Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 31 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 31 - Năm học 2022-2023 - Cao Văn Hùng

1. WEEK 31 UNIT 8: FOOD Lesson 1: E,F 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.(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. 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: Revision Sentence pattern: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 112, Eduhome.vn, - Flashcards - Laptop, TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Point and say Student’s answers Observation 2. Draw your shopping. Say. Student’s answers Observation 3. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying how interaction Questions & answers many different food items there are. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Vocabulary Race game. - Divide the class into four groups and ask them to stand in two lines facing the board. - Draw four columns on the board for Teams A, B, C, and D. - Give a marker to the first student of each team. - Say “1 2 3” and then the students run to the board quickly to write a food vocabulary on it. Next, the students pass the markers to the next friends and join back of the line. Have them one minute write the words on the board and say “Stop”. The team with the most words wins.
2. Activity 1: Present the sentence pattern. - Use DCR on Eduhome to show the class the sentence structure in Part E, page 112 in their Student’s Book. - Give the students enough time to look at the target sentence structure and have them read it silently. - Continue asking them what food in each picture is. - Control the class and give them help if needed. Lead in the new lesson. Activity 2: Practice (Activity E. Point and say . ) - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point to a picture and the student B say. - e.g. - “There are two donuts.” - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 3: Practice (Activity F. Draw your shopping. Say) - Use DCR on Eduhome to show the examples to the whole class. - Have the students draw their shopping. - Divide the class into pairs. - Have the students look at their drawings and say. - Swap roles and repeat. Afterwards, have some pairs demonstrate the activity in front of the class. Activity 4: 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 for the next lesson. Lesson 2: A,B. D. FEEDBACK WEEK 31 UNIT 8: FOOD Lesson 2: A, B
3. STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize some food from the pictures and recording (Cognition) 2. Identify the situations using the sentence patterns Are there any tomatoes?/ Yes, there are (some tomatoes)./ No, there aren’t. Is there any onion?/ Yes, there is (an onion)./ No, there isn’t. 3. ask and answer about the food. 4. Show keeping their toys and share them for friends and 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 the food. B. LANGUAGE FOCUS Vocabulary: onion, tomato, egg, potato, lime. Sentence patterns: Are there any tomatoes?/ Yes, there are (some tomatoes)./ No, there aren’t. Is there any onion?/ Yes, there is (an onion)./ No, there isn’t. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 113, Eduhome.vn, - Flashcards - Computer, TV. STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions 2. Play Slap the board 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. Read and match. Practice 6. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers asking and answering about the food. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Yes or No game. - Draw a line on the ground with chalk.
4. - Explain to the students that one side is Yes and the other side is No. - Show the students a flashcard and ask them a question: Is this a banana? - Get the class to jump to the correct side to the answer. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) (CD3 Track 52) - Arrange the flashcards (onion, tomato, egg, potato, lime) 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 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. (CD3 Track 53) - Use DCR in Eduhome to show the useful language and have the students look and read the useful language silently. - Explain that we use this to talk about and tell someone about quantities of items that they do not know. We use “a” for singular nouns that begin with a consonant sound, and “an” for singular 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. Read and match. Practice.)
5. - Demonstrate the activity using the example. - Have the students read and match the sentences 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 the food.) 2. What’re the core values of the lesson? Show keeping their toys and share them for friends and 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 the food. - Remind students to prepare next lesson. Lesson 2: C,D. D. FEEDBACK WEEK 31 UNIT 8: FOOD Lesson 2: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /z/ sound from the recording (Cognition) 2. Say the /z/ sound 3. Listen and number the food 3. Ask and answer about the food correctly and fluently. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying the sound/l/; Asking and answering about the food correctly and fluently. B. LANGUAGE FOCUS 1. Sound : the /z/ sound 2. Vocabulary: onion, tomato, egg, potato, lime.
6. 3. Sentence patterns: Are there any tomatoes?/ Yes, there are (some tomatoes)./ No, there aren’t. Is there any onion?/ Yes, there is (an onion)./ No, there isn’t. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 114, 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 number performance Student’s interaction Observation/ key 4. Practice with your friends and performance 5. Use positive attitudes, appropriate gestures and intonation when saying the Student’s interaction Observation sound/z/; Asking and answering about the and performance food correctly and fluently. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Aha game. - Cover the flashcard with a piece of paper or card. - Very slowly move the paper to reveal the picture. - Ask 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 54) - Draw attention to the /z/ 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 55)
7. - 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 56) - Introduce the situation using DCR: “In the kitchen ” - Have the students look at the story and ask these questions. • What food can you see in the fridge? (tomatoes, apples, limes, eggs) • What is on the counter? (some limes and milk) • What is Alfie holding? (a cup of smoothie) • Is the smoothie good? (No) - Play the audio. Have the students look and listen. Activity 4: Practice (Activity D. 2. Listen and number. (CD3 Track 57) - 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. - 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/z/; Asking and answering about the food correctly and fluently. 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/z/; Asking and answering about the food correctly and fluently. ) - Remind students to prepare for the next lesson. Lesson 2: E,F. D. FEEDBACK
8. WEEK 31 UNIT 8: FOOD Lesson 2: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize some food from the pictures (Cognition) 2. Ask and answer about the food correctly and fluently. 3. Show keeping their toys and share them for friends and 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 the food confidently. B. LANGUAGE FOCUS Vocabulary: onion, tomato, egg, potato, lime. Sentence patterns: Are there any tomatoes?/ No, there aren’t. Is there an egg?/ Yes, there is. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 115, Eduhome.vn, - Flashcards - Computer, TV. STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks 1. Play the Circle jump game. Student’s answers Observation Student’s answers/ 2. Point, ask and answer Observation actions 3. Draw the food in your fridge. Ask Student’s Observation and answer. answers/drawings Questions & answers 4. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, Asking and answering about the food interaction Questions & answers correctly and fluently. 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.
9. - 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: Practice (Activity E- 1. Point, ask and answer.) - Divide the class into two pairs. - Demonstrate the activity on DCR 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 (Look and Say) (Teacher shows the flashcard “apple” and says “one”.) Class: “There is one apple.” (Teacher shows the flashcard “donut” and says “two”.) Class: “There are two donuts.” E. Activity 3: Practice (Activity F: Draw the food in your fridge. Ask and answer. - Use DCR on Eduhome to show the examples to the whole class. - Have the students look at the picture of the empty fridge and draw the food in it. - Divide the class into pairs. - Have the student A ask the student B about the food in student A’s fridge. - Swap roles and repeat. Afterwards, have some students demonstrate the activity in front of the class. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer about the food confidently.) 2. What’re the core values of the lesson? Show keeping their toys and share them for friends and 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 the food confidently. - Remind students to prepare next lesson. Lesson 3: A,B. D. FEEDBACK