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

1. WARM-UP

a. Objective: To activate pupils' energy physically (TPR) and prime their ears for the target consonant sounds (f and v) in a highly engaging way.

b. Organisation:

- Teacher greets the class warmly.

- The teacher operates an interactive digital smartboard to display animated contexts and taps the digital bubbles on the screen to play the corresponding audio.

- Teacher introduces a fast-paced physical game: "Phonics Freeze".

- Teacher establishes the rules: "When I show you the letter 'F', you must freeze in a football kicking pose. When I show you the letter 'V', you must freeze in a volleyball hitting pose."

- Teacher plays some energetic background music. When the music stops, teacher holds up a flashcard (F or V) and shouts the sound: /f/ or /v/.

- Pupils must quickly strike the correct pose and freeze.

- Teacher praises the fastest and most accurate pupils.

- Teacher writes the letters f and v on the board and leads pupils into Lesson 3.

- Pupils greet the teacher.

- Pupils select simple digital technologies to interact by stepping up to the smartboard and tapping the screen to hear the dialogue.

- Pupils stand up and clear a little space around their desks.

- Pupils listen to the English instructions and observe the teacher's poses.

- Pupils engage in Total Physical Response (TPR) by posing as football or volleyball players based strictly on the visual and auditory phonics cues.

- Pupils laugh, focus their listening skills, and settle down, ready to open their books to Unit 10, Lesson 3.

[2.1.CB1a]: 

Select simple digital technologies to interact by using the touch features of an interactive smartboard.

2. PRESENTATION 

Activity 1: Listen and repeat.

a. Objective: To correctly repeat the sounds of the letters f and v in isolation, in words, and in sentences.

b. Organisation:

…………………………………………..

…………………………………………..

…………………………………………..

…………………………………………..

…………………………………………..

…………………………………………..

Activity 2: Listen and circle.

a. Objective: To identify the target words football and volleyball while listening.

b. Organisation:

- Teacher draws pupils’ attention to the exchanges and the answer options. Explain what pupils have to do. Check comprehension.

- Teacher plays the recording for pupils to listen. Play the recording again for pupils to listen and circle the correct options.

- Teacher gets pupils to swap books with a partner, then checks answers as a class. Write the correct answers on the board. Play the recording again so that pupils can check their answers again.

Extension: Invite one or two pupils to stand up, listen to and repeat the exchanges.

- Teacher moves on to the next content.

- Pupils read the two incomplete exchanges and the three options for each.

- Pupils listen carefully to the recording to pick out the exact word.

- Pupils circle option a for question 1 and option b for question 2.

- Pupils swap books to verify answers with their classmates.

- Selected pupils read the full exchanges clearly.

* Audio script: 1. A: What do you do at break time? B: I play volleyball. / 2. A: What do you do at break time? B: I play football.

* Key: 1. a, 2. b

Activity 3: Let's chant.

a. Objective: To say the chant with the correct rhythm and pronunciation.

b. Organisation:

…………………………………………..

…………………………………………..

…………………………………………..

Activity 4: Read and tick.

a. Objective: To read the exchange and tick the correct boxes in the table about Mary's, Lucy's, Bill's and Minh's break time activities.

b. Organisation:

- Teacher draws pupils’ attention to the question What do you do at break time?, the four answers and reads them as a class. 

- The teacher shares a digital version of the reading text on screen. 

- Teacher draws pupils’ attention to the table. Have them look at the column headed Mary and the tick in the row for chess. Check comprehension.

- Teacher asks pupils to read Lucy's, Bill's and Minh's answers, then tick the correct boxes for them.

- Teacher gets pupils to swap books with a partner, then checks answers as a class. Write the correct answers on the board.

- Teacher moves on to the next content.

- Pupils read the short interview text aloud together.

- Pupils observe the example tick for Mary.

- Pupils independently match the names to the activities and tick the correct boxes in the grid.

- Pupils swap books to check answers against the teacher's key.

* Key: 1. football (Minh), 2. chess (Mary), 3. word puzzles (Lucy), 4. volleyball (Bill).

* Audio script: 

Teacher: What do you do at break time? Mary: I play chess. Lucy: I do word puzzles. Bill: I play volleyball. Minh: I play football.

[2.1.CB1a]:  

Select simple digital technologies to interact.

Activity 5: Let's write.

a. Objective: To use the target language in a real context by completing a gapped text about their school break time activities.

b. Organisation:

…………………………………………..

…………………………………………..

…………………………………………..

Activity 6: Project.

a. Objective: To revise the target language by asking and answering questions about school break time activities and talking about them to the class.

b. Organisation:

- Teacher draws the table on the board. Ask pupils to look at it as an example. Elicit the language needed to do the task: What do you do at break time? – I ______. Write it on the board. Ask pupils to repeat it several times.

- Teacher chooses a pupil and models the activity with him / her, asking: What do you do at break time? The pupil answers, e.g. I play football. Put a tick in the column football in the table.

- Teacher asks pupils to work in groups of six. Remind pupils to be friendly and supportive. Give them time to do the task.

- Teacher invites some pupils to report on their work using the language learnt. Have pupils stick their notes on the walls of the classroom as a display.

- Teacher moves on to the next content.

- Pupils look at the project table and recall the target question and answer structures.

- Pupils observe the teacher's model interview.

- Pupils work collaboratively in groups of six, interviewing each other and ticking the appropriate boxes in the table.

- Group representatives report their findings to the class and display their work on the walls.

3. PRACTICE

a. Objective: To strictly review the target phonics (f, v) visually and accurately, keeping the task simple and basic for Grade 3 pupils.

b. Organisation:

Mission 1: Choose the correct letter.

…………………………………………..

…………………………………………..

…………………………………………..

4. APPLICATION

Mission: "The Active Reporter" 

a. Objective: To confidently apply the target structure (What do you do at break time?) in a high-energy, play-based physical activity completely separate from the textbook's Project table.

b. Organisation:

- Teacher brings out a prop (e.g., a toy microphone) and writes the English instruction on the board: "Task: Interview and Action!"

- Teacher calls one confident pupil to be the "Active Reporter" and gives them the microphone.

- The Reporter walks to any friend in the class, holds out the microphone, and asks: "What do you do at break time?"

- The friend must stand up, loudly answer (e.g., "I play badminton!"), and immediately mime the action.

- The Reporter must copy the action, give a thumbs-up, and say: "Great!" before moving to another friend.

- After 3 interviews, the Reporter passes the microphone to another pupil.

- This game requires no writing, focusing purely on dynamic speaking, listening, and physical movement (TPR).

* CONSOLIDATION

- Teacher reviews and summarizes the main phonics sounds (f, v) and the vocabulary of the unit.

- Teacher comments on and evaluates pupils' participation, especially praising their energy during the phonics freeze game and the active reporter game.

* ADVICE

- Practice the phonics sounds (f, v) and the chant at home.

- Play the "Interview and Action" game with your family members.

- Prepare for the next unit.

- Pupils eagerly wait for the Reporter to approach them.

- The chosen Reporter confidently walks around the room and asks the target question using the microphone prop.

- The interviewed pupil stands up, answers the question aloud, and performs the physical action (TPR) associated with the sport/game.

- Both pupils mime the action together, creating a fun, interactive atmosphere.

- Pupils enjoy the play-based application of their knowledge without the pressure of writing.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

REFLECTION