Giáo án tiếng Anh 3 Global Success
Giáo án Anh 3 Global Success theo cv 2345
Giáo án tiếng Anh 3 Kết nối tri thức bao gồm giáo án dạy tiếng Anh lớp 3 kết nối tri thức cả năm giúp các quý giáo viên chuẩn bị giáo án các unit trong SGK tiếng Anh lớp 3 Global Success hiệu quả.
STARTER
A - Numbers
I. OBJECTIVES
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Language |
By the end of the lesson, pupils will be able to: - identify the numbers 1 to 10 through listening, speaking, reading and writing activities; - listen and identify numbers by ticking the correct boxes. - read and match the relevant words with numbers. |
Core competencies |
Decision making, teamwork, problem-solving, integrity, communication, planning and organization. |
General Competences |
Listening: Listen, point and repeat Critical thinking: Listen and tick Oral communication: Say the numbers Written communication: Read and match Self-control & independent learning: Perform listening tasks Sociability: Talk to each other, say good words to others. |
Attributes |
Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions |
II. RESOURCES AND MATERIAL
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- Pupil’s book Page 7 - Audio Tracks 2,3 - Teacher’s guide Pages 13-14 - Website sachmem.vn - Flashcards/pictures and posters (Unit Starter) - Computer, projector… |
III. PROCEDURE |
Warm-up and review – Listen, point and repeat – Listen and tick – Read and match – Fun corner and wrap-up.
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Procedure |
Teacher’s activities |
Pupils’ activities |
Note |
KNOWLEDGE CONSTRUCTION Warm-up and review: 5 minutes |
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Greet the class. Option 1: Hello song - Ask pupils to sing a Hello song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: - Introduce ways of greeting to the class: + Say the teacher’s and students’ names. + Make eye contact. + Use a friendly nonverbal greeting, such as a handshake, high five, or thumbs-up… - Give a few words of encouragement. Option 3: Game: “Hello – Hi” - Introduce “Hello” and “Hi” with an action: wave hands and say “Hello”. Practise many times with the class/ groups/ individuals. - Introduce “Hi” with action: make a V-sign with two fingers and say “Hi”. Practise many times with the class/ groups/ individuals. - Divide the class into 4 groups. Let pupils say the greeting in groups. - Make it more interesting by saying responsively: One says “Hello”, the other has to say “Hi” and vice versa. Give points to the pupils who can do that well.
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Whole class
Group work
Individual work/ Group work
Group work
Individual work/ Group work
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Activity 1. Listen, point and repeat. 8 minutes |
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a. Goal |
To listen, point at and repeat the numbers 1 − 10 correctly. |
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b. Input |
– Numbers 1 − 10 – Audio recording of the numbers 1 − 10 |
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c. Outcome |
Pupils can listen, point at and repeat the numbers 1 − 10 correctly. |
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d. Procedure |
Step 1: Draw pupils’ attention to the numbers. Tell them to listen, point at the numbers and repeat. Play the recording for pupils to listen to the numbers, and familiarise themselves with their stress and intonation. Step 2: Play the recording again for pupils to listen and repeat. Remind them to point at the numbers while listening. Do this several times until they feel confident. Correct their pronunciation where necessary. Step 3: Put pupils into pairs to practise listening, pointing at and repeating the numbers 1 − 10. Go around the classroom to offer support. |
Whole class
Whole class/ Individual work Pair work Individual work
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Activity 2. Listen and tick. 9 minutes |
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a. Goal |
To listen and identify numbers by ticking the correct boxes. |
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b. Input |
Numbers 1 − 10 with boxes for ticking Audio script: three, five, eight, ten |
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c. Outcome |
Pupils can listen to and identify the numbers by ticking the correct boxes. Key: 3, 5, 8, 10 |
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d. Procedure |
Step 1: Draw pupils’ attention to the numbers. Tell them to listen and tick the correct box under each number while listening. Show an example with number three. Play the recording and tick the box under the correct number. Step 2: Play the recording all the way through for pupils to do the task. Play the recording again for them to check their answers. Step 3: Tell pupils to swap their books with their partners, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: Play the recording again for pupils to double-check their answers. Extension: If time allows, play the recording, number by number, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. |
Whole class/ Individual work
Whole class/ Individual work
Pair work/ Individual work
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Activity 3. Read and match. 8 minutes |
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a. Goal |
To read and match the relevant words with numbers. |
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b. Input |
Two columns: numbers in their word form and numeral form. |
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c. Outcome |
Pupils can read and match words with the relevant numbers. Key: 2. e 3. b 4. a 5. d |
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d. Procedure |
Step 1: Draw two columns on the board like the input. Tell pupils to read the words for numbers and draw lines to match with the target numbers. Use number one as an example: Have pupils read the word in chorus and draw a line to match with number 1. Step 2: Give pupils time to do the task individually or in pairs. Go around the classroom to offer support where necessary. Step 3: Check the answers as a class. Then invite a pupil to come to the front and draw a line on the board to match the words with the relevant numbers. |
Whole class/ Individual work
Individual work
Individual work/ Whole class |
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Fun corner and wrap-up: 5 minutes |
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Option 1: Use sachmem, have pupils look at the words in the picture of Activity 1 and repeat after the recording. Option 2: Game: Let’s look and say the numbers! Let the pupils say the numbers and the words. Click to each cloud of word to let it go below the numbers. Ask pupils to say the numbers and words again. Option 3: Ways to say goodbye! Use the Goodbye and Bye greetings for real communication to dismiss the class. Say Goodbye to individual pupils and have them answer Goodbye or Bye as they leave. |
Whole class
Individual work/ Whole class
Individual work/ Whole class |
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