Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 2 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 2 - Năm học 2022-2023 - Cao Văn Hùng

1. WEEK 2 Period: 5 Monday, September 19th 2022 GETTING STARTED Lesson4 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify color words through listening to the tape. 2. Identify asking the colors of things. through listening to the dialouge. 3.Talk about asking the colors of things. Structure: What color is it?/ It’s yellow. 4. Recognize the values of the colors of things 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 the colors of things B. LANGUAGE FOCUS - Vocabulary: red, yellow, blue, black, white. - Key grammatical structure(s): What color is it?/ It’s yellow. 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 words though listening Student’s talk and Observation to the tape. write 2. Identify activities through Student’s Observation listening the dialouge performance Optional 3.Talk about talk about asking Student’s talk and Observation the colors of things. Structure:- interaction Peer-correction What color is it?/ It’s yellow. 4. - Recognize the values of asking Student’s talk and Observation, the colors of things and have a interaction Questions& sense of responsibility to friends, answers show the respect for other hobbies by using suitable gestures and intonation when asking and answering about asking the colors of things. STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN 1. Warm - up: Reviewing the school objects
2. - Divide the class into two teams and have them form two lines. - Place the flashcards 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. 2. Listen and point. Repeat. - Arrange the flashcards (red, yellow, blue, black, white)on the board to introduce the new words. - Ask the students to listen and pay their attention. - Play the audio (using DCR) 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 studentrandomly 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. 3. Listen and fill in the blanks. Repeat. Role-play. - Have students call out the things they can see in each picture. - Play the audio and have them point to the characters. - Play the audio again and have them fill in the blanks, repeat the new words. - Divide the class into pairs to role-play the dialogue. - Swap roles and repeat. - Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and support them if necessary. 4. Point, ask, and answer. - Divide the class into two teams. - Have the student A point and ask andthe student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Monitor the class and support if needed. 5. Play Guess the picture. - Have the students time to look and read at the examples. - Divide the class into two teams. - Have a student stand facing away from the board and stick a flashcard on the board behind them. - Have someone from the same team ask the student a question about the flashcard. - Have a student try to guess the answer without looking at the flashcard. - Give that team one point if it’s a correct guess. Have teams take turns asking and guessing. 6. Wrap-up & assignments
3. - Ask SS to answer the following questions: a. What I liked most about this lesson today: b. What I learned from this lesson today: c. What I should improve for this lesson next time: *WB: Homework. --------------------*****-------------------- Period: 6 Wednesday, September 21st 2022 GETTING STARTED LESSON 5 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify some numbers from 1 to 10 through listening to the tape. 2. Identify activities through listening to the dialouge. 3.Use thestructure: How old are you?/ I’m eight. 4. Recognize the values of numbers 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 how old someone is. B. LANGUAGE FOCUS - Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten. - Structure: How old are you?/ I’m eight. 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 numbers from 1 to 10 Student’s talk and Observation through listening to the tape. write 2.Identify activities through Student’s Observation listening the dialouge performance Optional 3.Use thestructure: How old are Student’s talk and Observation you?/ I’m eight. interaction Peer-correction . 4.Recognize the values of numbers Student’s talk Observation, and have a sense of responsibility and interaction Questions& to friends, show the respect for answers other hobbies by using suitable
4. gestures and intonation when asking and answering about how old someone is. STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN 1. Warm up: Sing the song “Le’s count the numbers ?” 2. Listen and point. Repeat. (CD1 Track 10) - Arrange the flashcards(one, two, three, four, five, six, seven, eight, nine, ten) on the board to introduce the new words. - Ask the students to listen and pay their attention. - 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 studentrandomly 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. 3. Listen and fill in the blanks. Repeat. Role-play. (CD1 Track 11) - Have the students call out the things they can see in each picture. - Play the audio and have them point to the characters. - Play the audio again and have them repeat the new words. - Divide the class into pairs to role-play the dialogue. - Swap roles and repeat. - Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and support them if necessary. 4. Point, ask, and answer. - Divide the class into two teams. - Have the student A point and ask and the student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Monitor the class and support if needed. 5. Play Magic finger. - Have students time to look and read at the examples. - Divide the class into pairs. - Have the student A ask a question and write a number with their finger on the student B’s back. - Have the student B try to guess which number it is and answer. - Have the students swap roles and repeat. - Draw students’ attention to the structure box. - Play audio and have students listen. - Play audio again and have students listen and repeat. 6. Wrap-up & assignments.
5. - Have sts copy down. - Ask SS to answer the following questions: a. What I liked most about this lesson today: b. What I learned from this lesson today: c. What I should improve for this lesson next time: --------------------*****-------------------- Thursday, September 22nd 2022 Period: 7 UNIT 1: MY FRIENDS LESSON 1.1 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the alphabet through listening to the tape. 2.Identify activities through listening to the dialouge. 3.Use thestructure: How do you spell “Alfie”?/ A-L-F-I-E. 4.Recognize the values of the alphabet 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 how you spell your name. B. LANGUAGE FOCUS - Vocabulary: The alphabet - Structure: How do you spell “Alfie”?/ A-L-F-I-E. C. INSTRUCTIONAL RESOURCES - Student’s book; E-book (I learn Smart Smart Grade 5); Laptop, TV. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1. Identify the alphabet through Student’s talk and Observation listening to the tape. write 2.Identify activities through Student’s Observation listening the dialouge performance Optional 3.Use thestructure: How do you Student’s talk and Observation spell “Alfie”?/ A-L-F-I-E. interaction Peer-correction . 4.Recognize the values of the Student’s talk and Observation, alphabet and have a sense of interaction Questions& responsibility to friends, show the
6. respect for other hobbies by using answers suitable gestures and intonation when asking and answering about how you spell your name. STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN 1. Warm up: Play the Circle jumpgame. - Divide the class into two groups and make two linesto 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. 2. Listen and point. Repeat. (CD1 Track 12) - Arrange the flashcards(the alphabet)on the board. - Ask the 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 studentrandomly 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. 3. Play Heads up. What’s missing? - Divide the class into two teams. - Arrange the flashcards on the board and remove one card when students are not looking. - One student from each team calls out the missing flashcard. - Focus on the example sentence and briefly explain the focus. - Tell students they must listen and notice the pronunciation feature. - Play the audio once and draw attention to the pronunciation feature. - Play the audio again. Have students listen and repeat with a focus on the feature. 4. Listen and practice.(CD1 Track 13) - Use DCR to show the useful language and have students look and read the useful language silently. - Explain that we use this for introductions - When we meet someone for the first time and their name is unfamiliar. - 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. 5. Look and match. Practice.
7. - Demonstrate the activity using the example. - Have the students look, read, and match. - 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. 6. Spell names. - Divide the class into two groups. - Write one name on the board. - Have Team A ask Team B the question: “How do you spell ” - Ask Team B to answer Team A’s question. - Support them with correct pronunciation if necessary. - Continue this activity by swapping their role. 7. Wrap-up & assignments - Copy down. - Ask SS to answer the following questions: 1. What I liked most about this lesson today: 2. What I learned from this lesson today: 3. What I should improve for this lesson next time: Friday, September 22nd 2022 Period: 8 UNIT 1: MY FRIENDS LESSON 1.2 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the /sp/ sound through listening to the tape. 2. Identify activities through listening to the dialouge. 3. Use thestructure: How do you spell “Alfie”?/ A-L-F-I-E. 4.Recognize the values of the sp/ sound 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 /sp/ sound and spell names. B. LANGUAGE FOCUS
8. - Vocabulary: spell, space - Structure: How do you spell “Alfie”?/ A-L-F-I-E. 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 sp sound through Student’s talk and Observation listening to the tape. write 2.Identify activities through Student’s Observation listening the dialouge performance Optional 3.Use thestructure: . How do you Student’s talk and Observation spell “Alfie”?/ A-L-F-I-E. interaction Peer-correction 4.Recognize the values of the sp Student’s talk and Observation, sound and have a sense of interaction Questions& responsibility to friends, show the answers respect for other hobbies by using suitable gestures and intonation when asking and answering about identifing the /sp/ sound and spell names. STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN 1. Warm up: Playing the Slap the boardgame. - Divide the class into two teams and have them form two lines. - Place the flashcards about the alphabeton 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. 2. Listen and repeat. (CD1 Track 14) - Draw attention to the /sp/ sound using DCR. - 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. 3. Chant.(CD1 Track 15) - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have the students listen to the chant.
9. - 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. 4. Look and listen. (CD1 Track 16) - Introduce the situation: “A friend from space ” - Have the students look at the story (using DCR) and ask these questions. • Who can you see? (Alfie, Tom, Nick) • What color is Alfie? (blue) • Do they want to be friends? (yes) - Play the audio. - Have the students look and listen. 5. Listen and write. (CD1 Track 17) - 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. 6. 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. 7. Wrap-up & assignments - Copy down. - Ask SS to answer the following questions: 1. What I liked most about this lesson today: 2. What I learned from this lesson today: 3. What I should improve for this lesson next time: