Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 30 - Năm học 2022-2023 - Nguyễn Thị Linh

 Date of teaching: 10/4/2023
Period: 109 
 UNIT 8: FOOD
 Lesson 1: C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /ts/ sound from the recording (Cognition)
2. Identify the situations using the sentence patterns There is an apple./ There are 
eight cupcakes.
 3. Say how many different food items there are.
4. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in saying how 
many different food items there are.
B. LANGUAGE FOCUS
1. Sound : the sound /ts/ 
2. Vocabulary: robot, doll, big, small, car.
3. Sentence pattern: What can you see?/ I can see a big ball.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 111, 
 Eduhome.vn, 
- Flashcards 
- a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and repeat Student's speech
 Student’s interaction Observation 
2. Chant
 and performance
 Student’s Observation 
3. Look and listen then write
 performance
 Student’s interaction Observation/ key
4. Practice with your friends
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation in saying how 
 and performance
many different food items there are.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Slap the board game.
- Divide the class into two teams and have them form two lines.
- Place the flashcards about the food on the board, showing the images. 
Call out a word and have the first student from each group race to slap the correct 
image on the board and say it correctly. The first student to slap the correct 
flashcard wins a point for their team.
Activity 1: Language input (Activity C- 1. Listen and repeat. )
(CD2 Track 48) 
 - Draw attention to the /ts/ sound.
 - Briefly explain and demonstrate the sound.
 - Play the audio using DCR. 
 - Have the students notice the sound.
 - Play the audio again.
 - Have the students listen and repeat. 
 Correct the students’ pronunciation if needed.
 Activity 2: Language input (Activity C- 2. Chant.) (CD3 Track 49) 
 - 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.
 - Play the audio again.
 - Have the students listen and clap along with the sound and words as they hear 
 them in the chant.
Activity 3: Practice (Activity D. 1. Look and listen.)
(CD3 Track 50) 
 - Introduce the situation using DCR: “After the shopping ”
 - Have the students look at the story and ask these questions. 
 • Where are Mrs. Brown and the kids? (in the kitchen)
 • What is Lucy counting? (the apples)
 • What other food items can you see? (bananas, carrots, cupcakes, donuts)
 - Play the audio.
Activity 4: Practice (Activity D. 2. Listen and write. (CD3 Track 51) 
 - Play the audio using DCR and demonstrate the activity using the example. 
 - Play the audio and have the students listen and write.
Play the audio again and check the answers as a whole class. 
Activity 5: Practice (Activity D. 3. Practice with your friends. )
- Divide the class into two pairs.
- Have the students practice saying the sentences.
- Have some pairs demonstrate the activity in front of the class.
Activity 6: Wrap-up & Assignments
- Ask students to answer the following questions: 1. What have you learnt from the lesson today? 
(saying how many different food items there are.)
2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in saying the sound /ts/ 
and saying how many different food items there are.)
- Remind students to prepare for the next lesson. Lesson 1: E,F.
D. FEEDBACK
 .....
Date of teaching: 10/4/2023
Period: 110 
 UNIT 8: FOOD
 Lesson 1: E,F
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize different food items from the pictures.(Cognition)
2. Identify the situations using the sentence There is an apple./ There are eight 
cupcakes.
3. Say how many different food items there are.
4. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in saying how 
many different food items there are.
B. LANGUAGE FOCUS
 Vocabulary: Revision
 Sentence pattern: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 112, 
Eduhome.vn, 
- Flashcards 
- Laptop, TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Assessment tools Performance Tasks products
1. Point and say Student’s answers Observation
2. Draw your shopping. Say. Student’s answers Observation
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in saying how 
 interaction Questions & answers
many different food items there are.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Vocabulary Race game.
 - Divide the class into four groups and ask them to stand in two lines facing the 
 board. 
 - Draw four columns on the board for Teams A, B, C, and D.
 - Give a marker to the first student of each team.
 - Say “1 2 3” and then the students run to the board quickly to write a food 
 vocabulary on it. Next, the students pass the markers to the next friends and join 
 back of the line.
 Have them one minute write the words on the board and say “Stop”. The team 
 with the most words wins. 
 Activity 1: Present the sentence pattern. 
 - Use DCR on Eduhome to show the class the sentence structure in Part E, page 
 112 in their Student’s Book.
 - Give the students enough time to look at the target sentence structure and have 
 them read it silently.
 - Continue asking them what food in each picture is.
 - Control the class and give them help if needed.
 Lead in the new lesson.
 Activity 2: Practice (Activity E. Point and say . )
 - Divide the class into two pairs.
 - Demonstrate the activity using the speech bubbles.
 - Have the student A point to a picture and the student B say.
 - e.g.
 - “There are two donuts.”
 - Swap roles and repeat.
 - Afterwards, have some pairs demonstrate the activity in front of the class.
 Activity 3: Practice (Activity F. Draw your shopping. Say)
 - Use DCR on Eduhome to show the examples to the whole class.
 - Have the students draw their shopping.
 - Divide the class into pairs.
 - Have the students look at their drawings and say.
 - Swap roles and repeat.
 Afterwards, 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? 
(saying how many different food items there are.)
2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in saying how many 
different food items there are.)
- Remind students to prepare for the next lesson. Lesson 2: A,B.
D. FEEDBACK
 Teaching date:11 /04/2023
 UNIT 8: FOOD
 Period: 111. Lesson 2: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize family members from the recording and pictures. (Cognition)
2. identify the situations using the sentence patterns Are there any tomatoes?/ Yes, 
there are (some tomatoes)./ No, there aren’t.
 Is there any onion?/ Yes, there is (an onion)./ No, there isn’t.
3. Ask and answer about ask and answer about the food
4. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in asking and 
answering about the food
B. LANGUAGE FOCUS
Vocabulary: onion, tomato, egg, potato, lime.
Sentence patterns: Are there any tomatoes?/ Yes, there are (some tomatoes)./ No, 
there aren’t.
 Is there any onion?/ Yes, there is (an onion)./ No, there isn’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 113, 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 Board race. Student’s answers/ Observation
 actions
 Student’s interaction Observation
3. Listen and practice
 and performance
4. . Look and write. Practice Student’s answers Observation
5.Show positive attitudes and appropriate Observation, 
 Student’s talk and 
gestures and intonation in asking and Questions & 
 interaction
answering about the food. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Yes or No game.
 - Draw a line on the ground with chalk. 
 - Explain to the students that one side is Yes and the other side is No. 
 - Show the students a flashcard and ask them a question: Is this a banana? 
 - Get the class to jump to the correct side to the answer.
 - Lead the new lesson
 Activity1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Ask students to look at pictures and answer questions to identify the situation.
 - Tell students that they are going to practise saying about food
 - Play the recording more than once, if necessary, ask students to listen, point and 
 repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording again for students to listen and repeat.
 - Have students work in pairs, one points at the picture in the book and the other 
 says the word.
 - Say the word and make the gesture.
 - Do the actions and students say the word accordingly.
 - Have students work in pairs, one would do the action, the other say the word.
 Activity 2: Language in put (Activity A: 2. Play Board race. .)
 - Have students look at the example.
 - Divide the class into two teams and have one student from each team stand a 
 distance from a board.
 - Stick two flashcards on the board and then say one of the new words aloud.
 - Have the students race to the board, touch that flashcard, and repeat the new 
 word.
 - The first student to touch the flashcard and say the word correctly gets a point for 
 their team.
 - Continue with other students.
 Activity 3: Language in put (Activity B: 1. Listen and practice) - Use DCR in 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 and tell someone about quantities of items 
 that they do not know. We use “a” for singular nouns that begin with a consonant 
 sound, and “an” for singular nouns that begin with a vowel sound, and “are” for 
 plural nouns.
- 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 4: Practice (Activity B. 2Read and match. Practice)
- Demonstrate the activity using the example. 
- Have the students read and match the sentences in their Student’s Books
- 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 some pairs practice saying the sentences.
- Monitor the class and support if needed
 Activity 6: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (Ask answer about the food)
 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 asking and 
 answwering about food.) 
 - Remind students to do exercises and to prepare for the next lesson.
 D. FEEDBACK
 Teaching date:12 /04/2023
 UNIT 8 - FOOD
 Lesson 2 (page 114)
 1. Objectives
 By the end of this lesson, students will be able to identify the /z/ sound and 
 practice the conversations. 
 1.1. Language knowledge and skills
 Vocabulary: onion, tomato, egg, potato, lime.
 Sentence patterns: Are there any tomatoes?/ Yes, there are (some tomatoes)./ 
 No, there aren’t. Is there any onion?/ Yes, there is (an onion)./ No, there isn’t.
 Skills: Listening, Reading, Writing, and Speaking.
1.2. Competences
 Self-control and independent learning: identify the /z/ sound.
 Communication and collaboration: work in pairs/ groups to ask and answer 
 about the food.
 Critical thinking and creativity: learn how to ask and answer about the food.
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.
1.4. 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.
2. Procedures 
A. Warm up (5 minutes)
 a. Objectives: To review the vocabulary items about the food, generate 
 students’ interests, and lead in the new lesson.
 b. Content: Playing the game: “Aha” or “Slap the board”
 c. Expected outcomes and assessment
 - Task completed with excellence: Students can slap flashcards or say the 
 words quickly and correctly.
 - Task completed: Students can slap flashcards or say the words.
 - Task uncompleted: Students slap the wrong flashcards or pronounce the 
 words incorrectly.
 d. Organization
 Teacher’s activities Students’ activities
 Option 1: Play the Aha game.
 - Cover the flashcard with a piece of paper or - Follow their teacher’s 
 card. instructions before playing the 
 game.
 - Very slowly move the paper to reveal the - Look at the teacher showing 
 picture. the flashcard and try to guess 
 - Ask students to guess the picture on the the picture on it.
 flashcard. - Say “Aha” and the 
 vocabulary.
 - Have them say “Aha” and the vocabulary. 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 food 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.
B. Presentation (10 minutes) 
 a. Objective: To help the students identify the /z/ sound and practice saying 
 the sound in the chant.
 b. Contents: Listening and repeating.
 c. Expected outcomes and assessment
 - Task completed with excellence: Students can identify the /z/ sound and 
 pronounce it correctly and fluently.
 - Task completed: Students can identify the /z/ sound and pronounce it.
 - Task uncompleted: Students are unable to identify the /z/ sound and 
 pronounce it.
 d. Organization
 Teacher’s activities Students’ activities
 C. 1. Listen and repeat. (CD3 Track 54) 
 - Draw attention to the /z/ sound. - Listen and follow their 
 - Briefly explain and demonstrate the sound. teacher’s instructions.
 - Play the audio using DCR. - Listen to the audio.
 - Have the students notice the sound. - Listen and notice the sound 
 - Play the audio again. first.
 - Have the students listen and repeat. - Listen to the audio again and 
 - Correct the students’ pronunciation if needed. repeat the sound.
 2. Chant. (CD3 Track 55) 
 - 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. - Listen to the chant again.
 - Play the audio again. - Listen and clap along with the 
 - Have the students listen and clap along with sound and words as they hear 
 the sound and words as they hear them in the them in the chant.
 chant. C. Practice (10 minutes)
 a. Objectives: To help the students identify the people and food in the story 
 and practice listening and writing the correct numbers.
 b. Contents: Listening, speaking, and writing.
 c. Expected outcomes and assessment
 - Task completed with excellence: Students can understand the story and write 
 the correct numbers correctly.
 - Task completed: Students can understand the story and write the correct 
 numbers.
 - Task uncompleted: Students fail to understand the story and write the correct 
 numbers.
 d. Organization:
 Teacher’s activities Students’ activities
 D. 1. Look and listen. (CD3 Track 56) 
 - Introduce the situation using DCR: “In the - Listen to their teacher’s 
 kitchen ” introduction about the 
 situation. 
 - Have the students look at the story and ask - Look at the story and answer 
 these questions. their teacher’s questions.
 • What food can you see in the fridge? 
 (tomatoes, apples, limes, eggs)
 • What is on the counter? (some limes and milk)
 • What is Alfie holding? (a cup of smoothie)
 • Is the smoothie good? (No)
 - Play the audio.
 - Have the students look and listen.
 - Listen to the story.
 2. Listen and number. (CD3 Track 57) 
 - 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.
D. Production (5 minutes)
 a. Objectives: To help them practice the stories and use their own ideas. b. Content: Working with their partners. 
 c. 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.
 d. 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.
 - Look and read the story from 
 - Ask them to look and read the story from Part 2 – Listen and number. 
 Part 2 – Listen and number. as a sample. 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.
E. Consolidation and homework assignment (5 minutes) 
a. Objectives: To help the students review the lesson by rearranging the sentences 
 to make a meaningful conversation.
b. Contents: Making a conversation and assigning homework in the Workbook.
c. Expected outcomes and assessment 
- 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.
d. 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:
 Mark: Peter, I’m hungry. Are there any 
 donuts?
 Peter: Yes, there are some donuts.
 Mark: Great. I want something to drink. Is 
 there any milk?
 Peter: No, there isn’t. Do you want to drink 
 some water?
 Mark: Sure. Thanks Peter.
 - Give them enough time to rearrange the given - Present their answer in front of 
 sentences. the class.
 - Invite each group to present their answer. - Give comments to other 
 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 81 - Follow their teacher’s 
 in the Workbook. instructions.
 - Have them copy the structures in their Tiếng 
 Anh 3 i-Learn Smart Start Notebook, page 43. - Do homework, copy the 
 - Ask them to prepare Parts E and F, Lesson 2 on structures and prepare the new 
 page 115 in the Student’s Book. lesson.
 3. 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: