Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 28 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 28 - Năm học 2022-2023 - Cao Văn Hùng

1. WEEK 28 UNIT 7: TOYS Lesson 2: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /r/ sound from the recording (Cognition) 2. Identify the situations using the sentence patterns How many blocks do you have?/ I have ten blocks. 3. Asking and answering about how many things they have.) 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying sound/r/; asking and answering about how many things they have.) B. LANGUAGE FOCUS 1. Sound : the /r/ sound Vocabulary: card, block, dice, marble. Sentence pattern: How many blocks do you have?/ I have ten blocks. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 100, Eduhome.vn, - Flashcards - 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 your friends and performance 5. Use positive attitudes, appropriate gestures and intonation when asking Student’s interaction Observation and answering about how many things and performance they have STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Aha game. - Cover the flashcard with a piece of paper or card.
2. - Very slowly move the paper to reveal the picture. - Ask the students to guess the picture on the flashcard. - Have them say “Aha” and the vocabulary. Activity 1: Language input (Activity C- 1. Listen and repeat. ) (CD3 Track 32) - Draw attention to the /r/ sound. - Briefly explain and demonstrate the sound. - Play the audio (using DCR). - Have the students notice the sound. - Play the audio again. - Have the students listen and repeat. - Correct the students’ pronunciation if needed Activity 2: Language input (Activity C- 2. Chant.) - (CD3 Track 33) - 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 students listen and repeat. - Play the audio again. - Have the students listen and clap along with the sound and words as they hear them in the chant. Activity 3: Practice (Activity D. 1. Look and listen.) (CD3 Track 34) - Introduce the situation using DCR: “Playtime ” - Have the students look at the story and ask these questions. - Have the students call out the things they can see. - Play the audio. Have the students look and listen. Activity 4: Practice (Activity D. 2. Listen and write.) (CD3 Track 35) - Play the audio using DCR and demonstrate the activity using the example. - Play the audio and have the 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. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (saying the sound /r/ and asking and answering about how many things they have.)
3. 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 sound /r/ and asking and answering about how many things they have.) - Remind students to prepare for the next lesson. Lesson 2: E,F. D. FEEDBACK WEEK 28 UNIT 7: TOYS Lesson 2: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize toys from the pictures.(Cognition) 2. Identify the situations using the sentence patterns: How many cards do you have?/ I have nine cards. 3. Ask and answer about how many things they have 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 how many things they have B. LANGUAGE FOCUS Vocabulary: card, block, dice, marble. Sentence pattern: How many cards do you have?/ I have nine cards. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 98, Eduhome.vn, - Flashcards - Laptop, TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point, ask and answer Observation actions 2. Play Magic finger Student’s answers/ Observation 3. Show positive attitudes and appropriate gestures and intonation in asking and Student’s talk and Observation, answering about how many things they interaction Questions & answers have confidently.
4. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Network: Toys - Team A and team B write toys on the board. - Lead in the lesson. Activity 1: Practice (Activity 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: Practice (Activity F. Play the Magic finger game. - Have Ss 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. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer about how many things they have confidently.) 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 asking and answering about how many things they have confidently.) - Remind students to prepare for the next lesson . Lesson 3: A,B. D. FEEDBACK WEEK 28 UNIT 7: TOYS Lesson 3: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize toys, prepositions of position from the pictures and recording (Cognition) 2. Identify the situations using the sentence Put the ball on the chair. 3. Say where to put different things.
5. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in say where to put different things. B. LANGUAGE FOCUS Vocabulary: under, on, in, toy box, wardrobe. Sentence pattern: Put the ball on the chair. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 102, 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 Board race Student’s answers/ Observation 3.Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 4. Listen and practice Student’s answers Observation 5. Look and match. Practice. Student’s answers Observation 6. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in say where to interaction Questions & answers put different things. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: 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 thing. - Then the first student passes the ball to any of their friends. The second friend will name another thing. - The students who are unable to say the things 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 36) - Arrange the flashcards (under, on, in, toy box, wardrobe) 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.
6. - 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 board race.) - Have the students look at the example. - Divide the class into two teams and have one student from each team stand a distance from a board. - Stick two flashcards on the board and then say one of the new words aloud. - Have the students race to the board, touch that flashcard, and repeat the new word. - The first student to touch the flashcard and say the word correctly gets a point for their team. - Continue with other students. Activity 3: Language in put (Activity B: 1. Listen and practice. ) A. 1. Listen and practice. (CD3 Track 37) - 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 instruct someone to put an item somewhere else. We use “in”, “on”, and “under” to describe where we want things putting in more detail. - Play the audio and have them listen to 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 match . Practice. - Demonstrate the activity using the example. - Have the students look and match the sentences with the correct 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? (Say where to put different things.) 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 say where to put different things.) - Remind students to prepare next lesson. Lesson 3: C,D. D. FEEDBACK
7. WEEK 28 UNIT 7: TOYS Lesson 3: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ɔɪ/ and /eə/ sounds from the recording (Cognition) 2. Identify the situations using the sentence patterns Put the balls under the bed. 3. Say where to put different things. 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying sounds /ɔɪ/ and /eə/ . say where to put different things.) B. LANGUAGE FOCUS 1. Sound : the /ɔɪ/ and /eə/ sounds Vocabulary:. under, on, in, toy box, wardrobe. Sentence pattern: Put the balls under the bed. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 103, Eduhome.vn, - Flashcards - 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 your friends and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation when say where and performance to put different things.
8. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Circle jump game. - 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 Activity 1: Language input (Activity C- 1. Listen and repeat. ) (CD3 Track 38) - Draw attention to the /ɔɪ/ and /eə/ sounds using DCR. - Briefly explain and demonstrate the sounds. - Play the audio. - Have the students notice the sounds. - Play the audio again. - Have the students listen and repeat. Correct students’ pronunciation if needed Activity 2: Language input (Activity C- 2. Chant.) - (CD3 Track 39) - 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 40) - Introduce the situation using DCR: “It’s time to clean up ” - Have the students look at the story and ask these questions. • What can you see? (two balls, a toy box, a robot, a bed, a wardrobe) • How does Mom/Mrs. Brown feel? (She’s angry.) • Does Mom/Mrs. Brown want the kids to clean up? (Yes) • What are the kids doing now? (They’re cleaning up.) - Play the audio. Have the students look and listen. Activity 4: Practice (Activity D. 2. Listen and write.) (CD3 Track 41) - Play the audio using DCR and demonstrate the activity using the example. - Play the audio and have the students listen and write. Play the audio again and check the answers as a whole class.
9. 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? (saying the /ɔɪ/ and /eə/ sounds, say where to put different things.) 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 /ɔɪ/ and /eə/ sounds, say where to put different things.) - Remind students to prepare for the next lesson. Lesson 3: E,F. D. FEEDBACK