Kế hoạch bài dạy môn Tiếng Anh Lớp 3 - Tuần 8 năm học 2022-2023 (Vì Thị Hoa)

Nội dung text: Kế hoạch bài dạy môn Tiếng Anh Lớp 3 - Tuần 8 năm học 2022-2023 (Vì Thị Hoa)

1. WEEK :8 Teaching date: 31/10/2022 Period: 29. UNIT 2: FAMILY 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: Stand up! Sit down 2. Follow simple instructions smoothly. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions smoothly. B. LANGUAGE FOCUS 1. Vocabulary: do your homework, clean your room, wake up, go to bed. 2. Sentence pattern: Stand up! Sit down C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 31 - 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 and say Observation actions 2. Play Simon says Student’s talk and Observation, interaction Questions & answers, 3. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, following simple instructions interaction Questions & answers smoothly. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN 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. Activity 1: Language input: (Activity E. Point and say). - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point, have the student B say. - Swap roles and repeat.
2. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity F. Play Simon says.) - Have students time to look and read at the examples. - Tell them they must only follow commands that start with “Simon says ”. - Model the activity in front of the class. - Demonstrate the game by giving the students different commands. If the command starts with “Simon says ”, students must do the action. If it doesn’t start with “Simon says”, students who do the action must sit down. - Invite one student to come to the front of the class to be “Simon”. Ask them to swap roles and repeat with a new “Simon”. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (following simple instructions smoothly) 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 smoothly.) - Remind students to prepare for the next lesson. D. FEEDBACK Week:8 Teaching date: 01/11/2022 Period: 30 UNIT 2: FAMILY Culture: A. B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize animals from the recording and pictures. (Cognition) 2. Identify the situations using the sentence patterns: I like my cat./ I love cats./ I don’t like dogs. 3. To talk about animals they like and dislike. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about animals they like and dislike. B. LANGUAGE FOCUS 1. Vocabulary: dog, cat, fish, bird. 2. Sentence patterns: I like my cat./ I love cats./ I don’t like dogs.
3. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 33, 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 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 in interaction Questions & answers following simple instructions. 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. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Arrange the flashcards (dog, cat, fish, bird) 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.
4. - 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. 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) - 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 talk about things we love, like, and things we don’t like. We use “I like/love my ” to talk about things that belong to us. We use “I like/ don’t like ” to talk about things in general. - Play the audio and have them listen to 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. Look and write. Practice) - Demonstrate the activity using the example. - Have the students look and write. - 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? (talking about animals they like and dislike.) 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 talking about animals they like and dislike.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
5. Week:8 Teaching date: 01/11/2022 Period 31 UNIT 2: FAMILY Culture: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize animals from the pictures. (Cognition) 2. Identify the situation using the sentence patterns My family pet is a dog./ I love my dog. 3. Read, listen and speak about the family pet. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about the family pet. B. LANGUAGE FOCUS 1. Vocabulary: dog, cat, fish, bird, pet, Canada, live 2. Sentence patterns: My family pet is a dog./ I love my dog. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 34, 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. Read and circle Observation actions 2. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 3. Look and listen Student’s talk and Observation, interaction Questions & answers Student’s answers/ Observation 4. Listen and write Student’s talk and interaction 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers talking about the family pet. 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.
6. - 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. C. Read and circle. - Use DCR on Eduhome to show students the story and the text. - Inroduce some new words. - Have them read the text individually. - Read the text as a whole class. - Help them correct their pronunciation. - Demonstrate the activity using the example. - Have them read and circle. - Check answers as a whole class. D. 1. Look and listen. (CD1 Track 55) - Have the students look at the script and pictures and ask these questions: Who are talking? (Joe and Mary)/ What are they talking about? (their pets). - Play the audio and have them look and listen. 2. Listen and write. (CD1 Track 56) - Have the students look at the sentences. - Play the audio and demonstrate the activity using the example. - Play the audio and have them listen and write. -Play the audio again and check answers as a whole class. 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. 4. Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talking the family pet.) 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 talking about the family pet.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
7. Week:8 Teaching date: 04/11/2022 Period :32 UNIT 2: FAMILY Culture: E,F G STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize animals from the recording and pictures. (Cognition) 2. Identify the situations using the sentence patterns: My family pet is a cat./ I love my cat. 3. Read, write and speak about the family pet. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about the family pet. B. LANGUAGE FOCUS 1. Vocabulary: dog, cat, fish, bird, pet, 2. Sentence patterns: My family pet is a cat./ I love my cat. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 34, 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. Read and circle True or False Observation actions 2. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 3. Circle Linh’s pet Student’s talk and Observation, interaction Questions & answers 4. Look at E. Write about your pet.Then Student’s answers/ Observation Student’s talk and talk about your pet interaction 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers talking about the family pet. 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.
8. - 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. E. 1. Read and circle True or False. - Use DCR on Eduhome to show the students the text. - Have the students read the text individually. - Read the text as a whole class. - Demonstrate the activity using the example. - Have them read and circle “True” or “False”. - Check answers as a whole class. 2. Circle Linh’s pet. - Have the students look at the pictures. - Have them circle Linh’s pet. - Check answers as a whole class. F. Look at E. Write about your pet. - Have the students read the text in Part E again. - Ask them to fill in the blanks about their pet. G. Talk about your pet. - Divide the class into pairs. - Have the student A read their sentences to the student B. - Swap roles and repeat. - Afterwards, have some students read their sentences in front of the class. Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talking the family pet.) 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 talking about the family pet.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK