Kế hoạch bài dạy môn Tiếng Anh Lớp 3 - Tuần 4 năm học 2022-2023 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy môn Tiếng Anh Lớp 3 - Tuần 4 năm học 2022-2023 (Phan Thị Thu Lài)

1. WEEK 4 Class: 3D Date of teaching: Monday, October 3rd 2022 Class: 3C Date of teaching: Wednesday, October 5th 2022 Period 13. UNIT 1: MY FRIENDS Lesson 3: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the activities from the pictures and recording (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 about what their friends like doing. 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 what their friends like doing. B. LANGUAGE FOCUS Vocabulary: dancing, singing, drawing, reading, painting The sentence patterns: Do your friends like dancing? Yes, they do. No, they don’t C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3. page 16 - 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 (Lucy and Nick,Nick’s friends) 4. Look and match. Practice Student’s answers Observation 5. Show positive attitudes and Student’s talk and Observation,
2. appropriate gestures and intonation in interaction Questions & answers asking and answering about what their friends like doing. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Play the Jump game. - Ask the children to stand at their desks. - Hold up a flashcard from the vocabulary set and say a word. - If the word is the same as the flashcard, they jump. If it isn't, they keep still. - Ask them to say the word on the flashcard. Activity 2: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at numbers (page 10 ) and answer questions to identify the situation. - Elicit the sentence patterns. - Tell students that they are going to practise saying activities. - 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 3: 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 4: 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 5: Practice (Activity B. 2.Look and match. Practice)
3. - Demonstrate the activity using the exmaple. - Have Ss read and match. - Have pairs check each other’s work. - Have some students share their answers with the class. - Have pairs practise saying the sentences. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering what their friends like doing..) 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 what their friends like doing.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK ... Class: 3D Date of teaching: Monday, October 3rd 2022 Class: 3C Date of teaching: Thursday, October 6th 2022 Period 14. UNIT 1: MY FRIENDS Lesson 3: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ŋ/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns Do your friends like dancing? Yes, they do. No, they don’t 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise asking and answering about what their friends like doing. 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 what their friends like doing. B. LANGUAGE FOCUS Sound /ŋ/
4. Vocabulary: dancing, singing, drawing, reading, painting, nice pictures, really, my school The sentence patterns: Do your friends like dancing? Yes, they do. No, they don’t C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 17 - 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 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 saying the Student’s interaction Observation sound correctly and asking and and performance answering about what their friends like doing. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Point and roll game. - Divide the class into two groups and make two lines to play the game. - Place the flashcard on the board, showing the picture. - Call out a word, and a student from each team has to run to the board, point to the correct picture, and say out the word. If correct, they can roll the hand of clock and get points for their team. - The team to get the most points at the end wins the game. Activity 1: Language input (Activity C: 1. Listen and repeat) - Ask students to look at numbers (page 17 ) and answer questions to identify the situation. - Tell students that they are going to practise saying about the /ŋ/ sound - Play the recording more than once, if necessary, ask students to listen and repeat.
5. - 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, Tom, Mai) • Where are they? (at Tom’s school) - Play the audio. Have the 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 /ŋ/ sound and asking and answering about what their friends like doing.) 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 what their friends like doing.) - Remind students to prepare for the next lesson. D. FEEDBACK
6. Class: 3D Date of teaching: Wednesday, October 5th 2022 Class: 3C Date of teaching: Friday, October 7th 2022 Period 15. UNIT 1: MY FRIENDS Lesson 3: 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 Do your friends like dancing? Yes, they do. No, they don’t 2. Practise asking and answering about what their friends like doing. 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 Practise asking and answering about what their friends like doing. B. LANGUAGE FOCUS Vocabulary: Revision (dancing, singing, drawing, reading, painting) The sentence patterns: Revision ( Do your friends like dancing? Yes, they do. No, they don’t) C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 18 - cards chairs, ruler, chalk - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point, ask and answer Observation actions 2. Play the Pretend game about what their Student’s talk and Observation, friends like doing. interaction, their Questions & answers, writing their writing 3. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering about what their interaction Questions & answers friends like doing. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Jump game.
7. - Ask the children to stand at their desks. - Hold up a flashcard from the vocabulary set and say a word. - If the word is the same as the flashcard, they jump. If it isn't, they keep still. Activity 1: Language input: (Activity E. Point, ask and answer) - Divide the class into pairs. - Have Student A point and ask, have students B answer. - Swap roles and reapeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity F. Play the Pretend game) - Have the students look at the example. - Have one student come to the front of the class. - Have that student do an action silently. - Have the other students try to guess the action. Have the students swap roles and repeat. 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 what their friends like doing.). 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 what their friends like doing.) - Remind students to prepare for the next lesson. D. FEEDBACK Class: 3D Date of teaching: Thursday, October 6th 2022 Class: 3C Date of teaching: Friday, September 7th 2022 Period 16. UNIT 1: MY FRIENDS ETHICS: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize polite greetings from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns How are you?/ I’m good, and you?
8. It’s nice to meet you./ It’s nice to meet you, too. Thank you./ You’re welcome. 3. use polite greetings. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying polite greetings. B. LANGUAGE FOCUS Vocabulary: hi, good, great. Sentence patterns: How are you?/ I’m good, and you? It’s nice to meet you./ It’s nice to meet you, too. Thank you./ You’re welcome. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 19 - 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 Flashcard peek Student’s answers/ Observation 3. Listen and practice Student’s answers Observation 4. Read and write. Practice. 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers saying polite greetings. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Go get it game. - Divide the class into two teams. - 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. - Lead in the new lesson.
9. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at numbers (page 19 ) and answer questions to identify the situation. - 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 Flashcard peek: Xem nhanh thẻ nhớ) - Have one student come to the front of the class. - Hold one flashcard facing your body so no one can see it. - Very quickly show the flashcard to the student and hide it again. - Have the students guess the new word on the flashcard. - Repeat with other students and flashcards. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Lucy,Tom, Alfie and their 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.Read and write. Practice) - Demonstrate the activity using the example. - Have the students read 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? (saying polite greetings) 2. What’re the core values of the lesson?
10. (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying polite greetings) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK