Kế hoạch bài dạy môn Tiếng Anh Lớp 3 - Tuần 6 năm học 2022-2023 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy môn Tiếng Anh Lớp 3 - Tuần 6 năm học 2022-2023 (Phan Thị Thu Lài)

1. WEEK 6 Class: 3D Date of teaching: Monday, October 17th 2022 Class: 3C Date of teaching: Wednesday, October 19th 2022 Period: 21 UNIT 2: FAMILY Lesson 1: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize family members from the recording and pictures. (Cognition) 2. identify the situations using the sentence patterns This is my father./ Hello, I’m Alfie./ Hello, Alfie. (Skill) 3. Introduce family members. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in introducing family members. B. LANGUAGE FOCUS 1. Vocabulary: father, mother, brother, sister. 2. Sentence patterns: This is my father./ Hello, I’m Alfie./ Hello, Alfie. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 24, audios, pictures, a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and point, then repeat Observation actions 2. Play four corners Student’s answers/ Observation actions 3. Answer the questions about the situations such as setting, participants, Observation Student’s answers topic (Tom and Mai,Tom and Jill, Tom Questions & answers and Nick) 4. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers introducing family members. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Turn over the flashcards.
2. - Place the flashcards on the board with the picture-side down. - Divide the class into two groups and sit on opposite sides of the flashcards. - Ask them to say a free time activity/ country and turn over the flashcard that they think shows the picture of the activity/ country. If they are right, they keep the flashcard. If they are wrong, they leave it in its original place. - The team with the most flashcards at the end wins the game. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at pictures and answer questions to identify the situation. - Tell students that they are going to practise saying about family members. - 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 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) - Introduce the situation (Tom and his father) - 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. Fill in the blanks. Practice) - Demonstrate the activity using the example. - Have the students read and fill in the blanks.
3. - 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. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (introducing family members ) 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 introducing family members - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Class: 3D Date of teaching: Monday, October 17th 2022 Class: 3C Date of teaching: Thursday, October 20th 2022 Period: 22. UNIT 2: FAMILY Lesson 1: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ʌ/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns This is my mother 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise introducing family members. 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in introducing family members. B. LANGUAGE FOCUS 1. Sound /ʌ/ 2. Vocabulary: father, mother, brother, sister 3. The sentence patterns: This is my mother C. INSTRUCTIONAL RESOURCES.
4. - Textbook: I-learn Smart Start 3, page 25 - 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 introducing family and performance members. 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) - Ask students to look at numbers (page 25 ) and answer questions to identify the situation. - Tell students that they are going to practise saying about the /ʌ/ 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.
5. - 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, Tom’s father, Tom’s mother, Tom’s brother) • Where are they? - 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 /ʌ/ sound and introducing family members.) 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; introducing family members) - Remind students to prepare for the next lesson. D. FEEDBACK Class: 3D Date of teaching: Wednesday, October 19th 2022 Class: 3C Date of teaching: Friday, October 21st 2022 Period: 23. UNIT 2: FAMILY Lesson 1: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
6. By the end of the lesson, students will be able to 1. Recognize family members from the pictures. (Cognition) 2. identify the situations using the sentence patterns This is my father. 3. Introduce family members. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in introducing family members. B. LANGUAGE FOCUS 1. Vocabulary: father, mother, brother, sister. 2. Sentence patterns: This is my father./ Hello, I’m Alfie./ Hello, Alfie. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 26, 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 (Tom and his family) Student’s answers/ 2. Point and say Observation actions 3. Role-play Student’s answers/ Observation actions 4. Draw your family. Point and say. Then Student’s answers/ Observation role-play actions 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers introducing family members. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing 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 family member/ country on it. Next, the students pass the markers to the next friends and join back of the line.
7. -Have them one minute write the words on the board and say “Stop”. The team with the most words wins. Activity 1: Language input ( E- 1. 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. Activity 2: Language input (E - 2. 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. Activity 3: Practice (F- 1. 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. Afterwards, have some students demonstrate the activity in front of the class. Activity 4: Practice (F- 2. 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. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (introducing family members ) 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 introducing family members - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
8. Class: 3D Date of teaching: Thursday, October 19th 2022 Class: 3C Date of teaching: Friday, September 21st 2022 Period: 24. UNIT 2: FAMILY Lesson 2: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize family members from the recording and pictures. (Cognition) 2. identify the situations using the sentence patterns Who’s she?/ She’s my aunt. What’s her name?/ Her name’s May. (Skill) 3. Ask who someone is. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking who someone is. B. LANGUAGE FOCUS Vocabulary: grandfather, grandmother, uncle, aunt, cousin. Sentence patterns: Who’s she?/ She’s my aunt. What’s her name?/ Her name’s May. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 27, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and point, then repeat Observation actions 2. Play Heads up. What’s missing? Student’s answers/ Observation actions 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic (Alfie, Lucy, Lucy’s aunt) 4. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers asking who someone is. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing the Repeating game. - Put a selection of the flashcards about the family members on the board.
9. - Point to a flashcard and say a word. If the word is correct, the students repeat it. If not, they stay silent. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at pictures and answer questions to identify the situation. - Tell students that they are going to practise saying about family members. - 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 Heads up. What’s missing?) - Divide the class into two teams. - Arrange the flashcards on the board and remove one card when students are not looking. - One student from each team calls out the missing flashcard. 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. 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. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask who someone is.)
10. 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 Ask who someone is.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK