Giáo án Tiếng Anh 3 - Tuần 9 - Unit 2: Family - Đặng Thị Cúc - Trường Tiểu học Cẩm Phúc

Nội dung tài liệu: Giáo án Tiếng Anh 3 - Tuần 9 - Unit 2: Family - Đặng Thị Cúc - Trường Tiểu học Cẩm Phúc

1. UNIT 2 – FAMILY Review and Practice (page 36) 1. Objectives By the end of this lesson, students will be able to review introducing family members, asking who someone is, and following simple instructions. 1.1. Language knowledge and skills Vocabulary: friend, cousin, uncle, grandfather, aunt, homework, clean, wake up. Sentence patterns: Who’s he/she?/ This is my / What’s his/her name?/ Clean your room. Skills: Listening, Reading, Writing, and Speaking. 1.2.Competences Self-control and independent learning: review introducing family members, asking who someone is, and following simple instructions. Communication and collaboration: work in pairs or groups to introduce family members, ask who someone is, and follow simple instructions. Critical thinking and creativity: learn how to introduce family members, ask who someone is, and follow simple instructions. 1.3.Attributes Kindness: support their friends to complete the learning tasks. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence, and honesty. 2. Teaching aids and materials - Teacher’s aids: Tiếng Anh 3 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs, Flashcards, Digital Book (DCR & DHA on Eduhome), Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Tiếng Anh 3 i-Learn Smart Start Student’s Book, Workbook, Notebook. 3. Procedures A. Warm up (5 minutes) a. Objectives: To help the students review the previous lessons, generate the students’ interests, and lead in the Review and Practice lesson. b. Content: Playing the game: “Go get it”. c. Expected outcomes and assessment - Task completed with excellence: Students quickly identify and get the correct flashcards. - Task completed: Students can identify and get the correct flashcards. - Task uncompleted: Students are unable to identify and get the correct flashcards. d. Organization Teacher’s activities Students’ activities Play the Go get it game. - Divide the class into two teams. - Work with their teammates to complete the task. - Place the flashcards around the class. - Look at the flashcards around the class. - Say the word twice so that the students can hear. - Carefully listen to the word the - Say “Go get it” and then the student from each team teacher said and quickly grab that has to run quickly to find and grab the flashcard the flashcard. teacher said and they have to repeat the word. - The team with the most flashcards at the end wins. B. Presentation (5 minutes) a. Objective: To help the students identify the pictures and name the family vocabulary items. b. Content: Speaking. Page 1 of 15
2. c. Expected outcomes and assessment - Task completed with excellence: Students can identify the pictures and name the family vocabulary items correctly. - Task completed: Students can identify the pictures and name the family vocabulary items. - Task uncompleted: Students are unable to identify the pictures and name the family vocabulary items. d. Organization Teacher’s activities Students’ activities Answer the questions. - Use DCR on Eduhome to show the class the - Look at the picture on page 36. pictures on page 36. - Ask them to ask these questions. - Answer their teacher’s questions. • Who is he/she? • How does he/she feel? - Ask them to read the names and guess the people’s - Read the names and guess the names before listening to the audio. people’s names. - Walk round the class and support them if needed. C. Practice (10 minutes) a. Objectives: To practice drawing the correct lines and filling in the blanks. b. Contents: Listening, Reading, Writing, and Speaking. c. Expected outcomes and assessment d. Task completed with excellence: Students can draw the lines and fill in the blanks correctly. - Task completed: Students can draw the lines and fill in the blanks. - Task uncompleted: Students fail to draw the lines and fill in the blanks. e. Organization: Teacher’s activities Students’ activities A. Listen and draw lines. (CD1 Track 57) - Have the students focus on the Listening task. - Focus on the listening task. - Play the audio and ask them to listen and draw - Listen and draw lines. lines. - Present their answers in front of - Invite some students to give their answers. the class and check the answers - Check the answers with the whole class using with their teacher and friends. DCR. B. Read the sentences. Choose a word from the box. Fill in the blanks. - Demonstrate the activity on DCR using the - Follow their teacher’s example. instructions. - Have the students look at the pictures, read each - Look at the pictures, read each statement, and fill in the blanks. statement, and fill in the blanks. - Check the answers as a whole class using DCR. - Check the answers with the whole class. - Afterwards, have the students read their answers to - Read their answers to the class. the class. D. Production (10 minutes) a. Objectives: To help them remember the vocabulary and sentence pattern. b. Content: Asking and answering the questions. c. Expected outcomes and assessment - Task completed with excellence: Students can introduce family members, ask who someone is, and follow simple instructions fluently. Page 2 of 15
3. - Task completed: Students are able to introduce family members, ask who someone is, and follow simple instructions. - Task uncompleted: Students cannot introduce family members, ask who someone is, and follow simple instructions. d. Organization Teacher’s activities Students’ activities Ask and answer. - Let the class work in pairs to complete the task. - Work with their partner to complete the task. - Have the students practice using the structures to - Follow their teacher’s ask and answer about introducing family members instructions. (This is my ), asking who someone is (Who’s he/she?), and following simple instructions (Clean your room). - Show the flashcards to the class. - Require them to look at the flashcards and use the - Look at the flashcards and use appropriate structures to ask their friends. the appropriate structures to ask - Monitor the class and support them if necessary. their friends. E. Consolidation and homework assignment (5 minutes) a. Objectives: To help the students memorize the key language structures they learned. b. Contents: Asking the questions and assigning homework in the Workbook. c. Expected outcomes and assessment - Task completed with excellence: Students can memorize the target sentence patterns correctly. - Task completed: Students are able to memorize the target sentence patterns. - Task uncompleted: Students fail to memorize the target sentence patterns. d. Organization Teacher’s activities Students’ activities Consolidation - Give the students enough time to memorize the - Memorize the target language target language structures they learned. structures they learned. - Ask some students to say the language structures in - Present the language structures front of the class. in front of the class. - Correct the students if needed. Homework Assignment - Require the students to do the exercises on pages 26, - Follow their teacher’s 27 in the Workbook. instructions. - Have the students do the exercises in Tiếng Anh 3 i- - Do homework and prepare the Learn Smart Start Notebook, page 16. new lesson. - Ask them to prepare the next lesson on page 37 in the Student’s Book. 4. Reflection a. What I liked most about this lesson today: b. What I learned from this lesson today: c. What I should improve for this lesson next time: Page 3 of 15
4. UNIT 2 – FAMILY Review and Practice (page 37) 5. Objectives By the end of this lesson, students will be able to review introducing family members, asking who someone is, and following simple instructions. 5.1. Language knowledge and skills Vocabulary: friend, cousin, brother, sister, uncle, aunt, father, grandfather, grandmother. Sentence patterns: What’s his name?/ Go to bed!/ This is my friend, Alfie. Skills: Speaking. 5.2.Competences Self-control and independent learning: review introducing family members, asking who someone is, and following simple instructions. Communication and collaboration: work in pairs or groups to introduce family members, ask who someone is, and follow simple instructions. Critical thinking and creativity: learn how to introduce family members, ask who someone is, and follow simple instructions. 5.3.Attributes Kindness: support their friends to complete the learning tasks. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence, and honesty. 6. Teaching aids and materials - Teacher’s aids: Tiếng Anh 3 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs, Flashcards, Digital Book (DCR & DHA on Eduhome), Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Tiếng Anh 3 i-Learn Smart Start Student’s Book, Workbook, Notebook. 7. Procedures F. Warm up (5 minutes) e. Objectives: To help the students review the previous lessons, generate the students’ interests, and lead in the Review and Practice lesson. f. Content: Playing the game: “Roll the dice” or “Bingo”. g. Expected outcomes and assessment - Task completed with excellence: Students can remember the words in each category or identify the vocabulary items on the flashcards quickly and correctly. - Task completed: Students can remember the words in each category or identify the vocabulary items on the flashcards. - Task uncompleted: Students are unable to remember the words in each category or identify the vocabulary items on the flashcards. h. Organization Teacher’s activities Students’ activities Option 1: Play the Roll the dice game. - Divide the class into two groups to play the game. - Work with their teammates to play the game. - Choose six categories (family members, names, - Follow their teacher’s instructions. numbers, countries, simple instructions, and free time Page 4 of 15
5. activities) and assign each category to a number on the dice. - Ask each team to roll the dice and say a word related - Roll the dice and say a word related to that category. to that category. - The team with the most correct answers wins the game. Option 2: Play the Bingo game. - Write a list of 15 words on the board. - Look at the words on the board. - Ask the students to choose 5 words and write them on - Choose 5 words and write them on their paper. their paper. - Show a flashcard to the class. If they have the word, - Look at the flashcard and tick the they tick it. The student who ticks all 5 words they word if they have. have chosen shouts “Bingo” and wins the game. - Lead in the new lesson. G. Presentation (5 minutes) e. Objective: To help the students identify the pictures and get some general ideas before playing the game. f. Content: Speaking. g. Expected outcomes and assessment - Task completed with excellence: Students can identify the pictures and answer their teacher’s questions correctly. - Task completed: Students can identify the pictures and answer their teacher’s questions. - Task uncompleted: Students are unable to identify the pictures and answer their teacher’s questions. h. Organization Teacher’s activities Students’ activities Answer the questions. - Use DCR on Eduhome to show the class the - Look at the pictures on page 37. pictures on page 37. - Point to each picture and ask them to ask these - Look at the pictures and answer questions. their teacher’s questions. • Who is he/she? • How do you spell “Alfie/ May/ Ben/ Bill/ Sam/ Grace/ Lucy/ Dan”? • What is he/she doing? - Walk round the class and support them if needed. H. Practice (10 minutes) f. Objective: To practice their Speaking skill by introducing family members, asking who someone is, and following simple instructions. g. Content: Speaking. h. Expected outcomes and assessment - Task completed with excellence: Students can introduce family members, ask who someone is, and follow simple instructions correctly. - Task completed: Students can introduce family members, ask who someone is, and follow simple instructions. - Task uncompleted: Students fail to introduce family members, ask who someone is, and follow simple instructions. Page 5 of 15
6. i. Organization: Teacher’s activities Students’ activities Play the board game. - Divide the class into groups of four with two pairs - Work in groups to complete the in each group. task. - Guide the students how to play the game. - Follow their teacher’s instructions before playing the - Have the pairs play rock, paper, scissors for each game. turn. - Play rock, paper, scissors to - The winning pair moves forward two spaces. The start the game. losing pair moves forward one. - Each pair must match the symbol to the useful - Look at the pictures to make the language and then ask and answer. If they answer correct language structures to incorrectly, they must move back one space. ask their friends. - The pair getting to the Finish first wins the game. Correct homework. - Ask some students to present their homework - Write the answers on the board. (Workbook, pages 26-27) on the board. - Walk around the class and check the students’ homework. - Afterwards, check the answers on the board with - Check the answers with their the whole class. teacher and friends. I. Production (10 minutes) b. Objectives: To help them remember the vocabulary and sentence pattern. c. Content: Asking and answering the questions. d. Expected outcomes and assessment - Task completed with excellence: Students can ask and answer the questions about introducing family members, asking who someone is, and following simple instructions fluently. - Task completed: Students are able to ask and answer the questions about introducing family members, asking who someone is, and following simple instructions. - Task uncompleted: Students cannot ask and answer the questions about introducing family members, asking who someone is, and following simple instructions. e. Organization Teacher’s activities Students’ activities Ask and answer. - Let the class work in pairs to complete the task. - Work with their partner to complete the task. - Have the students practice using the structures to - Follow their teacher’s ask and answer about introducing family members instructions. (This is my ), asking who someone is (Who’s he/she?), and following simple instructions (Clean your room). - Show the flashcards to the class. - Require them to look at the flashcards and use the - Look at the flashcards and use appropriate structures to ask their friends. the appropriate structures to ask - Monitor the class and support them if necessary. their friends. J. Consolidation and homework assignment (5 minutes) Page 6 of 15
7. e. Objectives: To help the students memorize the key language structures they learned. f. Contents: Asking the questions. g. Expected outcomes and assessment - Task completed with excellence: Students can memorize the target sentence patterns correctly. - Task completed: Students are able to memorize the target sentence patterns. - Task uncompleted: Students fail to memorize the target sentence patterns. h. Organization Teacher’s activities Students’ activities Consolidation - Give the students enough time to memorize the - Memorize the target language target language structures they learned. structures they learned. - Ask some students to say the language structures in - Present the language structures front of the class. in front of the class. - Have the class evaluate their learning achievement by circling the happy/unhappy faces. - Correct the students if needed. Homework Assignment - Ask them to prepare Lesson 1 – Unit 3 on page 38 in - Prepare the new lesson. the Student’s Book. 8. Reflection d. What I liked most about this lesson today: e. What I learned from this lesson today: f. What I should improve for this lesson next time: UNIT 3 - SCHOOL Lesson 1 (page 38) 9. Objectives By the end of this lesson, students will be able to ask and answer who owns different school supplies. 9.1. Language knowledge and skills 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. Skills: Listening, Reading, Writing, and Speaking. 9.2.Competences Self-control and independent learning: identify and name some simple school objects. Communication and collaboration: work in pairs or groups to ask and answer about the school things. Critical thinking and creativity: learn how to ask and answer about who owns different school supplies correctly and fluently. 9.3.Attributes Kindness: support their friends to complete the learning tasks or play the games. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Page 7 of 15
8. Accountability: appreciate kindness, diligence and honesty. 10. Teaching aids and materials - Teacher’s aids: Tiếng Anh 3 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs, Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Tiếng Anh 3 i-Learn Smart Start Student’s Book, Workbook, Notebook. 11. Procedures K. Warm up (5 minutes) i. Objectives: To review the vocabulary items about family members, generate students’ interests and, lead in the new lesson. j. Content: Playing the game: “Circle jump” or “Slap the board”. k. Expected outcomes and assessment - Task completed with excellence: Students can slap flashcards or jump inside the correct circle and say the words quickly and correctly. - Task completed: Students can slap flashcards or jump inside the correct circle and say the words. - Task uncompleted: Students slap the wrong flashcards or pronounce the words incorrectly. l. Organization Teacher’s activities Students’ activities Option 1: Playing the game “Circle jump” - Divide the class into two groups and make two lines to - Make two lines to play this game. play the game. - Draw two large circles on the ground with chalk. - Follow teacher’s instructions before - Place a flashcard in each circle. playing the game. - Call out a word, and a student from each team has to - Quickly run and stand inside the run and stand inside the corresponding circle as corresponding circle when the teacher quickly as possible. says a word. - Ask them to say the word when standing inside the - Say aloud the word when standing circle. inside the circle. - The first student getting the correct answer wins a point for their team. Option 2: Playing the game “Slap the board” - Divide the class into two teams and have them form - Make two lines to play this game. two lines. - Place the flashcards about family members on the - Look at the flashcards on the board. board, showing the images. - Call out a word and have the first student from each - Carefully listen and run to the board group race to slap the correct image on the board and to slap the correct card and read aloud say it correctly. The first student to slap the correct the word on it. flashcard wins a point for their team. L. Presentation (10 minutes) i. Objective: To help students identify and name some school things. j. Contents: Listening, pointing, and repeating. k. Expected outcomes and assessment - Task completed with excellence: Students can identify and read out loud the words correctly. - Task completed: Students can identify and read out loud the words. - Task uncompleted: Students are unable to point and read the correct words. l. Organization Teacher’s activities Students’ activities C. 1. Listen and point. Repeat. (CD2 Track 01) - Arrange the flashcards (eraser, ruler, pencil, notebook, pencil case) on the board. Page 8 of 15
9. - Ask students to listen and pay their attention. - Listen and follow teacher’s - Use DCR on Eduhome to play the audio and point to instructions. each flashcard. - Then play the audio again and have them point to the - Point to the pictures in their pictures in their Student’s Books. Student’s Books. - Play the audio and require them to listen and repeat. - Listen and repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly - Work with their partner to complete points to the pictures in their book, and the other one the task. says the words. Then have them swap roles and continue this activity. - Walk round the class and support them if needed. 2. Play Slow motion. - Divide the class into two teams. - Play with their teammates. - Have students look the pictures in their Student’s - Follow teacher’s instructions. Books and guide them how to play the game. - Hold up one flashcard that is covered with a piece of - Look at the flashcard covered with a paper. piece of paper and quickly say the - Very slowly move the paper to reveal the flashcard. new word when their teacher slowly - Have students say the new word aloud. moves the paper. - The first student to say the correct word wins one point for their teams. - The team with the most points at the end wins. M. Practice (10 minutes) j. Objectives: To practice using the simple instructions in class. k. Contents: Listening and Speaking. l. Expected outcomes and assessment - Task completed with excellence: Students can understand and follow simple classroom commands correctly. - Task completed: Students can use the simple instructions in class. - Task uncompleted: Students fail to listen or respond the simple instructions in class. m. Organization: Teacher’s activities Students’ activities D. 1. Listen and practice. (CD2 Track 02) - Use DCR to show the useful language and have - Look and read the useful language students look and read the useful language silently. silently. - Explain that we use this to ask someone if something - Listen to the teacher’s explanation. belongs to them. We use “Is this your ?” and “is/isn’t” with singular nouns and “Are these your ?” and “are/ aren’t” with plural nouns. - Play the audio and have them look at the useful - Listen and look at the useful language. language again. - Ask them to work in pairs and practice the useful - Work in pairs and practice the language. useful language. - Require them to use the vocabulary from Part A. - Use the new words from Part A - Go around the class and support them if necessary. when practicing the useful language. 2. Look and write. Practice. Page 9 of 15
10. - Demonstrate the activity using the example. - Carefully look at the teacher demonstrating the activity. - Have students look and write their answers in their - Look and write their answers in Student’s Books. their Student’s Books. - Divide the class into pairs and have them check each - Work in pairs and check their other’s work. partner’s answers. - Use DCR to check the answers as a whole class. - Check the answers with the teacher and friends. - Have pairs practice saying the sentences. - Practice saying the sentences with a - Monitor the class and support if needed. friend. N. Production (5 minutes) c. Objectives: To help them remember the vocabulary and sentence pattern. d. Content: Playing the game: “Secret Envelopes” or using DHA. e. Expected outcomes and assessment - Task completed with excellence: Students can follow the simple instructions in class and do the correct actions quickly. - Task completed: Students are able to perform the task with some teacher’s and friends’ support. - Task uncompleted: Students cannot identify the simple instructions in class. f. Organization Teacher’s activities Students’ activities Option 1: Playing a game “Secret Envelopes” - Have the class work in groups of four or five to - Work with their friends to play the complete the task. game. - Prepare envelopes with word cards in them as follows: - Carefully listen to and follow Envelope 1: Is this your pencil? – No, it isn’t. teacher’s instructions. Envelope 2: Is this your notebook? – Yes, it is. Envelope 3: Is this your pencil case? – No, it isn’t. Envelope 4: Are these your erasers? – No, they aren’t. Envelope 5: Are these your rulers? – Yes, they are. Envelope 6: Are these your pencils? – Yes, they are. - Randomly give each group an envelope one at a time. - Put the words into the correct order - Get them to look at the words and rearrange the words to make meaningful sentences. to make the correct questions and answers. The - Show their answers to the teacher answers can be Yes or No. and the whole class. - The group having the first correct answer will get a point. Option 2: Using DHA on Eduhome - Open DHA (Unit 3 – Lesson 1) on Eduhome to help - Follow their teacher’s instructions. students review the vocabulary through games: Look - Play the game with the whole class. and find, Listen and find. O. Consolidation and homework assignment (5 minutes) i. Objectives: To help students remember and pronounce the vocabulary items. j. Contents: Playing the game “Whispers” and assigning homework in the Workbook. k. Expected outcomes and assessment - Task completed with excellence: Students can whisper the words to their friends correctly and smoothly. - Task completed: Students are able to whisper the words to their friends. - Task uncompleted: Students fail to listen the new words or whisper them to their friends. l. Organization Page 10 of 15
11. Teacher’s activities Students’ activities Consolidation - Have students play the game “Whispers”. - Play the game “Whispers” with - Divide the class into two teams. their teammates. - Ask students to form two lines. - Follow teacher’s instructions before - Whisper a word to the first student from each group. playing the game. Then they whisper the word into the ear of the student standing next to them. They continue whispering the - Quickly whisper the word into the word until the end of the line. The last student has to say ear of the friend standing next to it out loud. them. - The first student to say the correct word wins a point for their team. - The team having more correct answers will win the game. Homework Assignment - Require students to do exercises on page 28 in the - Follow their teacher’s instructions. Workbook. - Do homework, copy the new words, - Have them copy new words six times in their Tiếng Anh and prepare the new lesson. 3 i-Learn Smart Start Notebook, page 17. - Ask them to prepare Parts C and D, Lesson 2 on page 39 in the Student’s Book. 12. Reflection g. What I liked most about this lesson today: h. What I learned from this lesson today: i. What I should improve for this lesson next time: UNIT 3 - SCHOOL Lesson 1 (page 39) 13. Objectives By the end of this lesson, students will be able to identify the /ei/ and /ɪə/ sounds and practice the conversations. 13.1. Language knowledge and skills 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. Skills: Listening, Reading, Writing, and Speaking. 13.2. Competences Self-control and independent learning: identify the /ei/ and /ɪə/ sounds. Communication and collaboration: work in pairs or groups to ask and answer about the school things. Critical thinking and creativity: learn how to ask and answer about who owns different school supplies correctly and fluently. Page 11 of 15
12. 13.3. Attributes Kindness: support their friends to complete the learning tasks or play the games. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence and honesty. 14. Teaching aids and materials - Teacher’s aids: Tiếng Anh 3 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs, Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Tiếng Anh 3 i-Learn Smart Start Student’s Book, Workbook, Notebook. 15. Procedures P. Warm up (5 minutes) m. Objectives: To review the vocabulary items about school things, generate students’ interests and, lead in the new lesson. n. Content: Playing the game: “Circle jump” or “Slap the board”. o. Expected outcomes and assessment - Task completed with excellence: Students can slap flashcards or jump inside the correct circle and say the words quickly and correctly. - Task completed: Students can slap flashcards or jump inside the correct circle and say the words. - Task uncompleted: Students slap the wrong flashcards or pronounce the words incorrectly. p. Organization Teacher’s activities Students’ activities Option 1: Playing the game “Circle jump” - Divide the class into two groups and make two lines to - Make two lines to play this game. play the game. - Draw two large circles on the ground with chalk. - Follow teacher’s instructions before - Place a flashcard in each circle. playing the game. - Call out a word, and a student from each team has to - Quickly run and stand inside the run and stand inside the corresponding circle as corresponding circle when the teacher quickly as possible. says a word. - Ask them to say the word when standing inside the - Say aloud the word when standing circle. inside the circle. - The first student getting the correct answer wins a point for their team. Option 2: Playing the game “Slap the board” - Divide the class into two teams and have them form - Make two lines to play this game. two lines. - Place the flashcards about family members on the - Look at the flashcards on the board. board, showing the images. - Carefully listen and run to the board - Call out a word and have the first student from each to slap the correct card and read aloud group race to slap the correct image on the board and the word on it. say it correctly. The first student to slap the correct flashcard wins a point for their team. Q. Presentation (10 minutes) m. Objective: To help students identify the /ei/ and /ɪə/ sounds and practice saying the sounds in the chant. n. Contents: Listening and repeating. o. Expected outcomes and assessment - Task completed with excellence: Students can identify the /ei/ and /ɪə/ sounds and pronounce them correctly and fluently. - Task completed: Students can identify the /ei/ and /ɪə/ sounds and pronounce them. Page 12 of 15
13. - Task uncompleted: Students are unable to identify the /ei/ and /ɪə/ sounds and pronounce them. p. Organization Teacher’s activities Students’ activities R. 1. Listen and repeat. (CD2 Track 03) - Draw attention to the /ei/ and /ɪə/ sounds (using DCR). - Listen and follow their teacher’s - Briefly explain and demonstrate the sounds. instructions. - Play the audio. - Listen to the audio. - Have students notice the sounds. - Listen and notice the sounds first. - Play the audio again. - Listen to the audio again and repeat - Have students listen and repeat. the sounds. - Correct students’ pronunciation if needed. 2. Chant. (CD2 Track 04) - Write the words or put up the flashcards on the board. - Follow their teacher’s instructions. - Play the audio (using DCR). - Have students listen to the chant. - Listen to the chant. - Point to a word or picture on the board, say the sound - Listen and repeat the sound. and word and have students listen and repeat. - Follow the same procedure with the other sound and word. - Play the audio again. - Listen to the chant again. - Have students listen and clap along with the sounds - Listen and clap along with the and words as they hear them in the chant. sounds and words as they hear them in the chant. C. Practice (10 minutes) n. Objectives: To help students identify the people and school things in the story and practice listening and writing the missing words in the blanks. o. Contents: Listening, speaking, and writing. p. Expected outcomes and assessment - Task completed with excellence: Students can understand the story and fill in the missing words correctly. - Task completed: Students can understand the story and fill in the missing words. - Task uncompleted: Students fail to understand the story and fill in the missing words. q. Organization: Teacher’s activities Students’ activities D. 1. Look and listen. (CD2 Track 05) - Introduce the situation: “Alfie goes to school ” - Listen to their teacher’s (using DCR). introduction about the situation. - Have students look at the story and ask these - Look at the story and answer their questions. teacher’s 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. - Listen to the story. 2. Listen and write. (CD2 Track 06) - Play the audio (using DCR) and demonstrate the - Listen and follow their teacher’s activity using the example. demonstration. Page 13 of 15
14. - Play the audio and have students listen and write. - Listen to the story and write. - Play the audio again and check answers as a whole - Listen to the story again and check class. the answers as a whole class. 3. Practice with your friends. - Divide the class into two pairs. - Work with their partner to complete the task. - Have students practice saying the sentences. - Practice saying the sentences. - Have some pairs demonstrate the activity in front of - Demonstrate the activity in front of the class. the class. S. Production (5 minutes) d. Objectives: To help them practice the stories and use their own ideas. e. Content: Working with their partners. f. Expected outcomes and assessment - Task completed with excellence: Students can practice and use their own ideas to make a story naturally. - Task completed: Students can practice and use their own ideas to make a story. - Task uncompleted: Students cannot practice and use their own ideas to make a story. g. Organization Teacher’s activities Students’ activities Make their own stories. - Have students work in groups of three students. - Work with their friends to complete the task. - Ask them to choose one of the stories from Part 2 – - Choose one of the stories from Part Listen and write as a sample. 2 – Listen and write as a sample. - Give students enough time to make their stories using - Make their stories using their own their own ideas. ideas. - Walk around the class and support them if necessary. - Invite some pairs to present their stories in front of the - Present their stories in front of the class. class. - Help students with feedback and correct them if any. T. Consolidation and homework assignment (5 minutes) m. Objectives: To help students review the lesson by rearranging the sentences to make a meaningful conversation. n. Contents: Making a conversation and assigning homework in the Workbook. o. Expected outcomes and assessment p. Task completed with excellence: Students can rearrange the sentences to make a meaningful conversation correctly. - Task completed: Students can rearrange the sentences to make a meaningful conversation. - Task uncompleted: Students fail to can rearrange the sentences to make a meaningful conversation. q. Organization Teacher’s activities Students’ activities Consolidation - Ask students work in groups of four or five students. - Work in groups to complete the task. - Give each group a set of sentences and ask them to make - Make a meaningful conversation a meaningful conversation. from the given sentences. - Give them enough time to rearrange the given sentences. - Invite each group to present their answer. - Present their answer in front of the class. Page 14 of 15
15. - Have other groups comment and give the correct answer - Give comments to other groups. if any. - Check the students’ answers as a whole class. Homework Assignment - Require students to do exercises on page 29 in the - Follow their teacher’s instructions. Workbook. - Have them copy sentence structures in their Tiếng Anh 3 - Do homework, copy the structures, i-Learn Smart Start Notebook page 17. and prepare the new lesson. - Ask them to prepare Parts E and F, Lesson 1 on page 40 in the Student’s Book. 16. Reflection j. What I liked most about this lesson today: k. What I learned from this lesson today: l. What I should improve for this lesson next time: Page 15 of 15