Kế hoạch bài dạy môn Tiếng Anh Lớp 3 - Tuần 10 năm học 2022-2023 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy môn Tiếng Anh Lớp 3 - Tuần 10 năm học 2022-2023 (Phan Thị Thu Lài)

1. Teaching date: Period 37. UNIT 3: SCHOOL Lesson 1: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize school supplies from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. 3. Ask and answer who owns different school supplies. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies. B. LANGUAGE FOCUS Vocabulary: eraser, ruler, pencil, notebook, pencil case. Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3. page 38 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE 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 Slow motion Student’s answers/ Observation 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 4. Look and write. Practice Student’s answers Observation 5. Show positive attitudes and appropriate gestures and intonation in asking and Student’s talk and Observation, answering who owns different school interaction Questions & answers supplies. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing the game “Circle jump”
2. - 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.) - Arrange the flashcards (eraser, ruler, pencil, notebook, pencil case) on the board. - Ask 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 Slow motion: chuyển động chậm) - Divide the class into 2 teams. - Hold up one flashcard that is covered with a piece of paper. - Very slow move the paper down to reveal the flashcard. - Have students say the new word aloud - The first student to say the corect word wins one point for their team. - The team with the most points at the end wins. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Lucy and Nick,Nick’s friends) - 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 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 to check the answers as a whole class.
3. - Have 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 who owns different school supplies.) 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 who owns different school supplies.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Teaching date: .. Period 38. UNIT 3: SCHOOL Lesson 1: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ei/ and /ɪə/ sounds from the recording (Cognition) 2. identify the situations using the sentence patterns Is this your eraser? – Yes, it is./ No, it isn’t.Are these your notebooks? – Yes, they are./ No, they aren’t. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Ask and answer who owns different school supplies 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 who owns different school supplies B. LANGUAGE FOCUS 1. Sound : the /ei/ and /ɪə/ sounds 2. Vocabulary: eraser, ruler, pencil, notebook, pencil case. 3. Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 39 - Audios - pictures
4. - 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 friends and performance 5. Use positive attitudes, appropriate gestures and intonation when asking Student’s interaction Observation and answering who owns different and performance school supplies STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN 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. Activity 1: Language input (Activity C: 1. Listen and repeat) - Draw attention to the /ei/ and /ɪə/ sounds (using DCR). - Briefly explain and demonstrate the sounds. - Play the audio. - Have students notice the sounds. - Play the audio again. - Have students listen and repeat. - Correct students’ pronunciation if needed. 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.
5. Activity 3: Practice (Activity D: 1. Look and listen) Introduce the situation: “Alfie goes to school ” (using DCR). Have students look at the story and ask these questions. Who can you see? (Alfie, Tom, Lucy, Nick, a girl/ Ella) Where are they? (on the sidewalk) What things can you see? (books, notebooks, pencil, pencil case) Play the audio. Have students look and listen. 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 /ei/ and /ɪə/ sounds and ask and answer who owns different school supplies.) 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 who owns different school supplies) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date: . Period 39. UNIT 3: SCHOOL Lesson 1: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize school supplies from the pictures. (Cognition) 2. identify the situations using the sentence patterns Do your friends like dancing? Yes, they do. No, they don’t 3. Ask and answer who owns different school supplies.
6. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies. B. LANGUAGE FOCUS Vocabulary: eraser, ruler, pencil, notebook, pencil case. Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 40 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE 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 Student’s answers/ 2. Point, ask and answer Observation actions 3. Play Guess Whose Student’s answers/ Observation 5. Show positive attitudes and appropriate gestures and intonation in asking and Student’s talk and Observation, answering who owns different school interaction Questions & answers supplies. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing the game “Circle jump” - 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.) - Arrange the flashcards (eraser, ruler, pencil, notebook, pencil case) on the board. - Ask 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.
7. - 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 Slow motion: chuyển động chậm) - Divide the class into 2 teams. - Hold up one flashcard that is covered with a piece of paper. - Very slow move the paper down to reveal the flashcard. - Have students say the new word aloud - The first student to say the corect word wins one point for their team. - The team with the most points at the end wins. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Lucy and Nick,Nick’s friends) - 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 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 to check the answers as a whole class. - Have 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 who owns different school supplies.) 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 who owns different school supplies.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
8. Teaching date: Period 40. UNIT 3: SCHOOL Lesson 2: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize subjects from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns Do you like math? – Yes, I do./ No, I don’t. 3. Ask what subjects people like. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking what subjects people like B. LANGUAGE FOCUS Vocabulary: math, English, art, PE (physical education), music. Sentence pattern: Do you like math? – Yes, I do./ No, I don’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 41 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE 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 Four corners 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. Fill in the blanks. Practice 5. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in asking what interaction Questions & answers subjects people like STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
9. Warm-up: Playing the game “Yes or No” - Draw a line on the ground with chalk. - Explain to the students that one side is Yes and the other side is No. - Show students a flashcard and ask them a question: Is this a book? - Get the class to jump to the correct side to the answer. - Lead in the new lesson. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) - Arrange the flashcards (math, English, art, PE (physical education), music) on the board. - Ask 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 Play Four corners.) - Put one flashcard in each of the four corners of the classroom. - Make sure that all students can pronounce the new word in each card. - Choose one student to come to the front of the class. - Have the student close their eyes and have the rest of the class stand up and point to a flashcard of their choice. - Have the student at the front say one of the words. All students pointing at that flashcard are “out”. They must sit down. Continue the game until only one student is left standing. Activity 3: Language in put (Activity B: 1. Listen and practice. ) (CD2 Track 08) - Use DCR to show the useful language and have students look and read the useful language silently. - Explain that we use this to ask someone if they like something or not. - 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. Fill in the blanks. Practice.) - Demonstrate the activity using the example. - Have students read and fill in the blanks. - Divide the class into pairs and have them check each other’s work. - Use DCR to check the answers as a whole class.
10. - Have 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 what subjects people like.) 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 what subjects people like.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK