Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 31 - Năm học 2022-2023 - Nguyễn Thị Linh

 Week 31
 Date of teaching: 17/4/2023
 Period: 113 
 UNIT 8: FOOD
 Lesson 2: 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 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 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 fluently.
 B. LANGUAGE FOCUS
 Vocabulary: Revision
 Sentence pattern: Revision
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 115 Eduhome.vn, 
 - Flashcards 
 - Laptop, TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Point, ask and answer. Student’s answers Observation
2. Draw the food. Ask and answer. Student’s answers Observation
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in asking and 
 interaction Questions & answers
answering about the food fluently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Circle jump game.
 - Divide the class into two groups and make two lines to play the game.
 - Draw two large circles on the ground with chalk.
 - Place a flashcard in each circle.
 - Call out a word, and a student from each team has to run and stand inside the 
 corresponding circle as quickly as possible. 
 - Ask them to say the word when standing inside the circle.
 The first student getting the correct answer wins a point for their team. 
 Activity 1: Present the sentence pattern. 
 - Use DCR on Eduhome to show the class the sentence structures in Part E, page 115 in 
 their Student’s Book.
- Give the students enough time to look at the target sentence structures and have them 
 read the structures 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, ask and answer . )
- Divide the class into two pairs.
- Demonstrate the activity on DCR using the speech bubbles.
- Have the student A point and ask, have the student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
 Activity 3: Practice (Activity F. Draw the food in your fridge. Ask and answer)
 - Use DCR on Eduhome to show the examples to the whole class.
 - Have the students look at the picture of the empty fridge and draw the food in it.
 - Divide the class into pairs.
 - Have the student A ask the student B about the food in student A’s fridge.
 - Swap roles and repeat.
 - Afterwards, have some students 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 and answer about the food fluently.)
 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 answering about 
 the food fluently.)
 - Remind students to prepare for the next lesson. Lesson 3: A,B.
 D. FEEDBACK
 Date of teaching: 17/4/2023
 Period: 114 
 UNIT 8: FOOD
 Lesson 3: A,B
 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 and recording (Cognition)
 2. Identify the situations using the sentence Would you like some fries?/ Yes, please./ 
 Sure, thanks! No, thank you.
 3. Make and respond to offers.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in making and responding to 
 offers.
 B. LANGUAGE FOCUS
 Vocabulary: fries, pizza, cake, ice cream, chicken, fish.
 Sentence pattern: Would you like some fries?/ Yes, please./ Sure, thanks! No, thank 
 you.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 116, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Listen and point to the pictures, then Student’s answers/ 
 Observation
 repeat actions
2. Play flashcard peek Student’s answers/ Observation
 Observation
3. Answer the questions about the situations 
 Student’s answers Questions & 
 such as setting, participants, topic 
 answers
4. Listen and practice Student’s answers Observation
5. Read and write. Practice. Student’s answers Observation
6. Show positive attitudes and appropriate Observation, 
 Student’s talk and 
gestures and intonation in making and Questions & 
 interaction
responding to offers. 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 in the new lesson. 
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) 
 (CD3 Track 58) 
 - Arrange the flashcards (fries, pizza, cake, ice cream, chicken, fish) on the board.
 - Ask students to listen and pay their attention.
 - Use DCR on Eduhome to play the audio and point to each flashcard. 
 - Then play the audio again and have them point to the pictures in their Student’s 
 Books.
 - Play the audio and require them to listen and repeat.
 - Help them with their pronunciation if necessary.
 - Have the class work in pairs. One student randomly points to the pictures in their 
 book, and the other one says the words. Then have them swap roles and continue 
 this activity.
 - Walk round the class and support them if needed. 
 Activity 2: Language in put (Activity A: 2. Play Flashcard peek.
 - Have one student come to the front of the class.
 - Hold one flashcard facing your body so no one can see it.
 - Very quickly show the flashcard to the student and hide it again.
 - Have the students guess the new word on the flashcard.
 Repeat with other students and flashcards.
 Activity 3: Language in put (Activity B: 1. Listen and practice. )
 (CD3 Track 59) 
 - Use DCR on Eduhome to show the useful language and have students look and 
 read the useful language silently.
 - Explain that we use this to politely ask and answer about whether someone wants a 
 particular item.
 - Play the audio and have the students listen to the useful language.
 - Ask them to work in pairs and practice the useful language.
 - Require them to use the vocabulary from Part A.
 Go around the class and support them if necessary. 
 Activity 4: Practice (Activity B. 2.Look and write . Practice.)
- Demonstrate the activity using the example. 
- Have the students look and write their answers 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 5: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Make and respond to offers.)
 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 making and responding to 
 offers. 
 - Remind students to prepare next lesson. Lesson 3 : C,D.
 D. FEEDBACK
 .
 .
 Date of teaching: 18/4/2023
Period: 115 
 UNIT 8: FOOD
 Lesson 3: C,D
1. Objectives
 By the end of this lesson, students will be able to identify the /aɪ/ and /ʊə/ sounds 
 and practice the conversations. 
1.1. Language knowledge and skills
 Vocabulary: fries, pizza, cake, ice cream, chicken, fish.
 Sentence pattern: Would you like some pizza?/ No, thank you.
 Skills: Listening, Reading, Writing, and Speaking.
1.2. Competences
 Self-control and independent learning: identify and the /aɪ/ and /ʊə/ sounds.
 Communication and collaboration: work in pairs or groups to make and respond 
 to offers.
 Critical thinking and creativity: learn how to make and respond to offers.
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: “Circle jump” or “Slap the board”.
 c. 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.
 d. 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 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 
 image on the board and say it correctly. The - Carefully listen and run to the 
 first student to slap the correct flashcard board to slap the correct card 
 wins a point for their team. and read aloud the word on it.
B. Presentation (10 minutes) 
 a. Objective: To help the students identify the /aɪ/ and /ʊə/ sounds and practice 
 saying the sounds in the chant.
 b. Contents: Listening and repeating.
 c. Expected outcomes and assessment
 - Task completed with excellence: Students can identify the /aɪ/ and /ʊə/ sounds 
 and pronounce them correctly and fluently.
 - Task completed: Students can identify the /aɪ/ and /ʊə/ sounds and pronounce 
 them.
 - Task uncompleted: Students are unable to identify the /aɪ/ and /ʊə/ sounds and 
 pronounce them.
 d. Organization
 Teacher’s activities Students’ activities
 C. 1. Listen and repeat. (CD3 Track 60) 
 - Draw attention to the /aɪ/ and /ʊə/ sounds - Listen and follow their 
 - Briefly explain and demonstrate the sounds. teacher’s instructions.
 - Play the audio using DCR. - Listen to the audio.
 - Have the students notice the sounds. - Listen and notice the sounds 
 - 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 sounds.
 2. Chant. (CD3 Track 61) 
 - 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 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)
 a. Objectives: To help the students identify the people and food in the story and 
 practice listening and writing the missing words in the blanks.
 b. Contents: Listening, speaking, and writing.
 c. 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.
 d. Organization:
 Teacher’s activities Students’ activities
 D. 1. Look and listen. (CD3 Track 62) 
 - Introduce the situation using DCR: “At the - Listen to their teacher’s 
 party ” 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 are they doing? (having a party in their 
 garden)
 • What food can you see?(meat, apples, fries, 
 cake, ice cream, and pizza)
 • What food does Alfie eat? (pizza, fries, ice 
 cream, and cake)
 • What’s the matter with Alfie? (He has a 
 stomachache.) - Listen to the story.
 - Play the audio.
 - Have the students look and listen.
 2. Listen and write. (CD3 Track 63) 
 - 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 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 write as a 
 Part 2 – Listen and write as a sample. sample.
 - Give the students enough time to make their - Make their stories using 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 
d. 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.
 e. 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:
 Waiter: Hello, can I help you?
 Quynh: I want some fries.
 Waiter: Sure. Would you like some chicken?
 Quynh: No, thank you. 
 Waiter: Okay. Would you like some ice 
 cream?
 Quynh: Yes, please. I want some chocolate 
 ice cream.
 Waiter: Sure, thanks.
 - Give them enough time to rearrange the given 
 sentences. - Present their answer in front of 
 - Invite each group to present their answer. the class.
 - Give comments to other 
 - Have other groups comment and give the correct groups.
 answer if any.
 - Check the students’ answers as a whole class.
 Homework Assignment 
 - Require the students to do exercises on page 83 - Follow their teacher’s 
 in the Workbook. instructions.
 - Have them copy the structures in their Tiếng 
 Anh 3 i-Learn Smart Start Notebook, page 44. - Do homework, copy the 
 - Ask them to prepare Parts E and F, Lesson 3 on structures and prepare the new 
 page 118 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: 
 Date of teaching: 20/4/2023
Period: 116 
 UNIT 8: FOOD
 Lesson 3: E,F
4. Objectives
 By the end of this lesson, students will be able to make and respond to offers 
 confidently.
4.1. Language knowledge and skills
 Vocabulary: fries, pizza, cake, ice cream, chicken, fish.
 Sentence patterns: Would you like some cake?/ No, thank you.
 Skill: Speaking.
4.2. Competences
 Self-control and independent learning: identify and make and respond to offers.
 Communication and collaboration: work in pairs or groups to make and respond 
 to offers.
 Critical thinking and creativity: learn how to make and respond to offers.
4.3. 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. 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 food, generate students’ 
 interests, and lead in the new lesson.
 f. Content: Playing the game: “Jump” or “Slap the board”.
 g. 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.
 h. 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 set game.
 and say a word. - Look at the flashcard and listen 
 - If the word is the same as the flashcard, they to their teacher.
 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 the 
 - Ask them to say the word on the flashcard. 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 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. The board to slap the correct card 
 first student to slap the correct flashcard wins and read aloud the word on it.
 a point for their team.
G. Presentation (10 minutes) 
 e. Objective: To help the students recognize the sentence pattern and name the 
 food correctly.
 f. Contents: Listening and repeating.
 g. 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. 
 h. 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 118 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 food in each picture.
 - Continue asking them what food in each 
 picture is.
 - Control the class and give them help if needed.
 - Lead in the new lesson.
C. Practice (10 minutes)
 e. Objectives: To practice asking and answering the question by using the 
 vocabulary items in the target sentence pattern.
 f. Contents: Pointing, asking, and answering.
 g. Expected outcomes and assessment
 - Task completed with excellence: Students can point to the food, ask, and answer 
 the questions smoothly and correctly.
 - Task completed: Students can point to the food, ask, and answer the questions. 
 - Task uncompleted: Students fail to point to the food, ask, and answer the 
 questions.
 h. Organization:
 Teacher’s activities Students’ activities
 E. Point, ask, and answer. 
 - 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 and ask, have the - Ask and answer the other 
 student B answer. student’s question.
 - Swap roles and repeat. - Present their work in front of 
 - Afterwards, have some pairs demonstrate the the class.
 activity in front of the class.
D. Production (5 minutes)
 b. Objectives: To help them make and respond to offers confidently.
 c. Content: Playing the game: “Guess the picture” or using DHA. 
 d. Expected outcomes and assessment 
 - Task completed with excellence: Students can make and respond to offers 
 confidently.
 - Task completed: Students are able to make and respond to offers.
 - Task uncompleted: Students cannot make and respond to offers.
 e. Organization 
 Teacher’s activities Students’ activities
 E. Option 1: Play Guess the picture. 
 - Have the students time to look and read at the - Look and read at the sentences 
 examples. on page 118.
 - Divide the class into two teams. - Listen and follow their 
 - Have a student stand facing away from the teacher’s instructions 
 board and stick a flashcard on the board carefully.
 behind them. - Play the game with the whole 
 - Have someone from the same team ask the class.
 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.
 Option 2: Use DHA on Eduhome.
 - Open DHA (Unit 8 – Lesson 3) on Eduhome - Follow their teacher’s 
 to help the students review the vocabulary instructions.
 through games: Look and find, Listen and - Play the game with the whole 
 find, and Grammar. class.
E. Consolidation and homework assignment (5 minutes) 
f. Objectives: To help the students remember the target sentence structures.
g. Contents: Making and responding to offers and assigning homework in the 
 Workbook.
h. Expected outcomes and assessment 
- Task completed with excellence: Students can make and respond to offers correctly 
 and smoothly.
- Task completed: Students are able to make and respond to offers.
- Task uncompleted: Students fail to make and respond to offers.
i. Organization 
 Teacher’s activities Students’ activities
 Consolidation
 - Divide the class into two teams. - Work with their teammates to 
 complete the task.
 - Show one or two flashcards to the class and say - Follow their teacher’s 
 “yes” or “no”. instructions.
 - Have Team A make an offer and Team B - Make and respond to offers.
 respond.
 - Swap roles and repeat.
 e.g.
 (Teacher shows the flashcard “pizza”.)
 Teacher: “yes”
 Team A: “Would you like some pizza?”
 Team B: “Yes, please.”
 (Teacher shows the flashcard “cake”.)
 Teacher: “no”
 Team A: “Would you like some cake?”
 Team B: “No, thank you.”
 Homework Assignment 
 - Require the students to practice the structures at - Practice the structures at 
 home. home.
 - Ask them to prepare Parts A and B, Culture - Prepare the new lesson.
 Lesson, Unit 8 on page 119 in the Student’s 
 Book.
 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: