Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 7 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 7 - Năm học 2022-2023 - Cao Văn Hùng

1. Week 7 UNIT 2: FAMILY Lesson 2: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ð/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns Who’s he?/ He’s my brother. What’s his name?/ His name’s Alex. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise asking and answering about who someone is. 5. 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 who someone is. B. LANGUAGE FOCUS 1. the /ð/ sound 2. Vocabulary: grandfather, grandmother, uncle, aunt, cousin. 3. The sentence patterns:Who’s he?/ He’s my brother. What’s his name?/ His name’s Alex. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 28 - 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 3.Look and listen then circle Student’sperformance Observation
2. Student’s interaction Observation/ key 4. Practice with friends and performance 5. Use positive attitudes, appropriate gestures and intonation when saying Student’s interaction Observation the sound correctly and asking and and performance answering about who someone is. 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) - Ask students to look at .) and answer questions to identify the situation. - Tell students that they are going to practise saying aboutthe /ð/ sound - Play the recording more than once, if necessary, ask students to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Have students work in pairs. Activity 2: Practice (Activity C: 2. Chant) - 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) - Have the students look at the pictures (using DCR) and ask these questions. - Who can you see? (Alfie and Tom) - What photos do they look at? (Tom’s family photos) - Who are the people in the photos? (Tom’s brother, Tom’s cousin, Tom’s uncle, Tom’s aunt) - Play the audio. Have the students look and listen.
3. Activity 4: Practice (Activity D: 2. Listen and circle.) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have the students listen and circle. - 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? (Identify the /ð/ sound and asking and answering about who someone is..) 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 who someone is.) - Remind students to prepare for the next lesson. D. FEEDBACK UNIT 2: FAMILY Lesson 2: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. identify the situations using the sentence patterns: Who’s he?/ He’s my grandfather 2. Practise asking and answering about who someone is. 3. 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 who someone is. B. LANGUAGE FOCUS
4. 1. Vocabulary: grandfather, grandmother, uncle, aunt, cousin. 2. Sentence patterns: Who’s he?/ He’s my grandfather. What’s his name?/ His name’s Dan. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 29 - cards chairs, ruler, chalk - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks Student’s answers/ 1. Point, ask and answer Observation actions 2. Draw your family. Ask and answer Student’s talk and Observation, interaction, their Questions & answers, writing their writing 3. Show positive attitudes and appropriate gestures and intonation Student’s talk and Observation, in asking and answering about who interaction Questions & answers someone is. 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 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. Draw your family. Ask and answer)
5. - Have the students draw the faces of their family members. - Divide the class into two pairs. - Have the students look at their drawings, then ask and answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. 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 who someone is.) 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 who someone is.) - Remind students to prepare for the next lesson. D. FEEDBACK UNIT 2: FAMILY Lesson 3: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize simple instructions from the recording and pictures. (Cognition) 2. identify the situations using the sentence pattern: Clean your room! 3. follow simple instructions. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions. B. LANGUAGE FOCUS
6. 1. Vocabulary: do your homework, clean your room, wake up, go to bed. 2. Sentence pattern: Clean your room! C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 30, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks Student’s answers/ 1. Listen and point, then repeat Observation actions 2. Play Pass the words Student’s answers/ Observation actions 3. Answer the questions about the situations such as setting, Observation Student’s answers participants, topic (Tom and his Questions & answers mom) 4. Listen and practice Student’s talk and Observation, interaction Questions & answers Student’s answers/ Observation 5. Look and write. Practice Student’s talk and interaction 6. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation interaction Questions & answers in following simple instructions. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Word chain game. - Place the flashcards on the board in a given sequence. - Have the class say the words in the sequence first. - Point to a student and ask them to say the first word in the sequence. - Point to another student and ask them to say the second word in the sequence. - Continue the activity with the other student and ask them to say the next word in the sequence. - Correct the students’ pronunciation if necessary. - Lead in the new lesson. Activity1: Language input (Activity A- 1. Listen and point. Repeat.)
7. - Ask students to look at pictures and answer questions to identify the situation. - Tell students that they are going to practise saying about simple instructions - 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. - 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. Play Pass the word.) -Divide the class into groups of 4-5 students. -Have a student stand in a circle. -Have one student point to another student at random and say the first word in the sequence. -The second student must point to another student and say the next word in the sequence. -If a student says the wrong word, they are “out” and must sit down. -The last student standing is the winner. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio. Have students listen and repeat. - Have Ss role-play. - Point at each word and have students call it out. 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
8. - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (following simple instructions.) 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 following simple instructions.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK UNIT 2: FAMILY Lesson 3: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /pl/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns: Wake up, clean your room 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise saying simple instructions 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions B. LANGUAGE FOCUS 1. Sound /pl/ 2. Vocabulary: do your homework, clean your room, wake up, go to bed. 3. Sentence pattern: Clean your room! C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page31 - Audios
9. - 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 Observation 3.Look and listen then write Student’sperformance Student’s interaction Observation/ key 4. Practice with friends and performance 5. Use positive attitudes, appropriate gestures and intonation when saying Student’s interaction Observation the sound correctly and introducing and performance family members. 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 phrase, and a student from each team has to run and stand inside the corresponding circle as quickly as possible. -Ask them to say the phrase 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) - Draw attention to the /pl/ 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: Practice (Activity C: 2. Chant) - Write the words or put up the flashcards on the board.
10. - 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) - Introduce the situation: “Listen to Mom ” - Have the students look at the story and ask these questions. • Who can you see? (Mom/ Mrs. Brown, Lucy, Tom, Alfie, Ben) • Does Mom look happy? (No) • What are the kids doing? (sleeping, playing games, reading, eating) - Play the audio (using DCR). - Have the students look and listen. - Listen to their teacher’s introduction about the situation. - Look at the story and answer their teacher’s questions. - Listen to the story. Activity 4: Practice (Activity D: 2. Listen and write.) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have 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? (Identify the /pl/ sound and following simple instructions ) 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; following simple instructions) - Remind students to prepare for the next lesson. D. FEEDBACK