Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 6 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 6 - Năm học 2022-2023 - Cao Văn Hùng

1. UNIT 2 - FAMILY Lesson 1 (page 24) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the family members through listening to the tape. 2.Identify family members through listening to the dialouge. 3.Use the structure: This is my father./ Hello, I’m Alfie./ Hello, Alfie. 4.Recognize the values of family and have a sense of responsibility to friends, show the respect for other hobbies by using suitable gestures and intonation when introduce family members. B. LANGUAGE FOCUS - Vocabulary: father, mother, brother, sister. - Structure: This is my father./ Hello, I’m Alfie./ Hello, Alfie. 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 family members Student’s talk and Observation through listening to the tape. write 2.Identify the family members Student’s Observation through listening the dialouge performance Optional 3.Use thestructure: This is my Student’s talk and Observation father./ Hello, I’m Alfie./ Hello, interaction Peer-correction Alfie. 4. Recognize the values of family Student’s talk and Observation, and have a sense of responsibility interaction Questions& to friends, show the respect for answers other hobbies by using suitable gestures and intonation when introduce family members. STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN 1. Warm up: Greeting and song
2. - Have sts sing “Finger Family Song” ( ) - Lead the new lesson. 2. Listen and point. Repeat. (CD1 Track 35) - Arrange the flashcards (father, mother, brother, sister) 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 neede. 3. Listen and practice.( CD1 Track 36) - Use DCR on Eduhome to show the useful language and have students look and read the useful language silently. - Explain that we often use “This is my ” to introduce our family member and we use “Hello, I’m ” to introduce ourselves. - 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. 4. Fill in the blanks. Practice. - Demonstrate the activity using the example. - Have the students read and fill in the blanks. - 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 pairs practice saying the sentences. - Monitor the class and support if needed. 5. 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. 3. What I should improve for this lesson next time: UNIT 2 - FAMILY Lesson 1 (page 25) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the /ʌ/ sound. 2. Practice the conversations through listening to the dialouge. 3. Use the structure: This is my father./ Hello, I’m Alfie./ Hello, Alfie. 4. Recognize the values of the / ʌ / 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 / ʌ / sound and when introduce family members. B. LANGUAGE FOCUS - Vocabulary: Revirsion - Structure: Revirsion 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 /ʌ/ sound through Student’s talk and Observation listening to the tape. write 2. Practice the conversations Student’s Observation through listening to the dialouge. performance Optional 3.Use thestructure: This is my Student’s talk and Observation father./ Hello, I’m Alfie./ Hello, interaction Peer-correction Alfie.
4. 4. Recognize the values of the / ʌ / 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 / ʌ / sound and when introduce family members. STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN 1. 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: “sister, singing”. The students with these flashcards must change their seats. - 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. 2. Listen and repeat. (CD1 Track 37) - Draw attention to the /ʌ/ 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. 3. Chant (CD1 Track 38) - 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 sound and words as they hear them in the chant. 4. Look and listen. (CD1 Track 39) - Introduce the situation: “My family ” - Have students look at the story and ask these questions. • Who can you see? (Alfie, Tom, Tom’s father, Tom’s mother, Tom’s brother, and a dog) • Where are they? (at Tom’s house)
5. • Does Alfie know Tom’s family? (no) - Play the audio (using DCR). Have students look and listen. 5. Listen and write. (CD1 Track 40) - Play the audio and demonstrate the activity using the example. - Play the audio (using DCR) and have the 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: UNIT 2 - FAMILY Lesson 1 (page 26) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1.To practice introduce family members. 3. Use the structure: This is my father./ Hello, I’m Alfie./ Hello, Alfie. 4. Support their friends to complete the learning tasks or play the games, and practice vocabularies and structure. B. LANGUAGE FOCUS - Vocabulary: Revirsion . - Structure: Revirsion C. INSTRUCTIONAL RESOURCES - Student’s book; E-book (I learn Smart Smart Grade 3); Laptop, TV. STAGE 2: ASSESSMENT EVIDENCE
6. Performance Performance Tasks Assessment tools products 1. Practice the sentence structure Student’s talk and Observation This is my father./ Hello, I’m write Alfie./ Hello, Alfie. 2. Playing the game Student’s play and Observation interaction. Optional 3. Recognize the values of family Student’s talk and Observation, and have a sense of responsibility interaction Questions& to friends, show the respect for answers other hobbies by using suitable gestures and intonation when introduce family members. STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN 1. Warm up: Greeting and review. Present the sentence pattern. - Use DCR on Eduhome to show to the class the sentence structure on Part E, page 26 in their Student’s Book. - Give the students enough time to look at the target sentence structure and have them read it silently. - Ask them what they can see in the picture. - Control the class and give them help if needed. - Lead in the new lesson. 2. Point and say. - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point to a person in the picture, have the student B introduce. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. 3. Role-play. - Divide the class into groups of three. - Demonstrate the activity using the example. - Ask them to role-play the activity. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. 4. Draw your family. Point and say. - Have the students look at the picture of the garden and draw their family. - Divide the class into pairs. - Have the student A point and say about their family. - Swap roles and repeat.
7. - Afterwards, have some students demonstrate the activity in front of the class. 5. Role-play. - Divide the class into groups of three. - Demonstrate the activity using the example. - Ask them to role-play the activity. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. 6.Wrap-up & assignments - 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: UNIT 2 - FAMILY Lesson 2 (page 27) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the family members through listening to the tape. 2.Identify family members through listening to the dialouge. 3.Use the structure: Who’s she?/ She’s my aunt. What’s her name?/ Her name’s May. 4.Recognize the values of family and have a sense of responsibility to friends, show the respect for other hobbies by using suitable gestures and intonation when ask who someone is. B. LANGUAGE FOCUS - Vocabulary: grandfather, grandmother, uncle, aunt, cousin. - Structure: Who’s she?/ She’s my aunt. What’s her name?/ Her name’s May. 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
8. 1. Identify the family members Student’s talk and Observation through listening to the tape. write 2.Identify the family members Student’s Observation through listening the dialouge performance Optional 3.Use thestructure: Who’s she?/ Student’s talk and Observation She’s my aunt. interaction Peer-correction What’s her name?/ Her name’s May. 4. Recognize the values of family Student’s talk and Observation, and have a sense of responsibility interaction Questions& answers to friends, show the respect for other hobbies by using suitable gestures and intonation when ask who someone is. STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN 1. Warm up: Greeting and song - Have sts sing “Family” ( ) - Lead the new lesson. 2. Listen and point. Repeat. (CD1 Track 41) - Arrange the flashcards (grandfather, grandmother, uncle, aunt, cousin) 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. 3. Listen and practice.( CD1 Track 42) - 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 the questions about a person we don’t know. - Play the audio and have them look at the useful language. - Ask them to work in pairs and practice the useful language.
9. - Require them to use the vocabulary from Part A. - Go around the class and support them if necessary. 4. 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. 5. Wrap-up & assignments - Copy down. - Ask SS to answer the following questions: 4. What I liked most about this lesson today: 5. What I learned from this lesson today: 6. What I should improve for this lesson next time: