Giáo án NLS Tiếng Anh 3 Global Success Unit 18: Playing and doing - Lesson 3

1. WARM-UP

a. Objective: To create a lively, engaging atmosphere and revise the action verbs in progress before starting the phonics lesson.

b. Organisation:

- Teacher greets the class.

- 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 prepares a "Magic Wand".

- Teacher explains the rules: When the teacher points the magic wand at a pupil and says an action (e.g., "Magic wand says... dancing!"), that pupil must stand up immediately, mime the action, and say "I'm dancing!".

- If the pupil does it correctly within 3 seconds, they get a sticker.

- Teacher goes around the class, pointing the wand at random pupils and calling out different actions (reading, writing, singing, playing basketball, etc.).

- Teacher leads into the new lesson.

- 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 listen to the rules carefully and sit attentively.

- When pointed at, the pupil quickly stands up, mimes the action requested by the "magic wand", and speaks loudly (e.g., "I'm singing!").

- The rest of the class watches and cheers for their friends.

- Pupils open their books and get ready for 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.

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Activity 2: Listen and circle.

a. Objective: To identify the target words listen and singing while listening.

b. Organisation:

- Teacher draws pupils' attention to the sentences and the gap-fill options. Play the recording for pupils to listen. Play the recording again for pupils to listen and circle the correct options.

- Teacher instructs pupils to access the digital version of this exercise on their tablets via the class learning platform.

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

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

- Teacher moves on to the next content.

- Pupils observe the two incomplete sentences and the options (a, b).

- Pupils find and open the digital worksheet on their devices. 

- Pupils listen to the recording carefully and circle the correct words.

- Pupils swap books to peer-check.

- Pupils look at the teacher's keys on the board to confirm their answers.

- Selected pupils stand up and read the completed sentences aloud.

*  Audio script: 1. I listen to music at break time. / 2. I'm singing a song.

*  Key: 1. a; 2. a

[1.1.CB1a]:

Identify information needs, find data, information and content through simple searches in digital environments.

[4.1.CB1c]: 

Follow simple safety and security measures.

Activity 3: Let's chant.

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Activity 4: Read and match.

a. Objective: To read three short texts and match the pupils with the activities that they are doing.

b. Organisation:

- Teacher draws pupils' attention to the icons for listening (headphones), reading (book), and drawing (easel). Elicit the words.

- Teacher shares a digital matching game (e.g., using Wordwall or a similar simple platform) via a QR code.

- Teacher tells pupils about the activity. Give pupils time to read and match the texts with the correct icons.

- Teacher gets pupils to swap books with a partner. Then check the answers as a class. Write the correct answers on the board for pupils to check and correct their answers.

- Teacher moves on to the next content.

- Pupils identify the actions based on the three icons (a, b, c).

- Pupils scan the QR code to open the game on their tablets. 

- Pupils independently read the three short texts carefully and draw lines to match them with the correct icons.

- Pupils swap books to check answers with their partners.

- Pupils check their answers with the teacher's keys.

*  Key: 1. b    2. a     3. c

[2.2.CB1a]: 

Identify simple digital technologies suitable for sharing data, information and digital content.

Activity 5: Let's write.

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Activity 6: Project (Our activities)

a. Objective: To present their photos and tell their friends what they are doing in the photos.

b. Organisation:

- Teacher points at the prompt drawing and explains what they should do to complete the project.

- Teacher creates a shared digital folder (e.g., Google Drive or a class Padlet) and asks pupils to upload the photos they prepared.

- Teacher prepares two photos to share with pupils. Take a piece of paper and write the captions for the photos. Point at one photo and say: In this photo, I'm _____. and point at the other photo and say: And in this photo, I'm _____..

- Teacher has pupils show the photos or pictures that they have prepared for the project. Revise some structures and vocabulary that pupils need for their presentations. Give the pupils time to practise their presentations by themselves. Go around the classroom to monitor and offer support.

- Teacher gives pupils time to use their photos to practise presenting their projects within their groups. Invite some pupils to present in front of the class.

- Teacher moves on to the next content.

- Pupils listen to the teacher's explanation of the project.

- Pupils upload their photos to the shared digital space.

- Pupils observe the teacher's model presentation with real photos.

- Pupils bring out their prepared photos showing them doing different activities.

- Pupils practice presenting their photos in small groups using the target structures.

- Confident pupils present their photos to the whole class.

[2.2.CB1a]: 

Identify simple digital technologies suitable for sharing data, information and digital content.

3. PRACTICE

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4. APPLICATION

a. Objective: To actively apply the sentence pattern I'm in the... I'm -ing... in a creative drawing and speaking context, distinct from the photo project.

b. Organisation:

Mission: Creative Task "My Action Diary"

- Teacher gives each pupil a piece of blank A4 paper.

- Teacher assigns the task: "Imagine you are in your favorite room (living room, bedroom, music room, etc.). Draw yourself doing your favorite activity in that room".

- Teacher models the presentation using a quick drawing on the board: "Look at my diary. I'm in the living room. I'm watching TV."

- Teacher asks pupils to work in pairs. They take turns showing their drawing and talking about it using the structures: I'm in the... / I'm....

- Teacher invites 3-4 confident pupils to come to the front, show their "Action Diary", and present it to the whole class.

- Teacher praises the pupils for their lovely drawings and correct sentence structures.

* CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson.

- Teacher comments on and evaluates pupils' participation.

* ADVICE

- Review the vocabulary and sentence structures learned in Unit 18.

- Complete the exercises in the Workbook.

- Prepare for Unit 29 – Lesson 1.

- Pupils quickly draw themselves in their favorite room doing an action using their color pencils.

- Pupils listen to the teacher's model presentation.

- Pupils work in pairs, pointing to their drawings and confidently presenting: "I'm in the... I'm...".

- Selected pupils stand in front of the class, show their artwork, and speak loudly.

- The rest of the class listens and claps.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

REFLECTION