Giáo án Tiếng Anh Lớp 3 - Tuần 2 - Năm học 2023-2024 - Nguyễn Thị Linh

 Week 2 Date of teaching: 18/9/2023
Period 5
 GETTING STARTED
 Lesson 4: A,B,C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Ask and answer about the colors of things.
2. Listen and fill in the blank
3. Play game ( Guess the picture)
4. Show how to ask and answer about the colors of things correctly and immediately.
 B. LANGUAGE FOCUS
Vocabulary: red, yellow, blue, black, white
The sentence patterns: What color is it?/ It’s yellow. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 8, Eduhome.vn, 
Teacher’s guide.
- Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student's speech
2. Listen and fill in the blank. Repeat. Student’s interaction Observation 
Role- play and performance
 Student’s interaction Observation 
3. Point, ask, and answer.
 and performance
 Student’s interaction Observation/ key
4. Play Guess the picture
 and performance
5. Use positive attitudes, appropriate 
gestures and intonation to ask and answer Student’s interaction Observation
about the colors of things correctly and and performance
immediately.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and watching
- Greet the students. Then get the class to watch a video “colours song” from youtube
- Elicit the abilities which are mentioned in the video
- Lead students to the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (red, yellow, blue, black, white) on the board to introduce the 
 new words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) 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 input (Activity B: Listen and fill in the blank Repeat. Role- 
 play)
- Have students call out the things they can see in each picture.
- Play the audio and have them fill in the blank.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the 
 class and support them if necessary.
 Activity 3: Full Controlled & less controlled 
 1. Activity C: Point, ask and answer.
- Divide the class into two teams.
- Have the student A point and ask and the student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
- Monitor the class and support if needed.
 2. Activity D: Play Guess the picture
- Have the students time to look and read at the examples.
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on the board 
 behind them. 
- Have someone from the same team ask the student a question about the flashcard.
- Have a student try to guess the answer without looking at the flashcard.
- Give that team one point if it’s a correct guess.
- Have teams take turns asking and guessing.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask and answer about the colors of things)
 2. What’re the core values of the lesson? 
 (Show how to choose colors that are appropriate for the student's age.)
 - Remind students to prepare for Lesson 5
 D. ADJUSTMENT.
Week 2 Date of teaching: 18/9/2023 
Period: 6
 GETTING STARTED
 Lesson 5: A,B,C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Ask how old someone is.
2. Listen and fill in the blank
3. Play game.(The chain game)
4. Show how to ask how old someone is correctly and immediately. 
B. LANGUAGE FOCUS
Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten.
The sentence patterns: How old are you?/ I’m eight. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 9, Eduhome.vn, 
Teacher’s guide.
- Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student's speech
2. Listen and fill in the blank. Repeat. Student’s interaction Observation 
Role- play and performance
 Student’s interaction Observation 
3. Point, ask and asnwer
 and performance
 Student’s interaction Observation/ key
4. Play the chain game
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to ask how old 
 and performance
someone is correctly and immediately.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and counting
 - Greet the students. Then get the class to count from one to ten
 - Lead students to the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (one, two, three, four, five, six, seven, eight, nine, ten.) on the 
 board to introduce the new words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) 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 input (Activity B: Listen and point. Repeat. Role- play)
- Have students call out the things they can see in each picture.
- Play the audio and and have them fill in the blank.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the 
 class and support them if necessary.
 Activity 3: Full Controlled & less controlled 
 1. Activity C: Point, say and do.
- Divide the class into two teams.
- Have the student A point and ask and the student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
- Monitor the class and support if needed.
 2. Activity D: Play the chain game 
- Have the students time to look and read at the examples.
- Divide the class into groups.
- Ask the students to stand up.
- Have student A turn to student B and ask the question, then have student B answer.
- Next, have student B turn to student C and ask the question, then have student C 
 answer.
- Continue until all students have practiced.
 Have some groups demonstrate the activity in front of the class.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask how old someone is.)
 2. What’re the core values of the lesson? 
(Show how to care for others.)
- Remind students to prepare for Unit 1- Lesson 1
D. ADJUSTMENT.
Week 2 Date of teaching: 19/9/2023
Period: 7
 UNIT 1: MY FRIENDS
 Lesson 1: A,B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Recognize the alphabet and spell names.
2. Listen and practice spelling names.
3. Play game.(What’s missing?)
4. Show how to know the alphabet and spell names correctly and fluently. 
B. LANGUAGE FOCUS
Vocabulary: the alphabet.
The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 10, Eduhome.vn, 
Teacher’s guide.
- Flashcards for Unit 1
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and practice
 and performance
 Student’s interaction Observation 
3. Look and match. Practice
 and performance
4. Play What’s missing game. Student’s interaction Observation/ key
 and performance
 5. Use positive attitudes, appropriate Student’s interaction Observation
 gestures and intonation to spell names 
 and performance
 correctly and fluently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and Sing the alphabet song
 - Sing a song
 - Lead students to the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (the Alphabet) on the board to introduce the new words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) 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 input (Activity B: Listen and practice)
- Use DCR to show the useful language and have students look and read the useful 
 language silently.
- Explain that we use this for introductions, when we meet someone for the first time 
 and their name is unfamiliar.
- 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 3: Full Controlled & less controlled 
 1. 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.
 2. Look and match. Practice 
- Demonstrate the activity using the example. 
- Have the students look, read, and match.
- 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 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Spell names.)
 2. What’re the core values of the lesson? 
(Show how to spell names correctly and fluently.)
- Remind students to prepare for the lesson 1- C,D
D. ADJUSTMENT.
Week 2 Date of teaching: 21/9/2023
Period: 8
 UNIT 1: MY FRIENDS
 Lesson 1: C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Identify the /sp/ sound and practice the conversations.
2. Listen and chant.
3. Listen and write
4. Practice with a partner
5. Show how to identify the /sp/ sound and spell names correctly and fluently. 
B. LANGUAGE FOCUS
Vocabulary: spell, space.
The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 11, Eduhome.vn, 
Teacher’s guide.
- Flashcards for Unit 1
- Computer, projector .
 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
 Observation 
3. Look and listen then write Student’sperformance
4. Practice with friends Student’s interaction Observation/ key
 and performance
 5. Use positive attitudes, appropriate 
 gestures and intonation to identify the Student’s interaction Observation
 /sp/ sound and spell names correctly and and performance
 fluently. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and Sing the alphabet song
 - Sing a song
 - Lead students to the new lesson.
 Activity 1: Language input (Activity C: Listen and repeat)
- Draw attention to the /sp/ sound using DCR.
- Briefly explain and demonstrate the sound.
- Play the audio. 
- Have students notice the sound.
- Play the audio again.
- Have the students listen and repeat. 
- Correct the students’ pronunciation if needed. 
 Activity 2: Full Controlled & less controlled 
 1. 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.
 2. Look and listen
- Introduce the situation: “A friend from space ”
- Have the students look at the story (using DCR) and ask these questions. 
• Who can you see? (Alfie, Tom, Nick)
• What color is Alfie? (blue)
• Do they want to be friends? (yes)
- Play the audio.
 Have the students look and listen.
 3. 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.
 4. 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 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Identify the /sp/ sound and practice the conversations.)
 2. What’re the core values of the lesson? 
(Identify the /sp/ sound and spell names correctly and fluently..)
- Remind students to prepare for the lesson 2
D. ADJUSTMENT.