Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 28 - Năm học 2022-2023 - Nguyễn Thị Linh

 Week 28
Date of teaching: 27/3/2023
 UNIT 7 - TOYS
 Lesson 3 (page 102)
1. Objectives
 By the end of this lesson, students will be able to say where to put different 
 things.
1.1. Language knowledge and skills
 Vocabulary: under, on, in, toy box, wardrobe.
 Sentence pattern: Put the ball on the chair.
 Skills: Listening, Reading, Writing, and Speaking.
1.2. Competences
 Self-control and independent learning: identify and say where to put different 
 things.
 Communication and collaboration: work in pairs or groups to say where to 
 put different things.
 Critical thinking and creativity: learn how to say where to put different 
 things.
1.3. 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.
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, 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 vocabulary items about the 
 things, generate students’ interests, and lead in the new lesson.
 b. Content: Play the game: “Slap the board” or “Snake”.
 c. Expected outcomes and assessment
 - Task completed with excellence: Students can slap flashcards and say the 
 words correctly.
 - Task completed: Students can slap correct flashcards and say the words.
 - Task uncompleted: Students cannot slap correct flashcards or say the words 
 incorrectly.
 d. Organization Teacher’s activities Students’ activities
 Option 1: Play the Slap the board game.
 - Divide the class into two teams and have - Make two lines to play this 
 them form two lines. game.
 - Place the flashcards on the board, showing 
 the images. - Look at the flashcards on the 
 - Call out a word and have the first student board.
 from each group race to slap the correct - Carefully listen and run to the 
 image on the board and say it correctly. board to slap the correct card 
 The first student to slap the correct and read aloud the word on it.
 flashcard wins a point for their team.
 Option 2: Play the Snake game.
 - Have the class stand up and play the game. - Follow their teacher’s 
 - Give the ball to the first student and ask instructions before playing the 
 them to begin by saying a thing. game.
 - Then the first student passes the ball to any 
 of their friends. The second friend will - Play the game with the whole 
 name another thing. class.
 - The students who are unable to say the 
 things will sit down. The last student who 
 stands up at the end of the game is the 
 winner.
 - Lead in the new lesson.
 - Be ready for the new lesson.
B. Presentation (10 minutes) 
 a. Objective: To help the students recognize and name the prepositions and 
 things.
 b. Contents: Listening, pointing, and repeating.
 c. 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. 
 d. Organization
 Teacher’s activities Students’ activities
 A. 1. Listen and point. Repeat. (CD3 Track 36) 
 - Arrange the flashcards (under, on, in, toy box, 
 wardrobe) on the board.
 - Ask the students to listen and pay their - Listen and follow their 
 attention. teacher’s instructions.
 - Use DCR on Eduhome to play the audio and - Point to the pictures in their 
 point to each flashcard. Student’s Books.
 - Then play the audio again and have them point 
 to the pictures in their Student’s Books. - Listen and repeat. - Play the audio and require them to listen and 
 repeat. - Work with their partner to 
 - Help them with their pronunciation if complete the task.
 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.
 2. Play Board race.
 - Have the students look at the example. - Look at the example.
 - Divide the class into two teams and have one - Play with their teammates.
 student from each team stand a distance from a 
 board. - Listen to their teacher.
 - Stick two flashcards on the board and then say 
 one of the new words aloud. - Race to the board, touch that 
 - Have the students race to the board, touch that flashcard, and repeat the new 
 flashcard, and repeat the new word. word.
 - The first student to touch the flashcard and say 
 the word correctly gets a point for their team.
 - Continue with other students.
C. Practice (10 minutes)
 a. Objectives: To practice using the useful language to talk about where to put 
 different things and match the sentences with the correct words.
 b. Contents: Listening and Speaking.
 c. Expected outcomes and assessment
 - Task completed with excellence: Students can talk about where to put 
 different things and match the sentences with the correct words quickly.
 - Task completed: Students can talk about where to put different things and 
 match the sentences with the correct words.
 - Task uncompleted: Students fail to talk about where to put different things 
 and match the sentences with the correct words.
 d. Organization:
 Teacher’s activities Students’ activities
 B. 1. Listen and practice. (CD3 Track 37) 
 - Use DCR on Eduhome to show the useful - Look and read the useful 
 language and have the students look and read language silently.
 the useful language silently.
 - Explain that we use this to instruct someone to - Listen to their teacher’s 
 put an item somewhere else. We use “in”, explanation.
 “on”, and “under” to describe where we want 
 things putting in more detail. 
 - Play the audio and have them listen to the - Listen and look at the useful useful language. language again.
 - Ask them to work in pairs and practice the - Work in pairs and practice the 
 useful language. useful language. 
 - Require them to use the vocabulary from Part - Use the new words from Part 
 A. A when practicing the useful 
 - Go around the class and support them if language.
 necessary.
 2. Look and match. Practice.
 - Demonstrate the activity using the example. - Carefully look at the teacher 
 demonstrating the activity.
 - Have the students look and match the - Look and write their answers 
 sentences with the correct answers in their in their Student’s Books.
 Student’s Books. - Work in pairs and check their 
 - Divide the class into pairs and have them partner’s answers.
 check each other’s work. - Check the answers with the 
 - Use DCR on Eduhome to check the answers as teacher and friends.
 a whole class. - Practice saying the sentences 
 - Have some pairs practice saying the sentences. with a friend.
 - Monitor the class and support if needed.
D. Production (5 minutes)
 a. Objectives: To help them remember the vocabulary items and sentence 
 pattern.
 b. Content: Talking about putting things or using DHA. 
 c. Expected outcomes and assessment 
 - Task completed with excellence: Students can talk about where to put 
 different things fluently.
 - Task completed: Students can talk about where to put different things.
 - Task uncompleted: Students cannot talk about where to put different things.
 d. Organization 
 Teacher’s activities Students’ activities
 Option 1: Talk about putting things.
 - Have the class work in groups of three - Work with their team to 
 students. complete the task.
 - Ask them to use the language structure: - Carefully listen to and follow 
 “Put the ball ” to place the ball or other their teacher’s instructions.
 things at different position.
 Eg.
 • Student 1: Say a preposition “on”.
 • Student 2: Show a flashcard about a 
 thing “chair” (toy box/ table/ wardrobe/ - Take turns using the 
 book ). language structure.
 • Student 3: “Put the ball on the chair. ”
 - Ask them to take turns using the language structure.
 - Support them if necessary.
 Option 2: Use DHA on Eduhome.
 - Open DHA (Unit 7 – Lesson 3) on 
 Eduhome to help the students review the 
 vocabulary through games: Look and find, 
 Listen and find, and Grammar.
E. Consolidation and homework assignment (5 minutes) 
a. Objectives: To help the students remember and pronounce the vocabulary 
 items about the prepositions and things.
b. Contents: Playing the game “Whispers” and assigning homework in the 
 Workbook.
c. 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.
d. Organization 
 Teacher’s activities Students’ activities
 Consolidation 
 - Have the students play the game “Whispers”. - Play the game “Whispers” 
 - Divide the class into two teams. with their teammates.
 - Ask the students to form two lines. - Follow their teacher’s 
 instructions before playing the 
 - Whisper a word to the first student from each game.
 group. Then they whisper the word into the ear - Quickly whisper the word into 
 of the student standing next to them. They the ear of the friend standing 
 continue whispering the word until the end of next to them.
 the line. The last student has to say it out loud. 
 - 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 the students to do exercises on page 72 - Follow their teacher’s 
 in the Workbook. instructions.
 - Have them copy each new word six times in 
 their Tiếng Anh 3 i-Learn Smart Start - Do homework, copy the new 
 Notebook, page 39. words, and prepare the new 
 - Ask them to prepare Parts C and D, Lesson 3 on lesson.
 page 103 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: 
Week 28
Date of teaching: 27/3/2023
 UNIT 7 - TOYS
 Lesson 3 (page 103)
5. Objectives
 By the end of this lesson, students will be able to identify the /ɔɪ/ and /eə/ 
 sounds and practice the conversations. 
5.1. Language knowledge and skills
 Vocabulary: under, on, in, toy box, wardrobe.
 Sentence pattern: Put the balls under the bed.
 Skills: Listening, Reading, Writing, and Speaking.
5.2. Competences
 Self-control and independent learning: identify and say where to put different 
 things.
 Communication and collaboration: work in pairs or groups to say where to 
 put different things.
 Critical thinking and creativity: learn how to say where to put different 
 things.
5.3. 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.
5.4. 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.
6. Procedures 
F. Warm up (5 minutes) e. Objectives: To review the vocabulary items about the prepositions and 
 things, generate students’ interests, and lead in the new lesson.
 f. Content: Playing the game: “Circle jump” or “Slap the board”.
 g. 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.
 h. Organization
 Teacher’s activities Students’ activities
 Option 1: Play the Circle jump game.
- Divide the class into two groups and make - Make two lines to play this 
 two lines to play the game. game.
- Draw two large circles on the ground with 
 chalk. - Follow their teacher’s 
- Place a flashcard in each circle. instructions before playing the 
- Call out a word, and a student from each game.
 team has to run and stand inside the - Quickly run and stand inside 
 corresponding circle as quickly as possible. the corresponding circle when 
- Ask them to say the word when standing the teacher says a word.
 inside the circle. - Say aloud the word when 
- The first student getting the correct answer standing inside the circle.
 wins a point for their team. Option 2: Play the Slap the board game.
 - Divide the class into two teams and have - Make two lines to play this 
 them form two lines. game.
 - Place the flashcards about the prepositions 
 and things on the board, showing the - Look at the flashcards on the 
 images. board.
 - Call out a word and have the first student 
 from each group race to slap the correct - Carefully listen and run to the 
 image on the board and say it correctly. board to slap the correct card 
 The first student to slap the correct and read aloud the word on it.
 flashcard wins a point for their team.
G. Presentation (10 minutes) 
 e. Objective: To help the students identify the /ɔɪ/ and /eə/ sounds and practice 
 saying the sounds in the chant.
 f. Contents: Listening and repeating.
 g. Expected outcomes and assessment
 - Task completed with excellence: Students can identify the /ɔɪ/ and /eə/ 
 sounds and pronounce them correctly and fluently.
 - Task completed: Students can identify the /ɔɪ/ and /eə/ sounds and 
 pronounce them.
 - Task uncompleted: Students are unable to identify the /ɔɪ/ and /eə/ sounds 
 and pronounce them.
 h. Organization
 Teacher’s activities Students’ activities
 H. 1. Listen and repeat. (CD3 Track 38) 
 - Draw attention to the /ɔɪ/ and /eə/ sounds using - Listen and follow their 
 DCR. teacher’s instructions.
 - Briefly explain and demonstrate the sounds. - Listen to the audio.
 - Play the audio. - Listen and notice the sounds 
 - Have the students notice the sounds. first.
 - Play the audio again. - Listen to the audio again and 
 - Have the students listen and repeat. repeat the sounds.
 - Correct students’ pronunciation if needed.
 2. Chant. (CD3 Track 39) 
 - Write the words or put up the flashcards on the - Follow their teacher’s 
 board. instructions.
 - Play the audio using DCR.
 - Have the students listen to the chant. - Listen to the chant.
 - Point to a word or picture on the board, say the - Listen and repeat the sound.
 sound and word and have the students listen 
 and repeat.
 - Follow the same procedure with the other 
 sound and word. - Listen to the chant again.
 - Play the audio again. - Listen and clap along with the - Have the students listen and clap along with sounds and words as they hear 
 the sounds and words as they hear them in the them in the chant.
 chant.
C. Practice (10 minutes)
 e. Objectives: To help the students identify the people and things in the story 
 and practice listening and writing the missing words in the blanks.
 f. Contents: Listening, speaking, and writing.
 g. 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.
 h. Organization:
 Teacher’s activities Students’ activities
 D. 1. Look and listen. (CD3 Track 40) 
 - Introduce the situation using DCR: “It’s time - Listen to their teacher’s 
 to clean up ” introduction about the 
 - Have the students look at the story and ask situation. 
 these questions. - Look at the story and answer 
 • What can you see? (two balls, a toy box, a their teacher’s questions.
 robot, a bed, a wardrobe)
 • How does Mom/Mrs. Brown feel? (She’s 
 angry.)
 • Does Mom/Mrs. Brown want the kids to clean 
 up? (Yes)
 • What are the kids doing now? (They’re 
 cleaning up.)
 - Play the audio. - Listen to the story.
 - Have the students look and listen.
 2. Listen and circle. (CD3 Track 41) 
 - Play the audio using DCR and demonstrate the - Listen and follow their 
 activity using the example. teacher’s demonstration.
 - Play the audio and have the students listen and - Listen to the story and write.
 write. - Listen to the story again and 
 - Play the audio again and check the answers as check the answers as a whole 
 a whole class. class.
 3. Practice with your friends. 
 - Divide the class into two pairs. - Work with their partner to 
 complete the task.
 - Have the students practice saying the - Practice saying the sentences.
 sentences. - Demonstrate the activity in 
 - Have some pairs demonstrate the activity in front of the class. front of the class.
I. Production (5 minutes)
 b. Objectives: To help them practice the stories and use their own ideas.
 c. Content: Working with their partners. 
 d. 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.
 e. Organization 
 Teacher’s activities Students’ activities
 Make their own stories.
 - Have the students work in groups of three - Work with their friends to 
 students. complete the task.
 - Choose one of the stories 
 - Ask them to choose one of the stories from from Part 2 – Listen and 
 Part 2 – Listen and write as a sample. write as a sample.
 - Give the students enough time to make - Make their stories using their 
 their stories using their own ideas. own ideas.
 - Walk around the class and support them if 
 necessary. - Present their stories in front 
 - Invite some pairs to present their stories in of the class.
 front of the class.
 - Help the students with feedback and 
 correct them if any.
J. Consolidation and homework assignment (5 minutes) 
e. Objectives: To help the students review the lesson by rearranging the sentences 
 to make a meaningful conversation.
f. Contents: Making a conversation and assigning homework in the Workbook.
g. Expected outcomes and assessment 
h. 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.
i. Organization 
 Teacher’s activities Students’ activities
 Consolidation 
 - Ask the students work in groups of four or five - Work in groups to complete students. the task.
 - Make a meaningful 
 - Give each group a set of sentences and ask them conversation from the given 
 to make a meaningful conversation. sentences.
 Suggested conversation:
 Mom: Tim, it’s time to go to bed. Pick up all 
 your toys on the floor. 
 Tim: Sure, Mom. 
 Nina: I can help you, Tim. Where do I put 
 the cars? 
 Tim: Thanks, Nina. Put the cards in the box, 
 please. 
 Nina: In this box? 
 Tim: No. Put them in the big box over there. 
 Nina: I see. 
 - Present their answer in front of 
 - Give them enough time to rearrange the given the class.
 sentences. - Give comments to other 
 - Invite each group to present their answer. groups.
 - Have other groups comment and give the correct 
 answer if any.
 - Check the students’ answers as a whole class.
Homework Assignment 
 - Require the students to do exercises on page 73 - Follow their teacher’s 
 in the Workbook. instructions.
 - Have them copy the structures in their Tiếng 
 Anh 3 i-Learn Smart Start Notebook, page 39. - Do homework, copy the 
 - Ask them to prepare Parts E and F, Lesson 3 on structures, and prepare the new 
 page 104 in the Student’s Book. lesson.
 7. 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: Week 28
Date of teaching: 28/3/2023
 UNIT 7 - TOYS
 Lesson 3 (page 104)
8. Objectives
 By the end of this lesson, students will be able to say where to put different 
 things confidently.
8.1. Language knowledge and skills
 Vocabulary: under, on, in, toy box, wardrobe.
 Sentence patterns: Put the ball under the bed./ Put the book on the table.
 Skill: Speaking.
