Giáo án NLS Tiếng Anh 3 Global Success Unit 10: Break time activities - Lesson 1

1. WARM-UP

a. Objective: To activate pupils' energy physically (TPR) and introduce the concept of sports and games before explicitly teaching the vocabulary.

b. Organisation:

- Teacher greets the class warmly.

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher introduces a fast-paced physical game: "The Action Master".

- Teacher explains the rules: "Look at me. When I do an action, you mimic my action and say 'Play!'"

- Teacher mimes bouncing a basketball. (Pupils mimic and say: "Play!")

- Teacher mimes swinging a badminton racket. (Pupils mimic and say: "Play!")

- Teacher mimes moving a chess piece thoughtfully. (Pupils mimic and say: "Play!")

- Teacher praises the class for their energy, settles them down, and introduces the new topic.

- Teacher tells pupils to open their books to Unit 10, Lesson 1.

- Pupils greet the teacher.

- Pupils watch the AI-generated video and answer the questions about it.

- Pupils stand up and make some space around their desks.

- Pupils carefully observe the teacher's miming actions.

- Pupils engage in Total Physical Response (TPR) by enthusiastically mimicking the sports/games movements and shouting "Play!"

- Pupils focus their attention on the new lesson topic and open their books.

[2.1.CB1a]: 

Choose simple digital technologies for interaction. 

2. PRESENTATION

Activity 1: Look, listen and repeat.

a. Objective: To understand and correctly repeat the sentences in two communicative contexts about school break time activities.

b. Organisation:

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Activity 2: Listen, point and say.

a. Objective: To correctly say the phrases and use I _____ at break time. to identify school break time activities.

b. Organisation:

- Teacher draws pupils’ attention to Pictures a to d. Elicit the name of each break time activity. Ask pupils to listen to the recording and repeat the names of the break time activities several times until they feel confident.

- Teacher draws pupils’ attention to the speech bubble. Remind them that I _____ at break time. is used to identify break time activities.

- Teacher points at Picture a and has pupils listen and repeat after the recording several times. Repeat the same procedure with the other three pictures.

- The teacher demonstrates an AI-powered pronunciation application on the smartboard. The teacher models speaking the sports vocabulary into the microphone, showing how the AI tool provides instant visual feedback (green for correct, red for incorrect).

- Teacher puts pupils into pairs. Tell them to point at the pictures and talk about break time activities using the sentence pattern.

- Teacher invites a few pairs to come to the front of the class and talk about break time activities. If they perform well, praise them.

- Teacher moves on to the next content.

- Pupils observe the pictures and identify the four activities.

- Pupils listen to the recording and repeat the new vocabulary phrases clearly.

* Audio script: a. play chess, b. play volleyball, c. play basketball, d. play badminton

- Pupils focus on the speech bubble and practice the full sentence structure with the teacher.

* Audio script: I play chess at break time.

- Pupils perform basic operations with AI tools by speaking the target words into the microphone and observing the AI's visual feedback to self-correct their pronunciation.

- Pupils work in pairs, taking turns to point to the pictures and say the complete sentences.

- Selected pairs present their speaking practice to the class.

[6.2.CB1b]: 

Perform basic operations with AI tools by using an AI pronunciation application to receive instant feedback.

Activity 3: Let's talk.

a. Objective: To enhance the correct use of I _____ at break time. to identify school break time activities in a freer context.

b. Organisation:

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Activity 4: Listen and tick.

a. Objective: To listen to and understand two communicative contexts in which pupils talk about what they do at break time and tick the correct pictures.

b. Organisation:

- Teacher draws pupils’ attention to Pictures 1a   and 1b. Elicit the action of the character in each picture.

- The teacher distributes tablets for the listening task. The teacher explicitly instructs pupils on how to identify and solve simple technical problems, such as no audio, by checking if the headphones are fully plugged into the jack or adjusting the volume buttons on the side.

- Teacher asks pupils to listen carefully and plays the recording for Question 1. Ask pupils to listen and tick the correct box next to the picture. Play the recording a third time to give pupils another listening opportunity.

- Teacher repeats the steps for Pictures 2a and 2b. 

- Teacher gets pupils to swap books with a partner and check answers as a class.

- Teacher moves on to the next content.

- Pupils look at the pairs of pictures and recall the vocabulary for the actions shown.

- Pupils operate the tablets, identify simple technical problems like low volume or no sound, and apply simple solutions by pressing the volume buttons or plugging in headphones properly to hear the audio clearly.

- Pupils listen closely to the recording to pick out the specific sport or game mentioned.

* Audio script: 

1. Linh: Hi. I'm Linh. I play volleyball at break time.

2. Ben: Hello. I'm Ben. I play basketball at break time

- Pupils tick box 1b and box 2a.

- Pupils swap their books to verify answers with their classmates.

* Key: 1. b, 2. a

[5.1.CB1a]: 

Identify simple technical problems when operating devices and identify simple solutions by adjusting volume/headphones.

Activity 5: Look, complete and read.

a. Objective: To look at the picture cues, complete the gapped sentences with the target vocabulary, and read them aloud.

b. Organisation:

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Activity 6: Let's sing.

a. Objective: To sing the song "It's break time." with the correct pronunciation and melody.

b. Organisation:

- Teacher plays the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary.

- The teacher uses an AI-assisted smart lyric tracker on the smartboard to play the song. The AI highlights the words dynamically as the song progresses, helping pupils keep pace with the rhythm.

https://www.youtube.com/watch?v=cNQvC6X629Q

- Teacher plays the recording all the way through and has pupils sing along.

- Teacher introduces actions for pupils to do while they sing along to the recording.

Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the class to perform while the rest of the class sings and / or claps along. Encourage the class to praise or cheer the performers.

- Teacher moves on to the next content.

- Pupils listen to the melody of the song.

- Pupils perform basic operations with AI tools by visually following and interacting with the AI-generated dynamic lyric tracking to sing along with the melody accurately.

- Pupils practice singing line by line.

- Pupils sing the whole song and follow the teacher's physical actions.

- Groups collaborate to create their own TPR actions for the song and perform them proudly at the front of the class.

[6.2.CB1b]: 

Perform basic operations with AI tools by following an AI-assisted lyric tracking program.

3. PRACTICE

a. Objective: To consolidate reading comprehension of the 4 target activities visually and accurately, without relying on Vietnamese translation or overcrowding the page.

b. Organisation:

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4. APPLICATION

Mission: "Action Charades" 

a. Objective: To confidently apply the target structure (I _____ at break time.) in a highly engaging, play-based physical activity that requires no writing, focusing purely on speaking and movement.

b. Organisation:

- Teacher writes the English instruction on the board: "Task: Mime and Guess."

- Teacher divides the class into groups of 4.

- Teacher calls one pupil from each group to the front and secretly shows them a flashcard (e.g., play volleyball).

- The pupils run back to their groups and must silently mime the action of playing volleyball.

- The group members watch the action and try to guess by shouting out the full sentence: "I play volleyball at break time!"

- The pupil who is miming nods and says "Yes!" when someone guesses correctly.

- The pupil who guessed correctly gets to go to the teacher for the next secret flashcard.

- Teacher monitors the groups, ensuring they are speaking the full English sentences while enjoying the physical game.

* CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson: The 4 activities (play chess, play volleyball, play basketball, play badminton) and the structure I _____ at break time.

- Teacher comments on and evaluates pupils' participation, especially praising their energy during the warm-up and charades game.

* ADVICE

- Mime the actions at home and teach your parents to say the English words.

- Complete the exercises in the Workbook.

- Prepare for Unit 10 - Lesson 2.

- Pupils sit in their assigned groups.

- Pupils follow the English instructions and understand the rules of the charades game.

- One pupil acts out the "secret" sports movement energetically using their whole body (TPR).

- The group members watch carefully and shout out the target sentence contextually.

- Pupils swap roles continuously, ensuring high engagement, physical activity, and equal speaking time.

- Pupils enjoy the play-based application of their knowledge.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

REFLECTION