Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 30 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 30 - Năm học 2022-2023 - Cao Văn Hùng

1. WEEK 30 UNIT 7: TOYS REVIEW AND PRACTICE: A,B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Review talking about what they can see, talking about how many things they have, and saying where to put different things. 2. Listen and tick the box 3. Look and read. Put a tick or a cross 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about what they can see, talking about how many things they have, and saying where to put different things. B. LANGUAGE FOCUS Vocabulary: marble, block, card, doll, sofa, toy box. Sentence patterns: What can you see?/ How many cards?/ Put the doll in the toy box. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 108, Eduhome.vn, - Flashcards - a laptop and a TV 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 2. Listen and tick the box Student’s answers/ Observation 3. Look and read. Put a tick or a cross Observation Student’s answers Questions & answers 4. Show positive attitudes and appropriate gestures and intonation in talking about Student’s talk and Observation, what they can see, talking about how interaction Questions & answers many things they have, and saying where to put different things. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Go get it game. - Divide the class into two teams.
2. - Place the flashcards around the class. - Say the word twice so that the students can hear. - 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: Listen and () the box. (CD3 Track 45) - Ask the students to look at the pictures. - Play the audio and demonstrate the activity using the example. - Play the audio and ask them to listen and tick the box. - Invite some students to give their answers. - Check the answers with the whole class using DCR. Activity 2: Look and read. Put a () or a ( ). - Demonstrate the activity using the example. - Have the students look at the pictures, read each statement, and put a tick in the box if the statement is true, or a cross in the box if the statement is false. - Check the answers as a whole class using DCR. - Afterwards, have some students give a new true statement for each of the false statements. 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? (talking about what they can see, talking about how many things they have, and saying 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 talking about what they can see, talking about how many things they have, and saying where to put different things.) - Remind students to prepare next lesson.Unit 7: Review and practice: C E. FEEDBACK WEEK 30 UNIT 7: TOYS REVIEW AND PRACTICE: C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to
3. 1. Review talking about what they can see, talking about how many things they have, and saying where to put different things. 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 in talking about what they can see, talking about how many things they have, and saying where to put different things. B. LANGUAGE FOCUS Vocabulary: marble, block, card, doll, sofa, toy box. Sentence patterns: What can you see?/ How many cards?/ Put the doll in the toy box. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 109, Eduhome.vn, - Flashcards - a laptop and a TV 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 Observation 2. Play connect three Student’s answers Questions & answers 3. Show positive attitudes and appropriate gestures and intonation in talking about Student’s talk and Observation, what they can see, talking about how interaction Questions & answers many things they have, and saying where to put different things. 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 109. - Point to each picture and ask them to ask these questions. • What toy is it?/ What is it? • Where is the bed?
4. 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? (talking about what they can see, talking about how many things they have, and saying 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 talking about what they can see, talking about how many things they have, and saying where to put different things.) - Remind students to prepare next lesson.Unit 8: Lesson 1: A,B E. FEEDBACK WEEK 30 UNIT 8: FOOD Lesson 1: A,B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize different food items from the pictures and recording (Cognition) 2. Identify the situations using the sentence There is an apple./ There are eight cupcakes. 3. Say how many different food items there are.
5. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying how many different food items there are. B. LANGUAGE FOCUS Vocabulary: apple, banana, carrot, cupcake, donut. Sentence pattern: There is an apple./ There are eight cupcakes. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 110, 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 heads up. What’s missing? Student’s answers/ Observation Observation 3.Answer the questions about the situations Student’s answers Questions & such as setting, participants, topic answers 4. Listen and practice Student’s answers Observation 5. Look and write. Practice. Student’s answers Observation 6. Show positive attitudes and appropriate Observation, Student’s talk and gestures and intonation in saying how many Questions & interaction different food items there are. answers 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 A- 1. Listen and point. Repeat.) (CD3 Track 46) - Arrange the flashcards (apple, banana, carrot, cupcake, donut) 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.
6. - 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 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. ) (CD3 Track 47) - 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 tell someone about quantities of items that they do not know. We use “a” for singular nouns that begin with a consonant sound, “an” for plural nouns that begin with a vowel sound, and “are” for 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 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? (Saying how many different food items there 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 how many different food items there are.) - Remind students to prepare next lesson. Lesson 1 : C,D. D. FEEDBACK
7. WEEK 30 UNIT 8: FOOD Lesson 1: C,D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ts/ sound from the recording (Cognition) 2. Identify the situations using the sentence patterns There is an apple./ There are eight cupcakes. 3. Say how many different food items there are. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying how many different food items there are. B. LANGUAGE FOCUS 1. Sound : the sound /ts/ 2. Vocabulary: robot, doll, big, small, car. 3. Sentence pattern: What can you see?/ I can see a big ball. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 111, 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
8. 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation in saying how and performance many different food items there 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 food 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 C- 1. Listen and repeat. ) (CD2 Track 48) - Draw attention to the /ts/ 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 49) - 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. - 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 50) - Introduce the situation using DCR: “After the shopping ” - Have the students look at the story and ask these questions. • Where are Mrs. Brown and the kids? (in the kitchen) • What is Lucy counting? (the apples) • What other food items can you see? (bananas, carrots, cupcakes, donuts) - Play the audio. Activity 4: Practice (Activity D. 2. Listen and write. (CD3 Track 51) - 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. Activity 5: Practice (Activity D. 3. Practice with your friends. ) - Divide the class into two pairs.
9. - 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 how many different food items there 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 sound /ts/ and saying how many different food items there are.) - Remind students to prepare for the next lesson. Lesson 1: E,F. D. FEEDBACK . .