Giáo án NLS Tiếng Anh 3 Global Success Unit 9: Colours - Lesson 2

1. WARM-UP

a. Objective: To activate pupils' energy physically (TPR) and smoothly introduce the concept of singular vs. plural before asking about colours.

b. Organisation:

- Teacher greets the class.

- 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 quick physical game: "One or Many?"

- Teacher explains the rules: "When I show you ONE object, you stand up and say 'It is...'. When I show you MANY objects, you jump and say 'They are...'."

- Teacher holds up 1 book. (Pupils stand: "It is a book!")

- Teacher holds up 3 pens. (Pupils jump: "They are pens!")

- Teacher praises the active pupils. Then, Teacher holds up 2 green notebooks and asks: "What colour are they?"

- Teacher guides the class to answer: "They are green."

- Teacher tells pupils to open their books and look at Unit 9, Lesson 2.

- Pupils greet the teacher.

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

- Pupils listen to the English rules and prepare for the physical activity.

- Pupils observe the teacher's hands, quickly identify singular or plural, and perform the correct physical action (stand or jump) while speaking.

- Pupils focus on the new plural question structure (What colour are they?) 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 focusing on the colour of the pencils.

b. Organisation:

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Activity 2: Listen, point and say.

a. Objective: To correctly say the words and use What colour are they? – They're ___. to ask and answer questions about the colours of school things.

b. Organisation:

- Teacher has pupils look at the pictures and elicit the names of the school things.

- Teacher has pupils point at Picture a, listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Hold up the flash cards for orange, green, white and blackand have pupils say the words.

- The teacher demonstrates how to use an AI-powered pronunciation application on the smartboard, showing how the AI gives instant visual feedback (green for correct, red for incorrect) on spoken plural colour words.

- Teacher points at the speech bubble What colour are they? and has pupils listen and repeat after the recording. Point at Picture a and have pupils listen and repeat after the recording. Repeat the same procedure with the other three pictures.

- Teacher has pairs practise asking and answering the question What colour are they? – They're ___..

- Teacher invites a few pairs to point at the pictures and say the questions and answers in front of the class.

- Teacher moves on to the next content.

- Pupils identify the plural items: books, notebooks, erasers, school bags.

- Pupils listen to the recording and repeat the new colour words.

- 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 look at the flashcards and call out the colours.

- Pupils listen to the model sentences and practice pointing and repeating.

* Context: a) three orange books; b) three green notebooks, c) three white erasers, d) two black school bags.

- Pupils work in pairs, asking and answering about the colours of the plural items.

- Selected pairs perform the exchange for the class.

[6.2.CB1b]: 

Perform basic operations with AI tools by using an AI pronunciation app for instant feedback.

Activity 3: Let's talk.

a. Objective: To enhance the correct use of What colour are they? – They're ___. to ask and answer questions about the colours of school things in a freer context.

b. Organisation:

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Activity 4: Listen and number.

a. Objective: To listen to and understand four communicative contexts and number the correct pictures.

b. Organisation:

- Teacher has pupils look at the pictures and ask them some questions such as What is this? What colour is it? What are these? What colour are they?.

- The teacher distributes tablets for the listening task and explicitly guides pupils on how to identify simple technical problems, such as no audio.

- The teacher explains how to fix them by checking the headphone connection or adjusting the volume buttons.

- Teacher plays the recording all the way through so that pupils can become familiar with the characters' voices. Then play the recording for them to listen and number the pictures.

- Teacher gets pupils to swap books with a partner, then checks answers as a class.

- Teacher moves on to the next content.

- Pupils observe the pictures (a. black bag, b. orange bag, c. white books, d. green books) and answer the teacher's warm-up questions.

- Pupils operate the tablets and identify simple technical problems like low volume.

- Pupils apply simple solutions by pressing the volume buttons or plugging in headphones properly to hear the audio clearly.

- Pupils listen carefully to the audio, distinguishing between singular (is it) and plural (are they) to number correctly.

- Pupils swap books to verify answers with their classmates.

* Audio script: 1. A: What colour is it? B: It's orange. / 2. A: What colour are they? B: They're green. / 3. A: What colour are they? B: They're white. / 4. A: What colour is it? B: It's black.

* Key: 1. b, 2. d, 3. c, 4. 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 complete the four incomplete dialogues with the help of picture cues.

b. Organisation:

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Activity 6: Let's sing.

a. Objective: To sing the song Colours with the correct pronunciation and melody.

b. Organisation:

- Teacher has pupils read the lyrics of the song. Encourage pupils to answer questions such as What is the song about? What colour is the pen? and What colour are the rulers? Check comprehension.

- The teacher uses an AI-assisted smart lyric tracker on the screen to play the song. The AI highlights the words dynamically as the song progresses.

- Teacher has pupils listen to the whole song, drawing their attention to the pronunciation, the rhythm and the melody.

https://youtu.be/bt4oCzRdyt8?si=SOEGd6U6431-xmkT 

- Teacher lets pupils listen to the recording and practise singing the song, line by line, and clapping their hands. Then ask them to sing the whole song and clap their hands.

- Teacher invites a few groups of pupils to the front of the class to sing the song.

- Teacher moves on to the next content.

- Pupils read the lyrics and answer comprehension questions.

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

- Pupils listen to the melody.

- Pupils practice singing line by line.

- Pupils sing the whole song and physically clap their hands to the beat.

- Groups confidently perform the song at the front.

[6.2.CB1b]: 

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

3. PRACTICE

a. Objective: To consolidate reading comprehension of plural objects and the 4 target colours (orange, green, white, black) visually, without relying on Vietnamese translation.

b. Organisation:

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4. APPLICATION

Mission: "The Colourful Backpack" 

a. Objective: To confidently apply the target structure (What colour are they? – They're ___.) to their own real-life plural school supplies in a highly engaging, communicative setting.

b. Organisation:

- Teacher writes the English instruction on the board: "Task: Pack, Ask, and Answer."

- Teacher pairs the pupils up (Pupil A and Pupil B).

- Teacher instructs each pair to put a few sets of plural items on their desk (e.g., 2 green pens, 3 white erasers, 2 orange rulers).

- Pupil A picks up a set of items (e.g., 2 green pens), holds them up, and asks: "Do you have pens?"

- Pupil B answers: "Yes, I do."

- Pupil A asks: "What colour are they?"

- Pupil B answers: "They are green."

- The pupils swap roles and repeat the process using different items on their desk.

- Teacher invites 2-3 enthusiastic pairs to perform the interaction in front of the whole class using their real belongings.

* CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson: The 4 colours (orange, green, white, black) and the plural structure What colour are they? - They're...

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

* ADVICE

- Point to plural things in your house (e.g., chairs, shoes) and practice asking "What colour are they?"

- Complete the colour exercises in the Workbook.

- Prepare for Unit 9 - Lesson 3.

- Pupils place real plural items on their desks.

- Pupils follow the English instructions and work in pairs.

- One pupil initiates the conversation by holding up real plural objects.

- Pupils ask the target plural question naturally.

- Pupils respond with the correct colour of the real-life objects.

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

- Selected pairs proudly demonstrate their interaction to the class.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

REFLECTION