Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 10 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 10 - Năm học 2022-2023 - Cao Văn Hùng

1. GRADE 3/ Week 10 Date of teaching: 14/11/2022 UNIT 3 - SCHOOL Lesson 1: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Identify and name some simple school objects from the recording and pictures. (Cognition) 2. Identify the situations using the sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. 3.Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer who owns different school supplies. B. LANGUAGE FOCUS 1. Vocabulary: eraser, ruler, pencil, notebook, pencil case. 2. Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 38, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks Student’s answers/ 1. Listen and point, then repeat Observation actions 2. Play Slow motion. Student’s answers/ Observation actions 3. Answer the questions about the Observation situations such as setting, Student’s answers Questions & answers participants, topic 4. Listen and practice Student’s talk and Observation, interaction Questions & answers
2. Student’s answers/ Observation 5. Look and write. Practice Student’s talk and interaction 6.Show their responsibility and respect for each other while taking part in activities and positive attitudes, Student’s talk and Observation, appropriate gestures and intonation interaction Questions & answers to ask and answer who owns different school supplies. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing the game “Circle jump” - Divide the class into two groups and make two lines to play the game. - Draw two large circles on the ground with chalk. - Place a flashcard in each circle. - Call out a word, and a student from each team has to run and stand inside the corresponding circle as quickly as possible. - Ask them to say the word when standing inside the circle. - The first student getting the correct answer wins a point for their team. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Arrange the flashcards (eraser, ruler, pencil, notebook, pencil case)on the board. - Ask students to listen and pay their attention. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them point to the pictures in their Student’s Books. - Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. - Walk round the class and support them if needed. Activity 2: Language in put (Activity A: 2. Play Slow motion.) - Divide the class into two teams. - Have students look the pictures in their Student’s Books and guide them how to play the game. - Hold up one flashcard that is covered with a piece of paper.
3. - Very slowly move the paper to reveal the flashcard. - Have students say the new word aloud. - The first student to say the correct word wins one point for their teams. - The team with the most points at the end wins. Activity 3: Language in put (Activity B: 1. Listen and practice) - Use DCR to show the useful language and have students look and read the useful language silently. - Explain that we use this to ask someone if something belongs to them. We use “Is this your ?” and “is/isn’t” with singular nouns and “Are these your ?” and “are/ aren’t” with plural nouns. - Play the audio and have them look at the useful language. - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A. - Go around the class and support them if necessary. Activity 4: Practice (Activity B. 2. Look and write. Practice) - Demonstrate the activity using the example. - Have students look and write their answers in their Student’s Books. - Divide the class into pairs and have them check each other’s work. - Use DCR to check the answers as a whole class. - Have pairs practice saying the sentences. - Monitor the class and support if needed. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer who owns different school supplies.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer who owns different school supplies.) - Remind students to do exercises and to prepare for the next lesson. D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ............ GRADE 3/ Week 10
4. Date of teaching: 14/11/2022 Period: 38 UNIT 3 – SCHOOL Lesson 1: C,D STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the /ei/ and /ɪə/ sounds. 2. Practice the conversations through listening to the dialouge. 3. Use thestructure:Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. 4.Recognize the values ofthe /ei/ and /ɪə/ sounds and have a sense of responsibility to friends, show the respect for other hobbies by using suitable gestures and intonation when asking and answering about identifing the /ei/ and /ɪə/ sounds and when ask and answer about who owns different school supplies correctly and fluently. B. LANGUAGE FOCUS - Vocabulary:Revirsion - Structure:Revirsion C. INSTRUCTIONAL RESOURCES - Student’s book; E-book (I learn Smart Smart Grade 3); Laptop, TV. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1. Identify the /ei/ and /ɪə/ sounds Student’s talk and Observation through listening to the tape. write 2. Practice the conversations Student’s Observation through listening to the dialouge. performance Optional 3.Use thestructure: Is this your Student’s talk and Observation eraser? – Yes, it is./ No, it isn’t. interaction Peer-correction Are these your notebooks? – Yes, they are./ No, they aren’t.
5. 4.Recognize the values ofthe /ei/ Student’s talk and Observation, and /ɪə/ sounds and have a sense interaction Questions& answers of responsibility to friends, show the respect for other hobbies by using suitable gestures and intonation when asking and answering about identifing the /ei/ and /ɪə/ sounds and when ask and answer about who owns different school supplies correctly and fluently. STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN Warm up: Playing the Change your seats game. - Divide the class into two groups and ask them to sit on the chairs in a circle. - Give each student a flashcard, stand in the middle, and say: “sister, singing”. The students with these flashcards must change their seats. - Find the chair to sit on. Then one student doesn’t have the chair to sit on, they will stand in the middle of the circle and continue the activity with the other two words. Activity1: Language input (Activity C:1. Listen and repeat.(CD2 Track 03)) - Draw attention to the /ei/ and /ɪə/ sounds (using DCR). - Briefly explain and demonstrate the sounds. - Play the audio. - Have students notice the sounds. - Play the audio again. - Have students listen and repeat. - Correct students’ pronunciation if needed. Activity 2: Language in put (Activity C: 2. Chant (CD2 Track 04)) - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have students listen to the chant. - Point to a word or picture on the board, say the sound and word and have students listen and repeat. - Follow the same procedure with the other sound and word. - Play the audio again.
6. - Have students listen and clap along with the sounds and words as they hear them in the chant. Activity 3: Language in put (Activity D. 1. Look and listen. (CD2 Track 05)) - Introduce the situation: “Alfie goes to school ” (using DCR). - Have students look at the story and ask these questions. • Who can you see? (Alfie, Tom, Lucy, Nick, a girl/ Ella) • Where are they? (on the sidewalk) • What things can you see? (books, notebooks, pencil, pencil case) - Play the audio. Have students look and listen. Activity 4: Language in put (Activity D. 2. Listen and write. (CD2 Track 06)) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have students listen and write. - Play the audio again and check answers as a whole class. Activity 4: Practice (Activity D. 3. Practice with your friends.) - Divide the class into two pairs. - Have students practice saying the sentences. - Have some pairs demonstrate the activity in front of the class. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer who owns different school supplies.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer who owns different school supplies.) - Remind students to do exercises and to prepare for the next lesson. D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ............
7. GRADE 3/ Week 10 Date of teaching: 17/11/2022 Period: 39 UNIT 3 – SCHOOL Lesson 1: E,F STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to 1. Practice using the target sentence structures: Is this your eraser?– Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. 2. Practise asking and answering who owns different school supplies. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies. B. LANGUAGE FOCUS 1. Vocabulary:revision 2. Sentence patterns: revision C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 40 - cards chairs, ruler, chalk - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks Student’s answers/ 1. Point, ask and answer. Observation actions 2. Play Guess whose. Student’s play/actions. Observation 3. Show their responsibility and respect for each other while taking Student’s talk and Observation, part in activities and positive interaction Questions & answers attitudes, appropriate gestures and
8. intonation in asking and answering who owns different school supplies. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Slap the board game. - Divide the class into two teams and have them form two lines. - Place the flashcards about the simple instructions on the board, showing the images. - Call out a word and have the first student from each group race to slap the correct image on the board and say it correctly. - The first student to slap the correct flashcard wins a point for their team. Activity 1: Language input: (Activity E.Point, ask, and answer.). - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have student A point and ask, have student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity F. Play Guess whose.) - Use DCR on Eduhome to show the examples to the whole class. - Give students enough time to look at the examples and read them silently. - Divide the class into groups of four. - Ask a student from each group to cover their eyes. - Let the other students put one of their own items on the desk in a random order. - Ask the student to open their eyes and try to guess. - Have other students respond. - Require them to swap roles and repeat. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering who owns different school supplies.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies.) - Remind students to prepare for the next lesson. D. ADJUSTMENT
9. ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ............ GRADE 3/ Week 10 Date of teaching: 17/11/2022 Period: 40 UNIT 3 – SCHOOL Lesson 2: A,B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Identify and name some school subjectsfrom the recording and pictures. (Cognition) 2. Identify the situations using the sentence pattern: Do you like math? – Yes, I do./ No, I don’t. 3.Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer what subjects people like. B. LANGUAGE FOCUS 1. Vocabulary: math, English, art, PE (physical education), music. 2. Sentence pattern: Do you like math? – Yes, I do./ No, I don’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 41, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks Student’s answers/ 1. Listen and point, then repeat Observation actions 2. Play Four corners. Student’s answers/ Observation actions 3. Answer the questions about the Student’s answers Observation
10. situations such as setting, Questions & answers participants, topic 4. Listen and practice Student’s talk and Observation, interaction Questions & answers Student’s answers/ Observation 5. Look and write. Practice Student’s talk and interaction 6.Show their responsibility and respect for each other while taking part in activities and positive attitudes, Student’s talk and Observation, appropriate gestures and intonation interaction Questions & answers to ask and answer what subjects people like. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing the game “Yes or No” - Draw a line on the ground with chalk. - Explain to the students that one side is Yes and the other side is No. - Show students a flashcard and ask them a question: Is this a book? - Get the class to jump to the correct side to the answer. - Lead in the new lesson. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Arrange the flashcards (math, English, art, PE (physical education), music)on the board. - Ask students to listen and pay their attention. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them point to the pictures in their Student’s Books. - Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. - Walk round the class and support them if needed. Activity 2: Language in put (Activity A: 2. Play Four corners.) - Put one flashcard in each of the four corners of the classroom. - Make sure that all students can pronounce the new word in each card.
11. - Choose one student to come to the front of the class. - Have the student close their eyes and have the rest of the class stand up and point to a flashcard of their choice. - Have the student at the front say one of the words. All students pointing at that flashcard are “out”. They must sit down. - Continue the game until only one student is left standing. Activity 3: Language in put (Activity B: 1. Listen and practice) - Use DCR to show the useful language and have students look and read the useful language silently. - Explain that we use this to ask someone if something belongs to them. We use “Is this your ?” and “is/isn’t” with singular nouns and “Are these your ?” and “are/ aren’t” with plural nouns. - Play the audio and have them look at the useful language. - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A. - Go around the class and support them if necessary. Activity 4: Practice (Activity B. 2.Fill in the blanks. Practice.) - Demonstrate the activity using the example. - Have students read and fill in the blanks. - Divide the class into pairs and have them check each other’s work. - Use DCR to check the answers as a whole class. - Have pairs practice saying the sentences. - Monitor the class and support if needed. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer what subjects people like.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer what subjects people like.) - Remind students to do exercises and to prepare for the next lesson. D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ............