Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 32 - Năm học 2022-2023 - Nguyễn Thị Linh

 Date of teaching: 24/4/2024
 Period: 117 
 UNIT 8: FOOD
 Lesson 4: CULTURE- A,B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize some objects we use to eat from the pictures and recording 
 (Cognition)
 2. Identify the situations using the sentences We eat ice cream with a spoon./ We 
 often eat chicken./ My favorite food is fish.
 3. Talk about what we use to eat different food and their favorite food.
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in talking 
 about what we use to eat different food and their favorite food.
 B. LANGUAGE FOCUS
 Vocabulary: knife, fork, spoon, chopsticks, noodles.
 Sentence pattern: We eat ice cream with a spoon./ We often eat chicken./ My 
 favorite food is fish.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 119, 
 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 Heads up What’s missing? Student’s answers/ Observation
3. Introduce the situations for talking about Observation
what we use to eat different food and their Student’s answers Questions & 
favorite food. 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, 
gestures and intonation in talking about what Student’s talk and 
 Questions & 
we use to eat different food and their favorite interaction
 answers
food. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Go get it game.
 - Divide the class into two teams.
 - Place the flashcards around the class.
 - Say the word twice so that the students can hear.
 - Say “Go get it” and then the student from each team has to run quickly to find 
 and grab the flashcard the teacher said and they have to repeat the word.
 - The team with the most flashcards at the end wins.
 Lead in the new lesson. 
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) 
 (CD3 Track 64) 
 - Arrange the flashcards (knife, fork, spoon, chopsticks, noodles) on the board.
 - Ask the 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 Heads up. What’s missing?
 - Divide the class into two teams.
 - Arrange the flashcards on the board and remove one card when the students are 
 not looking.
 One student from each team calls out the missing flashcard.
 Activity 3: Language in put (Activity B: 1. Listen and practice. )
 (CD3 Track 65) 
 - Use DCR on Eduhome to show the useful language and have the students look 
 and read the useful language silently.
 - Explain that we use “We ” to talk about general truth shared by a group of 
 people. “Often” is used to say that something happens frequently. We use “My 
 favorite ” to talk about the thing we like the most.
 - Play the audio and have them 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? 
 (Talk about what we use to eat different food and their favorite 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 talking about what we 
 use to eat different food and their favorite food.
 - Remind students to prepare next lesson. C,D.
 D. FEEDBACK
 .
 .
 Date of teaching: 24/4/2024
 Period: 118 
 UNIT 8: FOOD
 Lesson 4: CULTURE- C,D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Talk about the eating habits in the USA.
 2. Read and circle
 3. Look and listen then write
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in talking 
 about the eating habits in the USA.
 B. LANGUAGE FOCUS
 Vocabulary:. Revision
 Sentence pattern: Revision
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 120, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools products
 Observation 
1. Read and circle Student's answers
 Observation 
2. Look and listen Student’s attention
 Observation 
3. Listen and write Student’s answers
4. Use positive attitudes, appropriate 
 Student’s interaction Observation
 gestures and intonation in talking about 
 and performance
 the eating habits in the USA.
 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 and kitchen tools 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: Answer the questions.
 - Use DCR on Eduhome to show the class the pictures in Task C. Read and 
 circle.
 - Ask them to look at the pictures and answer these questions.
 • What food is it?
 • What is your favorite food?
 - Correct the students’ answers and help them with pronunciation if necessary.
Lead in the new lesson.
Activity 2: Read and circle.
 - Use DCR on Eduhome to show students the text.
 - Have them read the text individually. 
 - Read the text as a whole class.
 - Help them correct their pronunciation.
 - Demonstrate the activity using the example.
 - Have them read and circle.
Check the answers as a whole class using DCR. 
Activity 3: Look and listen. (CD3 Track 66) 
 - Have the students look at the script and pictures and ask these questions.
 Who are talking? (Thảo and Emma)
 What are they talking about? (food)
Play the audio using DCR and have them look and listen.
Activity 4: Look and write. (CD3 Track 67) 
 - Have the students look at the sentences. - Play the audio using DCR and demonstrate the activity using the example.
 - Play the audio and have them listen and write.
Play the audio again and check answers as a whole class using DCR.
Activity 5: 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? 
(Talking about the eating habits in the USA.)
 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 talking about the 
eating habits in the USA.)
- Remind students to prepare for the next lesson. Math: E,F.
D. FEEDBACK
 ..
Date of teaching: 25/4/2024
Period: 119 
 UNIT 8 – FOOD
 Culture Lesson (E_F)
1. Objectives
 By the end of this lesson, students will be able to talk about the eating habits in 
 Vietnam.
 Language knowledge and skills
 Vocabulary: knife, fork, spoon, chopsticks, noodles.
 Sentence patterns: We often eat rice and noodles./ My favorite food is phở./ 
 We eat phở with chopsticks and a spoon.
 Skills: Listening, Reading, Writing, and Speaking.
1.1. Competences
 Self-control and independent learning: identify and talk about the eating 
 habits in Vietnam. Communication and collaboration: work in pairs or groups to talk about the 
 eating habits in Vietnam.
 Critical thinking and creativity: learn how to talk about the eating habits in 
 Vietnam.
1.2. 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.
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 review the vocabulary items about the food and kitchen 
 utensils, 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. 
 .
 Date of teaching: 27/04/2023
 Period 120
 UNIT : Food
 REVIEW AND PRACTICE: A, B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to
 1. Review talking about the eating habits in Vietnam.
 2. Listen and draw the lines.
 3. Look and read. Write yes or no
 4.Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in talking what they can 
 see, how many things they have, and saying where to put different things
 B. LANGUAGE FOCUS
 Vocabulary: review
 Sentence patterns: review
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, Eduhome.vn, 
 Teacher’s guide.
 - Flashcards
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Listen and draw the lines Student’s answers Observation
2. Look and read. Write yes or no Student’s talk and Observation, 
 interaction, their Questions & answers, 
 writing their writing
3. Show positive attitudes and appropriate 
gestures and intonation in talking about Student’s talk and Observation, 
what they can see, talking about how 
 interaction Questions & answers
many things they have, and saying where 
to put different things
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Go get it game.
 - Divide the class into two teams.
 - Place the flashcards around the class.
 - Say the word twice so that the students can hear. - Say “Go get it” and then the student from each team has to run quickly to find 
 and grab the flashcard the teacher said and they have to repeat the word.
 The team with the most flashcards at the end wins.
A. Listen and draw the lines
 - Ask the students to look at the pictures.
 - Play the audio and demonstrate the activity using the example.
 - Play the audio and ask them to listen and tick the box.
 - Invite some students to give their answers.
 - Check the answers with the whole class using DCR. 
B. Look and read. Write yes or no
 Demonstrate the activity using the example.
 - Have the students look at the pictures, read each statement, and put a tick in the 
 box if the statement is true, or a cross in the box if the statement is false.
 - Check the answers as a whole class.
 - Afterwards, have some students give a new true statement for each of the false 
 statements.
 - Monitor the class and support if needed.
Wrap-up & Assignments
- Ask students to answer the following questions:
1. What have you learnt from the lesson today? (listening, reading and talking 
about what they can see, talk about how many things they have, and say where to 
put different things 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 talking talking about 
how many things they have, and saying where to put different things.)
- Remind students to prepare for the next lesson.
D. FEEDBACK
 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 and 
 kitchen utensils 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.
B. Presentation (10 minutes) 
 a. Objective: To help the students get some general information about the 
 reading.
 b. Content: Rearranging the sentences.
 c. Expected outcomes and assessment
 - Task completed with excellence: Students can read and rearrange the 
 sentences about the eating habits in Vietnam quickly and correctly.
 - Task completed: Students can read and rearrange the sentences about the 
 eating habits in Vietnam.
 - Task uncompleted: Students are unable to read and rearrange the sentences 
 about the eating habits in Vietnam.
 d. Organization
 Teacher’s activities Students’ activities
 Rearrange the sentences. 
 - Have the students work in groups of 4-5 - Work their teammates to 
 students. complete the task.
 - Close their Student’s Books.
 - Ask them to close their Student’s Books. - Rearrange the sentences to 
 - Give them the sentences from the text (page make a meaningful paragraph.
 121) about the eating habits in Vietnam and 
 ask them to rearrange the sentences to make a 
 meaningful paragraph.
 - Walk around the class to support them. - Present their answers to the 
 - Invite each group to present their answer to the whole class.
 whole class.
 - Correct the students’ mistakes if necessary.
 - Check the answers with the 
 - Use DCR on Eduhome to show the class the 
 whole class.
 text and check their answers.
 - Lead in the new lesson.
C. Practice (10 minutes) a. Objectives: To practice reading the text about the eating habits in Vietnam 
 and completing the blanks with their own information.
b. Content: Reading. 
c. Expected outcomes and assessment
- Task completed with excellence: Students can read the text and circle True 
 or False quickly and correctly, and they can complete the blanks with their 
 own ideas.
- Task completed: Students can read the text and circle True or False, and 
 they can complete the blanks with their own ideas.
- Task uncompleted: Students fail to read the text and circle True or False, 
 and they cannot complete the blanks with their own ideas.