teacher

    T says: Today we make a colour palette for three school items. Choose safe materials. Write three key words and practise your presentation.

    Pupils

    Groups get paper, colour pencils and glue and decide which three items they will show.

  2. Teacher

    T walks around and helps Ss with the sentence patterns. T asks: How do you say the colour of one pen? How do you say the colour of many pencils?

    Pupils

    Ss answer: It's red. They're yellow. Groups write 2–3 sentences about their palette.

  3. Teacher

    T invites groups to present. T asks a classmate to ask a question: What colour are they? Fun corner: Ss play Guess the colour with classmates.

    Pupils

    Ss present: Hello! This is my pen. It's red. These are my pencils. They're yellow. Classmate asks: What colour are they? The presenter answers: They're yellow.

  4. Teacher

    T gives feedback on information, use of English and listening. T says: Well done! Please check your sentences at home and remember: They're = They are.

    Pupils

    Ss listen to the feedback, write the final sentences in their notebooks and say one sentence about the colour of their favourite school item.

Worksheets

Worksheet No. 1

Read the text and complete.

  • My pen is ___.
  • My school bag is ___.
  • My pencils are ___.
  • My eraser is ___.

Answer the question:

  • What colour are the pencils?
  • Which word is the correct question: What colour is they? or What colour are they?

Hint: Use the pattern they're + colour for many things.

Worksheet No. 2

Read the text: My pen is red. My school bag is blue. My pencils are yellow. My eraser is white.

Choose the correct answer.

    1. What colour is the school bag?
      A. red
      B. blue
      C. white
    1. What colour are the pencils?
      A. white
      B. blue
      C. yellow

Write the sentence that gives your answer for each question.

Homework

  • Write 2–3 sentences about the colours of your school things. Use the patterns It's red. and They're white.. Check the capital letters, the full stops and the spelling of blue and brown.
  • Say the chant Say blue, say brown. Say them slowly, say them well. with a clear rhythm, clap two beats for each word and say it to a family member.
  • Find three school items at home (for example a pen, a school bag and pencils). Tell your family their colours using It's + colour and They're + colour. Bring the items or a drawing to class for the colour palette presentation.

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