8.2. Competences
 Self-control and independent learning: identify and say where to put different 
 things.
 Communication and collaboration: work in pairs or groups to say where to 
 put different things.
 Critical thinking and creativity: learn how to say where to put different 
 things.
8.3. 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.
9. 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.
10.Procedures 
K. Warm up (5 minutes)
 i. Objectives: To review the vocabulary items about the prepositions and 
 things, generate students’ interests, and lead in the new lesson.
 j. Content: Playing the game: “Jump” or “Slap the board”.
 k. Expected outcomes and assessment
 - Task completed with excellence: Students can slap flashcards or jump and 
 say the words quickly and correctly.
 - Task completed: Students can slap flashcards or jump 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: Play the Jump game.
 - Ask the students to stand at their desks. - Stand at their desks to play the 
 - Hold up a flashcard from the vocabulary game.
 set and say a word. - Look at the flashcard and 
 - If the word is the same as the flashcard, listen to their teacher.
 they jump. If it isn't, they keep still. - Jump if the word is the same 
 as the flashcard.
 - Don’t jump if the word isn’t 
 - Ask them to say the word on the flashcard. the same as the flashcard.
 - Say the word on the flashcard.
 Option 2: Play the Slap the board game.
 - Divide the class into two teams and have - Make two lines to play this 
 them form two lines. game.
 - Place the flashcards about the prepositions 
 and things on the board, showing the - Look at the flashcards on the 
 images. board.
 - Call out a word and have the first student - Carefully listen and run to the 
 from each group race to slap the correct board to slap the correct card 
 image on the board and say it correctly. and read aloud the word on it.
 The first student to slap the correct 
 flashcard wins a point for their team.
L. Presentation (10 minutes) 
 i. Objective: To help the students recognize the sentence pattern and name the 
 things correctly.
 j. Contents: Listening and repeating.
 k. Expected outcomes and assessment
 - Task completed with excellence: Students can identify the sentence 
 structure and read out loud the words correctly.
 - Task completed: Students can identify the sentence structure and read out 
 loud the words.
 - Task uncompleted: Students are unable to use the sentence structure or point 
 and read the correct words. 
 l. Organization
 Teacher’s activities Students’ activities
 Present the sentence pattern. 
 - Use DCR on Eduhome to show the class the - Listen and follow their 
 sentence structure in Part E, page 104 in their teacher’s instructions.
 Student’s Book. - Look at the target sentence 
 - Give the students enough time to look at the structure on the screen and read 
 target sentence structure and have them read it it silently.
 silently. - Name the things in the pictures.
 - Continue asking them what things in the 
 pictures are. - Control the class and give them help if needed.
 - Lead in the new lesson.
C. Practice (10 minutes)
 i. Objectives: To practice talking about where to put different things.
 j. Contents: Pointing and saying.
 k. Expected outcomes and assessment
 - Task completed with excellence: Students can point to the things and say 
 where to put different things smoothly and correctly.
 - Task completed: Students can point to the things and say where to put 
 different things.
 - Task uncompleted: Students fail to point to the things and say where to put 
 different things.
 l. Organization:
 Teacher’s activities Students’ activities
 E. Point and say. 
 - Divide the class into two pairs. - Work with their partner to 
 complete the task.
 - Demonstrate the activity using the speech - Follow their teacher’s 
 bubbles. instructions.
 - Have the student A point, have the student B - Point and say where to put 
 say. different things.
 - Swap roles and repeat. - Present their work in front of 
 - Afterwards, have some pairs demonstrate the the class.
 activity in front of the class.
 Extra practice. 
 - Show two flashcards to the class and say a - Work with their teammates to 
 preposition. complete the task.
 - Follow their teacher’s 
 - Have the class say where to put different instructions.
 things. - Say where to put different 
 e.g. things.
 (Teacher shows two flashcards “ball” and “toy 
 box”.)
 Teacher: “in”
 Class: “Put the ball in the toy box.”
D. Production (5 minutes)
 c. Objectives: To help them follow different commands and say where to put 
 different things fluently. d. Content: Playing the game: “Simon says” or using DHA. 
 e. Expected outcomes and assessment 
 - Task completed with excellence: Students can follow different commands 
 and say where to put different things fluently.
 - Task completed: Students are able to follow different commands and say 
 where to put different things.
 - Task uncompleted: Students cannot follow different commands or say where 
 to put different things.
 f. Organization 
 Teacher’s activities Students’ activities
 F. Option 1: Play Simon says.
 - Have the students time to look and read at - Look at the examples and 
 the examples. read them silently.
 - Tell them they must only follow commands - Listen and follow their 
 that start with “Simon says ”. teacher’s instructions.
 - Model the activity in front of the class. - Play the game with their 
 - Demonstrate the game by giving the teacher and the whole class.
 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”.
 Option 2: Use DHA on Eduhome.
 - Open DHA (Unit 7 – Lesson 3) on - Follow their teacher’s 
 Eduhome to help the students review the instructions.
 vocabulary through games: Look and find, - Play the game with the whole 
 Listen and find, and Grammar. class.
E. Consolidation and homework assignment (5 minutes) 
j. Objectives: To help the students remember the vocabulary items.
k. Contents: Playing the game “Whispers” and assigning homework in the 
 Workbook.
l. 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.
m. Organization 
 Teacher’s activities Students’ activities Consolidation 
 - Have the students play the game “Whispers”. - Play the game “Whispers” 
 - Divide the class into two teams. with their teammates.
 - Ask the students to form two lines. - Follow their teacher’s 
 instructions before playing the 
 - Whisper a word to the first student from each game.
 group. Then they whisper the word into the ear - Quickly whisper the word into 
 of the student standing next to them. They the ear of the friend standing 
 continue whispering the word until the end of next to them.
 the line. The last student has to say it out loud. 
 - 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 the students to practice the structures at - Practice the structures at 
 home. home.
 - Ask them to prepare Parts A and B, Math - Prepare the new lesson.
 Lesson, Unit 7 on page 105 in the Student’s 
 Book.
 11.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: 
Week 28
Date of teaching: 30/3/2023
 UNIT 7 - TOYS
 Math Lesson (page 105)
12.Objectives
 By the end of this lesson, students will be able to do simple math.
 Language knowledge and skills
 Vocabulary: numbers 11-20, plus, minus.
 Sentence patterns: Seven plus twelve is nineteen./ Twenty minus six is 
 fourteen.
 Skills: Listening, Reading, Writing, and Speaking. 12.1. Competences
 Self-control and independent learning: identify and do simple math.
 Communication and collaboration: work in pairs or groups to do simple 
 math.
 Critical thinking and creativity: learn how to do simple math.
12.2. 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.
13.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.
14.Procedures 
M.Warm up (5 minutes)
 m. Objectives: To help the students review the numbers 1-10.
 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: Play the Circle jump game.
 - Divide the class into two groups and make - Make two lines to play this 
 two lines to play the game. game.
 - Draw two large circles on the ground with 
 chalk. - Follow their teacher’s 
 - Place a flashcard in each circle. instructions before playing the 
 - Call out a word, and a student from each game.
 team has to run and stand inside the - Quickly run and stand inside 
 corresponding circle as quickly as possible. the corresponding circle when 
 - Ask them to say the word when standing the teacher says a word.
 inside the circle. - Say aloud the word when 
 - The first student getting the correct answer standing inside the circle.
 wins a point for their team. 
 Option 2: Play the Slap the board game.
 - Divide the class into two teams and have - Make two lines to play this them form two lines. game.
 - Place the flashcards about the numbers 1-
 10 on the board, showing the images. - Look at the flashcards on the 
 - Call out a word and have the first student board.
 from each group race to slap the correct - Carefully listen and run to the 
 image on the board and say it correctly. board to slap the correct card 
 The first student to slap the correct and read aloud the word on it.
 flashcard wins a point for their team.
N. Presentation (10 minutes) 
 m. Objective: To help the students recognize and say the numbers 11-20 
 correctly.
 n. Contents: Listening, pointing, and repeating.
 o. Expected outcomes and assessment
 - Task completed with excellence: Students can recognize and say the 
 numbers 11-20 correctly.
 - Task completed: Students can recognize and say the numbers 11-20.
 - Task uncompleted: Students are unable to recognize and say the numbers 
 11-20.
 p. Organization
 Teacher’s activities Students’ activities
 C. 1. Listen and point. Repeat. (CD3 Track 42) 
 - Arrange the flashcards (numbers 11-20) on the - Listen and follow their 
 board. teacher’s instructions.
 - Ask the students to listen and pay their - Point to the pictures in their 
 attention. Student’s Books.
 - Use DCR on Eduhome to play the audio and 
 point to each flashcard. 
 - Then play the audio again and have them point - Listen and repeat.
 to the pictures in their Student’s Books.
 - Play the audio and require them to listen and - Work with their partner to 
 repeat. complete the task.
 - 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.
 2. Play Guess.
 - Arrange the flashcards on the board and write - Play with the whole class.
 a number under each card.
 - Have the students look at the flashcards for the - Look at the flashcards for the 
 count of ten. count of ten. - Turn the flashcards over to face the board 
 when the students are not looking.
 - Call out a number and have students take turns 
 guessing the face-down card. Turn the card - Take turns guessing the face-
 over after each guess. down card.
O. Practice (10 minutes)
 m. Objectives: To practice using the useful language to talk about doing simple 
 math and complete the blanks.
 n. Contents: Listening and Speaking.
 o. Expected outcomes and assessment
 p. Task completed with excellence: Students can use the useful language to 
 talk about doing simple math and complete the blanks correctly.
 - Task completed: Students can use the useful language to talk about doing 
 simple math and complete the blanks.
 - Task uncompleted: Students fail to use the useful language to talk about 
 doing simple math and complete the blanks.
 q. Organization:
 Teacher’s activities Students’ activities
 D. 1. Listen and practice. (CD3 Track 43) 
 - Use DCR on Eduhome to show the useful - Look and read the useful 
 language and have the students look and read language silently.
 the useful language silently.
 - Explain that we use this to do simple math - Listen to their teacher’s 
 aloud. We do this to make it easier to get the explanation.
 math problem correct or explain how we got 
 the answer. - Listen and look at the useful 
 - Play the audio and have them listen to the language again.
 useful language. - Work in pairs and practice the 
 - Ask them to work in pairs and practice the useful language. 
 useful language. - Use the new words from Part 
 - Require them to use the vocabulary from Part A when practicing the useful 
 A. language.
 - Go around the class and support them if 
 necessary.
 2. Look and write. Practice.
 - Demonstrate the activity using the example. - Carefully look at the teacher 
 demonstrating the activity.
 - Have the students look and write their answers - Look and write their answers 
 in their Student’s Books. in their Student’s Books.
 - Divide the class into pairs and have them - Work in pairs and check their 
 check each other’s work. partner’s answers.
 - Use DCR on Eduhome to check the answers as - Check the answers with the 
 a whole class. teacher and friends.
 - Have some pairs practice saying the sentences. - Practice saying the sentences - Monitor the class and support if needed. with a friend.
P. Production (5 minutes)
 d. Objectives: To help them remember the vocabulary items and sentence 
 pattern.
 e. Content: Doing simple math or using DHA. 
 f. Expected outcomes and assessment 
 - Task completed with excellence: Students can identify the numbers and do 
 simple math quickly and correctly.
 - Task completed: Students can identify the numbers and do simple math.
 - Task uncompleted: Students cannot identify the numbers and do simple 
 math.
 g. Organization 
 Teacher’s activities Students’ activities
 Option 1: Do simple math.
 - Divide the class into two teams to complete - Work with their team to 
 the task. complete the task.
 - Write the numbers on the board so that the - Carefully listen and follow 
 class can do simple math. teacher’s instructions.
 - Look at the numbers on the 
 - Ask Team A to use the Addition and Team board and use the Addition 
 B to use the Subtraction. and Subtraction.
 - Have them swap the roles.
 - Support them if necessary.