Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 13 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 13 - Năm học 2022-2023 - Cao Văn Hùng

1. Week 13 UNIT 3: SCHOOL Review and Practice : A,B STAGE 1: DESIRED OBJECTIVES A .OBJECTIVES By the end of this lesson, students will be able to review asking who owns different school supplies, asking what subjects people like, and talking about their school timetables. 1. Students quickly identify and get the correct flashcards.. (Cognition) 2. Students can identify the school timetable and name the days of the week and school subjects correctly. 3. Students can listen and write the correct subjects in the blanks and reorder the letters to make the correct words quickly. B. LANGUAGE FOCUS Vocabulary: math, music, art, English, P.E., pencil, ruler, notebook, eraser, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Sentence patterns: When do you have P.E.?/ Do you like music?/ Is this your pencil? Skills: Listening, Reading, Writing, and Speaking. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 50 - Audios - pictures - computer,projector,cards STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and write Student’s answers Observation 2. Look at the pictures. Look at the Student’s answers/ letters. Write the words. Observation actions STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Go get it game. - Divide the class into two teams. - Place the flashcards around the class. - Say the word twice so that the students can hear.
2. - Say “Go get it” and then the student from each team has to run quickly to find and grab the flashcard the teacher said and they have to repeat the word. The team with the most flashcards at the end wins. Activity 1: Language input (Activity A: Listen and write. (CD2 Track 23) Answer the questions. - Use DCR on Eduhome to show the class Task A. Listen and write on page 50. - Ask them to ask these questions. • How many subjects are there in the box? • What is your favorite subject? • What do you have on Mondays?/ When do you have English? - Ask them to look at the school timetable and guess the subject in each blank before listening to the audio. Walk round the class and support them if needed - Ask the students to look at the table and focus on the Listening task. - Play the audio and ask them to listen and fill in the blanks. - Invite some students to give their answers. - Check the answers with the whole class using DCR. Activity 2: Language in put (Activity B: Look at the pictures. Look at the letters. Write the words. - Demonstrate the activity using the example. - Write the unscramble letters on the board, then write the word “pencil” next to the letters, cross each letter once when they have been put in the correct order. - Have the students individually look at the unscramble letters. - Ask the students to write the words in the spaces provided. - Check the answers as a whole class using DCR. - Afterwards, have some students demonstrate spelling the words aloud in front of the class. Monitor the class and support if needed. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering Someone’s favourite colour..) 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 favourite colour.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
3. UNIT 3: SCHOOL Review and Practice : C STAGE 1: DESIRED OBJECTIVES A .OBJECTIVES By the end of the lesson, students will be able to 1. Review asking who owns different school supplies, asking what subjects people like, and talking about their school timetables. 2. Play Connect three 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation asking who owns different school supplies, asking what subjects people like, and talking about their school timetables. B. LANGUAGE FOCUS Vocabulary: math, music, art, English, P.E., pencil, ruler, notebook, eraser, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Sentence patterns: When do you have math?/ Do you like P.E.?/ Is this your ruler? C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 51, Eduhome.vn, Teacher’s guide. - Flashcards - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Answer the questions. Student’s talk and Observation, interaction Questions & answers Student’s 2. Play Connect three Observation performance 3. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking who owns different school interaction Questions & answers supplies, asking what subjects people
4. like, and talking about their school timetables. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Bingo game. - Write a list of 15 words on the board. - Ask the students to choose 5 words and write them on their paper. - Show a flashcard to the class. If they have the word, they tick it. The student who ticks all 5 words they have chosen shouts “Bingo” and wins the game. - Lead in the new lesson. Activity 1: Answer the questions. - Use DCR on Eduhome to show the class the pictures on page 51. - Point to each picture and ask them to ask these questions. • What subject is it? • Do you like ? • What school thing is it?/ What is it? - Walk round the class and support them if needed. Activity 2: Play Connect three. - Divide the class into groups of four with two pairs in each group. - Guide the students how to play the game. - Have the pairs play rock, paper, scissors to see which pair goes first. - Have the winning pair choose a space, match the symbol to the useful language, then ask and answer. - Have the pair mark that space as theirs if they use the useful language correctly. - Ask them to take turns. The pair that gets three spaces in a horizontal, vertical or diagonal line wins the game. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking who owns different school supplies, asking what subjects people like, and talking about their school timetables. 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 who owns
5. different school supplies, asking what subjects people like, and talking about their school timetables.) - Remind students to prepare for the next lesson. D. FEEDBACK UNIT 4: HOME Lesson 1: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize rooms in the house from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns Where’s Dad?/ He’s in the yard. 3. Ask and answer about where people are. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about where people are. B. LANGUAGE FOCUS Vocabulary: living room, bedroom, kitchen, bathroom, yard. Sentence pattern: Where’s Dad?/ He’s in the yard. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 52 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions
6. 2. Play Play Guess Student’s answers/ Observation 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 4. Look and put a () or a ( ). Practice.) Student’s answers Observation 5. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering about where interaction Questions & answers people are. 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 colors 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 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 Guess) - Arrange the flashcards on the board and write a number under each card. - Have the students look at the flashcards for the count of ten. - Turn the flashcards over to face the board when the students are not looking. - Call out a number and have the students take turns guessing the face-down card. - Turn the card over after each guess.
7. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Lucy and Nick,Nick’s friends) - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio. Have students listen and repeat. - Have Ss role-play. - Point at each word and have students call it out. Activity 4: Practice (Activity B. 2. Look and put a () or a ( ). Practice.) - Demonstrate the activity using the example. - Have the students Look and put a () or a ( ) in each box in their Student’s Books. - Divide the class into pairs and have them check each other’s work. - Use DCR on Eduhome to check the answers as a whole class. - Have some 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? (asking and answering about where people are.) 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 about where people are.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK . UNIT 4: HOME Lesson 1: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the/uː/ sound from the recording (Cognition)
8. 2. identify the situations using the sentence patterns Where’s Dad?/ He’s in the yard. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Ask and answer about where people are. 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about where people are. B. LANGUAGE FOCUS 1. Sound : the/uː/ sound 2. Vocabulary: living room, bedroom, kitchen, bathroom, yard. 3. Sentence pattern: Where’s Dad?/ He’s in the yard. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 53 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and repeat Student's speech Student’s interaction Observation 2. Chant and performance Student’s Observation 3. Look and listen then write performance Student’s interaction Observation/ key 4. Practice with friends and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation when asking and performance and answering about where people are. 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.
9. - 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. Activity 1: Language input (Activity C: 1. Listen and repeat) (CD2 Track 26) - Draw attention to the /uː/ sound. - Briefly explain and demonstrate the sound. - Play the audio. - Have students notice the sound. - Play the audio again. - Have the students listen and repeat. - Correct the students’ pronunciation if needed. Activity 2: Practice (Activity C: 2. Chant) - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have the students listen to the chant. - Point to a word or picture on the board, say the sound and word and have the students listen and repeat. - Follow the same procedure with the other sound and word. - Play the audio again. - Have the students listen and clap along with the sounds and words as they hear them in the chant. Activity 3: Practice (Activity D: 1. Look and listen) - Introduce the situation: “Where’s the cat?” - Have the students look at the story and ask these questions. - Who can you see? (Mom/ Mrs. Brown, Dad/ Mr. Brown, Alfie, Tom, Lucy, Ben) • Where’s Mom? (in the living room) • Where’s the cat? (in the yard) - Play the audio (using DCR). - Have the students look and listen. Activity 4: Practice (Activity D: 2. Listen and write.) - 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 5: Practice (Activity D: 3. Practice with your friends. ) - Divide the class into two pairs. - Have the students practice saying the sentences. - Have some pairs demonstrate the activity in front of the class.
10. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Identify the/uː/ sound and ask and answer about where people are..) 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 saying the/uː/ sound; asking and answering about where people are.) - Remind students to prepare for the next lesson. D. FEEDBACK