Giáo án Tiếng Anh lớp 3 Unit 4 Lesson 2 Global Success

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

- use Open your ____! and Touch your ___! to give instructions;

- listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Our bodies”.

Core Competencies

Communication, planning and organization, stress tolerance and initiative.

General Competences

Listening: Look, listen and repeat

Critical Thinking: Listen, point and say

Oral Communication: Let’s talk

Attributes

Honesty: show body languages

Communication and collaboration: work in pairs or groups

II. RESOURCES AND MATERIAL

- Student’s book Page 30

- Audio Tracks 39, 40

- Teacher’s guide Pages 55, 56

- Website sachmem.vn

- Flashcards/ pictures and posters (Unit 4)

- Computer, projector, …

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song Parts of the body on page 29.

- Listen to the recording.

- Ask pupils to sing the song.

- Select some more able pupils to sing the song in front of the class.

Option 2: Spend a few minutes revising Lesson 1 by getting some pairs to ask and answer questions about parts of the body, using What’s this? – It’s ______.

Option 3: Review

Teacher: We use ... for listening (pretend to listen to music)

Pupils: An ear!

Teacher: We use ... for looking (pretend to wear glasses)

Pupils: An eye!

Teacher: We use ... for smelling (pretend to smell something good)

Pupils: A nose!

Teacher: We put makeup on a ... (pretend to put on makeup)

Pupils: A face!

Teacher: We hold something with ... (pretend to hold heavy thing)

Pupils: A hand!

Whole class

Pair work

Whole class/ Individual work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal

To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on giving instructions.

b. Input

– Context a: Ms Hoa: Touch your nose!

– Context b: The doctor: Open your mouth!

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on giving instructions.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary.

Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence.

Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

Step 5: Draw their attention to the instructions Touch your nose! and Open your mouth! Tell pupils that they are used to give instructions.

Whole class/ Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use Touch your ____! and Open your ____! to give instructions.

b. Input:

– Picture cues:

a. a girl touching her hair b. a boy touching his ears

c. a boy opening his mouth d. a boy opening his eyes

– Speech bubbles: Touch your ___!

Open your ___!

Audio script:

a. touch / hair         b. touch / ears

c. open / mouth         d. open / eyes

Touch your hair!

Open your mouth!

c. Outcome:

Pupils can correctly say the words and use Touch your ___! and Open your ___! to give instructions.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the actions and the body parts.

Step 2: Have pupils point at Picture a (a girl touching her hair), listen to the recording and repeat the word (touch / hair). Follow the same procedure with the other three pictures. Have the class repeat the words a few times.

Step 3: Point at the bubble and have pupils listen and repeat after the recording (Touch your hair!). Point at Picture a and have pupils listen and repeat after the recording (Touch your hair!). Follow the same procedure with the other three pictures.

Step 4: Have pairs practise giving the instructions using the pictures.

Step 5: Invite a few pairs to point at the pictures and giving the instructions in front of the class.

Whole class/ Individual work

Pair work

Pair work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of Touch your ___! and Open your ___! to give instructions

b. Input

- Picture cues: A boy asks a girl to touch her hair and a doctor asks a boy to open his mouth.

- Speech bubbles: Touch your ___!

Open your ___!

c. Outcome

Pupils can enhance the correct use of Touch your ___! and Open your ___! to give instructions.

d. Procedure

Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Draw pupils’ attention to the two bubbles used to give instructions. Have them identify what is missing in the structures. Check comprehension.

Step 2: Put pupils into groups of four and ask them to give instructions using the speech bubbles and picture cues. Go around the classroom to offer support. Encourage pupils to give more instructions using the words that they have learnt (e.g. nose, face, ear, ...).

Step 3: Invite some groups to the front of the class to perform their instructions. Praise them if they perform well.

Game: At the Doctor's Office

- Ask some volunteer pairs to play role in front of class.

- One pupil is a doctor and another is the patient, who describes what hurts.

- When a patient says his/ her hurt, a doctor has to listen carefully and touch/ open that correct body part.

Whole class/ Individual work

Group work

Group work

Whole class/ Individual work

Fun corner and wrap-up: 5 minutes

Option 1: Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings.

Option 2: Simon says

- Teacher is the “Simon” and calls out the actions. Every student must follow and do the action, but only when they hear “Simon says ...”.

- If teacher leaves out “Simon says” before giving instruction, anyone who does the action is out.

- Then, teacher can choose one or more students as the leader to continue a game.

Option 3: Can you touch ...?

- Teacher starts the music, pupils sing and dance around the room.

- When teacher stops the music, put up a body flashcard, or just yell out the vocabulary.

- Pupils must find a partner and touch the appropriate body part on the other child.

Whole class

Whole class

Whole class/ Individual work

Pair work