giáo án tiếng anh lớp 3 tuần 2

PHIẾU BÁO GIẢNG TUẦN 3
Thứ, ngày Buổi Tiết Lớp
Tiết
(CT)
Tên bài dạy
Thứ ba
16/09/2014
Sáng
2 3/2 5
Unit 2. What’s your name?
Lesson 2
3 3/3 5
Unit 2. What’s your name?
Lesson 2
4 3/1 5
Unit 2. What’s your name?
Lesson 2
Thứ năm
18/09/2014
Sáng
2 3/1 6
Unit 2. What’s your name?
Lesson 3
3 3/2 6
Unit 2. What’s your name?
Lesson 3
4 3/3 6
Unit 2. What’s your name?
Lesson 3
Thứ sáu
19/09/2014

Sáng
1 4/4 5
Unit 2. What’s your name?
Lesson 2
2 4/4 6
Unit 2. What’s your name?
Lesson 3
English
Period 5: Unit 2: What’s your name? - Lesson 2
I. Objectives:
1. Knowledge: By the end of this lesson, pupils will be able to ask and
answer questions about one’s name
2. Skills: - Develop all skills
3. Language focus:
a. Sentences patterns : How do you spell your name?
L-I-N-D-A
b. Vocabulary: how, do spell.
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, tape, CD
2. Student’s: books, notebooks, workbooks.
III. Activities for teaching and learning
1. Settlements: (3’) Let’s sing: Alphabet
2. Oral test: (3’)
S1: Hello. What’s your name?
S2: Hello. My name’s , . And you?
S1: My name’s
3. New lesson
Teacher's activities Students' activities
1. Warm up.(2ms)
- Explain the way to play Hang man game.

- Divide the class into 3 grouSs.
- Find the winner
- Ask pupils to find the similarity of the
words.
1._ _ _ _ ( 4 letters )

2._ _ _ _ _ ( 5 letters )
3._ _ _ _ ( 5 letters )
4._ _ _ _ _ ( 5 letters )
2. Preparation. (2ms)
New words
- T elicits vocabulary from students.
+ do(v) ( situation)
+ spell (translate)
- Get Ss to read all the new words in
chorus, in grouSs, then individual
- Greeting
- Listen to the teacher.
- Reply
- Write vocabulary in their notebooks.
- Teacher - whole class
- Check vocabulary
3. Practice (26 ms)
Part 1. Look, listen and repeat.
- Ask Ss look at the picture and listen to the
dialogue in their books.
- Tell Ss that they are going to practise
asking and answering questions about
spelling one’s name.
- Point to the P1 and Ask Ss look at the text

in speech bubbles.Use a poster or two
character puppets to present the situation.
- Explain the meaning of the language
practised.
do(v)
spell(v)
* Presenting Sentence patterns
- T gives a situation to present.
- T elicits the structures by asking Ss to
speak out the model sentence:
Nam: What’s your name?
Linda: My name’s Linda
Nam: How do you spell your name?
Linda: L-I-N-D-A
- Asks ss to look at the book and listen to the
tape two times.
- Asks ss to listen and repeat after the tape.
- Asks some ss to practice the dialouge.
- Listens and corrects mistakes.
Part 2: Point and say
- Have pupils look at Pictures 2. Ask them to
identify the characters in the pictures.
Have pupils repeat the phrases a few times.
- T models the dialogue (use a picture)
Nam: How do you spell your name?
Linda:. _________
- Call on one pair and ask them to pretend to
be Linda and Nam.
- Call on one more pair to be Quan and Peter
and do the same way.

- Have the class repeat all the phrases
- Have Ss to work in pairs: Linda, Nam;
- Look at the picture to describe.
-Practise asking and answering
questions about spelling one’s name.
- Listen.
- Listen
- Look at the book.
- Speak out the model sentence:
- Look at the book and listen the tape.
- Listen and repeat after the tape.
- Practice the dialouge
- Listen
- Look at the pic and identify the
characters.
- Repeat the phrases a few times
- Write the model sentences in their
notebooks
Teacher-whole class.
- Work in pairs.
Ex.
S1: What’s your name?
S2: My name’s ______.
- Play role.
- Repeat.
- Work in pairs
Quan, Peter
- Call some students to stand up and read
aloud.
- Check some pairs, group at class.

Part 3: Let’s talk
- Tell Ss that they are going to practise more
with their friends.
- Point to each character eliciting the name.
- Ask Ss to guess what the children say.
- Asks Ss fill the gaps and write the
sentences on the board.
- Get Ss to repeat the sentences a few times.
- Get Ss work in pair of three to interact.
- Call a few pairs practise in front of the
class.
- Check Ss’ pronounciation.
Part 4: Listen and number
- Pre - listen: Ask Ss to tell about the
differences between the pic.
+ Tell Ss the way to listen
While listen: + Ask Ss to listen to the tape
and choose , number the right pic
- Listen and write the number in the picture
you hear.
- Who are they in the picture?
+ Play the tape three times to listen.
+Let them listen and number the mentioned
pic.
+ Listen and give the correct
- Check the answer, open the tape once and
check.
Transcript:
1. Peter: My name’s Peter.
Mai: Hello, Peter. My name’s Mai.

2. Linda: My name’s Linda.What’s your
name?
Quan: Hi, Linda. My name’s Quan.
Nam: I’m fine, thank you.
3. How do you spell your name?
L-I-N-D-A
4. How do you spell your name?
P-E-T-E-R
- Stand up and read aloud.
- Practise more with friends
- Guess
- Fill the gaps and write the sentences
on the board
- Repeat the sentences a few times.
- Work in pair of three to interact.
- Work in pairs to practice before the
class.
- Answers
- In pairs or groups and guess.
- Listen to the tape carefully and
number hear

- Ss listen and take note
- Listen and give their answer in the
class.
- Correct the answer and write in their
notebooks.
Keys : a-4, d-3, b-2, c-1
Part 5: Read and match
- Tell Ss the task they have to do: Read the

dialogues on the right and pair them with the
pictures on the left by drawing a line.
- Pupils read the sentences individually and
do the task.
- Monitor the activity and offer help when
necessary.
- Pairwork. Ask Pupils trade their answers in
pairs for the correction.
- Call on some pupils to report their answers.
- Make a few questions to check pupils’
comprehension of the dialogue.
- Have the whole class chorally read each
line of the sentences to reinforce their
pronunciation.
Answers: Keys: 1-c, 2-b , 3-a
Part 6: Let’s write
*Pre- writing
-Introduce the lesson ,explain how to do the
task
-Have Ss look at the form mail, have Ss
focus on the main information
-Explain the language:
Peter: What’s your name?
Hoa:My name’s__________.
Peter: How do you spell your name?
Hoa: ___________.
* While- writing
-Have Ss do the task: Ss complete the text
( monitor and help when necessary)
-Have Ss share the result with the partner

- Asking Ss to exchange their results with the
next one to correct the answers.
- Giving answers:
- Calling 2 Ss give their cards.
- Having 2,3 pairs play the roles to reinforce
their pronunciation.
* Post- writing
-Have Ss report their result
-Invite some Ss to complete on the board and
correct.
- Listen the teacher
- Read the sentences individually and
do the task.
- Work in pairs and trade answer.
- Report their answers
- Read each line of the sentences -
Answer in the class in pairs.
- Listen.
- Look at the form mail and focus on
the main information
- Listen
- Read the text.
- Share the result
- Exchange their results.
- Give cards.
- Play the roles.
- Report their result
- Complete on the board and correct.
4. Consolidation and h omework. (3ms)
- Ask Ss learn by heart the structure and

new words
- Ss practice the sounds at home in
workbook.
- Prepare Unit 2 – lesson 3.
- Listen to the teacher.
Teaching experiences :
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English
Period 6: Unit 2: What’s your name? - Lesson 3
I. Objectives:
1. Knowledge: By the end of this lesson By the end of this lesson, pupils
will be able to pronouce the sound: /m/ and /p/ in the words: Mai, Peter well, read
and write the correct words
2. Skills: - Develop all skills
3. Language focus:
a. Sentences patterns : How do you spell your name?
L-I-N-D-A
b. Vocabulary: review
c. Phonics: Mai Peter
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, tape, CD
2. Student’s: books, notebooks, workbooks.
III. Activities for teaching and learning
1. Settlements: (3’) Let’s sing: Alphabelt
2. Oral test: (3’)
S1: Hello. How are you?
S2: Hello. I’m fine , thank you. And you?

S1: Fine, thank you.
3. New lesson
Teacher's activities Students' activities
1. Warm up.(2ms)
Chatting Sticky ball with structure:
Nam: What’s your name?
Linda: My name’s Linda
Nam: How do you spell your name?
Linda: L-I-N-D-A.
- T asks Ss to repeat the questions asking and
answering their names and spelling one’sname.
2. Practice (30 ms)
Part 1. Listen and repeat.
- Use the board to present the sounds / m/, /p/
- T explains how to make the sound.
-Play the recording ask the Ss to listen and repeat
- Listen and read to recognize the sounds ( twice)
- Listen and repeat line by line
Part 2: Listen and write
- Tell Ss that they are going to do a dictation by
listening to the recording and fill in the gap with
- Greet
- Listen to the teacher.
- Listen to the teacher.
- Listen and repeat
- Listen and read to recognize
the sounds
- Listen and repeat line by line
- Listen and fill in the gap.
the words that they listened.

- Give the class few minute to read the text before
starting the dictation
- Play the recording
- Ask the Ss to swap their book to check their
answer before checking as a class.
Keys: 1 Hello,Peter.
2 My name’s Mai
- Get Ss to work in pair and practise saying the
sentences
Part 3: Let’s chant
What’s your name?
- Tell Ss that they are going to say the What’s your
name? chant.
- Play the recording and repeat.
- Listen repeat and chants.
- Play games: Chants and clap who clap right is
winner.
- Using the puppet and play the roles.
Part 4: Read and match
- Tell Ss the task they have to do: Read the
sentences on the left and pair them with the
sentences on the right by drawing a line.
- Give Ss a few second s to read in silence.
- Use the first pair of sentences as an example to
make the task clear.
- Ask Ss to do the task. Go round to help.
- Get Ss to swap and correct their answer before
checking as a class.
Keys: 1-b 2-d 3-a 4-c
Part 5: Read and complete

*Pre-reading:
-T introduces the topic “you are going to read the
words in the box in order to get the information to
write the missing words in three dialogues.
*While-reading:
1
st
reading: Ss read the sentences individually and
check their prediction.
2
nd
reading: Ss do the task (match the sentence
with a appropriate picture.)
- Monitor the activity and offer help when
necessary
- Have Ss trade the answers in pairs for correction
- Read the text
- Listen the tape.
- Swap their book to check their
answer
- Work in pair and practise
saying the sentences
- Listen.
- Listen and repeat.
- Listen and repeat the chants.
- Play games.
- Play the roles
- Pairwork to read.
- Teacher - whole class
- Read

- Listen to understand.
- Do the task.
- Swap and correct their answer
- Listen to get the information to
write the missing words in three
dialogues
Read the sentences
individually
- Do the task.
- Call on some Ss to report their answers. Others
listen and comment.
*Post-reading:
- Make a few questions to check Ss’
comprehension of the sentences.
- Have the whole class read each sentence in
chorus to reinforce their pronunciation
*Answers: 1.my 2.hi 3.How
4.What’s 5.name’s
Part 6: Project
- Tell Ss that they are going to ask and answer
about their names.
- Check their understanding
- Give Ss time to prepare school thing to carry out
the project
- Give Ss time to do the project in class
- Gets Ss to work in groups
- Go round to offer help
- Call several Ss to the front of the class to have the
Ss ask and answer about their names in the
classroom

3. Consolidation and h omework. (3ms)
- Ask Ss learn by heart the structure and new
words
- Ss practice the sounds at home in workbook.
- Prepare Unit3 – lesson 1.
- Trade the answers in pairs
- Correct the answer and write in
their notebooks.
- Listen.
- Read each sentence in chorus

- Ask and answer about their
names.
- Prepare school thing to carry
out the project.
- Do the project in class
- Work in groups

- Stand by the class to ask and
answer about their names.
- Listen and write down them in
their notebooks.
Teaching experiences :
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DUYỆT CỦA TỔ TRƯỞNG
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