Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 25 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 25 - Năm học 2022-2023 - Cao Văn Hùng

1. WEEK 25 Unit 6: CLOTHES Lesson 3: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize clothes from the pictures and recording (Cognition) 2. Identify the situations using the sentence patterns Is that your belt?/ Yes, it is./ No, it isn’t. Are those your pajamas?/ Yes, they are./ No, they aren’t. 3. Ask and answer about their clothes 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 their clothes. B. LANGUAGE FOCUS Vocabulary: belt, scarf, sweater, pajamas, skiing. Sentence pattern: Is that your belt?/ Yes, it is./ No, it isn’t. Are those your pajamas?/ Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 88, Eduhome.vn, - Flashcards - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions 2. Play the pretend game Student’s Observation speaking/ actions 3.Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 4. Listen and practice Student’s speaking Observation 5. Look and write. Practice Student’s writing/ speaking
2. 5. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering about their interaction Questions & answers clothes. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Option 1. Organize Network game “Clothes” (Team A/ team B) - Lead in the new lesson. Option 2. Play the Snake game. - Have the class stand up and play the game. - Give the ball to the first student and ask them to begin by saying a clothing item. - Then the first student passes the ball to any of their friends. The second friend will name another clothing item. - The students who are unable to say the clothes will sit down. The last student who stands up at the end of the game is the winner. - Lead in the new lesson. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) (CD3 Track 13) - Show the pictures on the TV (belt, scarf, sweater, pajamas, skiing) 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 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 the Pretend game.) - Have the students look at the example. - Have one student come to the front of the class. - Have that student do an action silently. - Have the other students try to guess Activity 3: Language in put (Activity B: 1. Listen and practice. ) (CD2 Track 55) - Use DCR on Eduhome to show the useful language and have the students look and read the useful language silently.
3. - Explain that we use this to ask someone if they like something or not. - 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 the 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 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 their clothes.) 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 their clothes.) - Remind students to prepare next lesson. Lesson 3: C,D. D. FEEDBACK .. . Unit 6: CLOTHES Lesson 3: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /sk/ sounds from the recording (Cognition) 2. identify the situations using the sentence patterns Is that ? Yes. It is / No It isn’t. - Are those ?- Yes, they are. / No, they aren’t.
4. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 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 clothes B. LANGUAGE FOCUS 1. Sound : the /sk/ sounds 2. Vocabulary: Review: belt, scarf, sweater, pajamas, skiing. 3. Sentence pattern: Review: Is that your sweater?/ Yes, it is. Are those your pajamas?/ Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 89 - 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 circle 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 clothes 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: “skirt, jacket, jean, boots”. The students with these flashcards must change their seats.
5. - 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) (CD3 Track 15) - Draw attention to the /sk/ sound (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: Practice (Activity C: 2. Chant) (CD3 Track 16) - 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) (CD3 Track 17) - Introduce the situation: “Go skiing ” - Have the students look at the story and ask these questions. • Is the room messy? (Yes) • What can you see in the room? (scarves, pajamas, a belt, socks, sweaters, glasses, jeans) • Who wants the girl to tidy their room? (Grandma) • Who wants to go skiing? (Grandpa) - Play the audio (using DCR). Have the students look and listen. Activity 4: Practice (Activity D: 2. Listen and circle.) (CD3 Track 18) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have students listen and circle. - Play the audio again and check answers as a whole class.
6. 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. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Identify the /sk/ sound and ask and answer about clothes) 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 sounds; asking and answering about clothes) - Remind students to prepare for the next lesson. D. FEEDBACK Unit 6: CLOTHES Lesson 3: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize clothes from the pictures. (Cognition) 2. identify the situations using the sentence patterns: Is that your jacket?/ Yes, it is. Are those your pants?/ No, they aren’t. 3. Practise asking and answering about clothes. 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 clothes B. LANGUAGE FOCUS Vocabulary: belt, scarf, sweater, pajamas, skiing. Sentence pattern: Is that your jacket?/ Yes, it is. Are those your pants?/ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3 , Eduhome.vn - Audios - pictures
7. - a laptop and a TV. STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Answer the questions about the Student’s answers Observation situations such as setting, participants, topic Student’s answers/ 2. Point, ask and answer Observation actions 3. Option 1. Play Draw it. Student’s answers/ Observation Option 2. Guess the picture 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in asking and interaction Questions & answers answering about clothes. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Organize Network game “Clothes” (Team A/ team B) - Lead in the new lesson. Activity 1: Controled- Practice (E. Point, ask, and answer) - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point and ask, have the student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2: Further- Practice (F. Play Draw it.) Option 1. Play Draw it. - Use DCR on Eduhome to show the examples to the whole class. - Demonstrate the activity using an example. - Divide the class into two teams. - Have a student from each team stand at the board with a chalk/ marker and tell them something to draw. - Have the teams try to guess what the student from their team is drawing using the useful language from the lesson. - Give the first team to guess correctly one point. - Repeat with different students. - The team that gets the most points wins.
8. Option 2. Guess the picture - Choose 4 pictures of clothes. belt, scarf, pants, pajamas - Divide the class into two teams. - Guide SS how to play the game. - Call 1 student to organize the game for 2 teams. - Show a flashcard to the class and say “yes” or “no”. Team A: “Is that your belt?” Team B: “Is that your scarf?” Teacher: “Yes, it is.” Team A: Are those your pants? Team A: Are those your pajamas? S: Yes, they are Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering about clothes.) 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 clothes.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Unit 6: CLOTHES Culture: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize clothes from the pictures and recording (Cognition) 2. Identify the situations using the sentence patterns What do you wear at school?/ I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t. 3. Ask and answer about their school uniform.
9. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer about their school uniform. B. LANGUAGE FOCUS Vocabulary: uniform, polo shirt, tie, sneakers. Sentence patterns: What do you wear at school?/ I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 91, Eduhome.vn, - Flashcards - Computer, TV. STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and point, repeat Observation actions 2. Play Heads up. What’s missing Student’s answers/ Observation 3. Listen and practice Student’s answers Observation 4. Look and write. Practice Student’s writing/ Observation speaking 5. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation to ask and answer interaction Questions & answers about their school uniform. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play What and Where game about clothes - Lead in the new lesson. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) - Show the pictures page 91. - Ask students to look at numbers (page 91 ) and answer questions to identify clothes. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat.
10. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 2: Language in put (Activity A: 2. 2. 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. Activity 3: Language in put (Activity B: 1. Listen and practice) - Use DCR on Eduhome to show the useful language and have the students look and read the useful language silently. - Explain that we use this to ask and answer yes/no questions about things people can or can’t do. - 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 the 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 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? (ask and answer about their school uniform.) 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 about their school uniform.) - Remind students to do exercises and to prepare for the next lesson: Culture: C,D. D. FEEDBACK