Giáo án Tiếng Anh 3 sách i-Learn Smart Start (Cả năm) Kế hoạch bài dạy Tiếng Anh lớp 3

Giáo án Tiếng Anh 3 sách i-Learn Smart Start trọn bộ cả năm, mang tới các bài soạn của 35 tuần trong cả năm học. Qua đó, giúp thầy cô tiết kiệm khá nhiều thời gian, công sức trong quá trình xây dựng kế hoạch bài dạy môn Tiếng Anh 3 của mình.

Giáo án Tiếng Anh 3 cả năm được biên soạn kỹ lưỡng, trình bày khoa học theo tuần. Bên cạnh đó, thầy cô có thể tham khảo thêm Kế hoạch dạy học môn Tiếng Anh 3 i-Learn Smart Start. Vậy mời thầy cô cùng tải miễn phí Giáo án Tiếng Anh 3 sách i-Learn Smart Start.

Kế hoạch bài dạy Tiếng Anh lớp 3 i-Learn Smart Start

GETTING STARTED

Lesson 1 (page 5)

1. Objectives

By the end of this lesson, students will be able to follow simple instructions in class.

1.1. Language knowledge and skills

Vocabulary: stand up, sit down, hands up.

Sentence pattern: Stand up, please.

Skills: Listening and Speaking.

1.2. Competences

Self-control and independent learning: understand and follow simple instructions in class.

Communication and collaboration: work in pairs or groups to practice the classroom commands.

Critical thinking and creativity: learn how to respond to each instruction correctly and immediately.

1.3. Attributes

Kindness: support their friends to complete the learning tasks.

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, Digital Book (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 generate students’ interests and lead in the new lesson.

b. Content: Reviewing the colors or playing the “Snake” game.

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 can slap flashcards, but mispronounce the words/ say nothing.

d. Organization

Teacher’s activities	Students’ activities
Option 1:Review the colors. – Divide the class into two teams and have them form two lines. – Place the flashcards 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.	– Make two lines to play this game. – Look at the flashcards on the board. – Carefully listen and run to the board to slap the correct card and read aloud the word on it.
Option 2:Play the “Snake” game. – Have the class stand up and play the game. – Give the ball to the first student and ask them to begin by saying a color. – Then the first student passes the ball to any of their friends. The second friend will name another color. – The students who are unable to say the colors will sit down. The last student who stands up at the end of the game is the winner. – Lead in the new lesson.	– Follow teacher’s instructions before playing the game. – Play the game with the whole class. – Be ready for the new lesson.

B. Presentation (5 minutes)

a. Objective: To introduce the students some simple instructions in class.

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 the new words, but sometimes mispronounce “s” in the phrase “hands up”.

– Task uncompleted: Students are unable to point and read the correct words.

d. Organization

Teacher’s activities

Students’ activities

A. Listen and point. Repeat. (CD1 Track 02) – Arrange the flashcards (stand up, sit down, hands up) on the board to introduce the new words. – Ask the students to listen and pay their attention. – Play the audio (using DCR) and point to each flashcard. – Then play the audio again and have them point to the pictures in their Student’s Books. – Play the audio and require them to listen and repeat. – Help them with their pronunciation if necessary. – Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. – Walk round the class and support them if needed.

– Listen and follow teacher’s instructions. – Point to the pictures in their Student’s Books. – Listen and repeat. – Work with their partner to complete the task.

C. Practice (10 minutes)

a. Objectives: To practice using the simple instructions in class.

b. Contents: Listening and Speaking.

c. Expected outcomes and assessment

– Task completed with excellence: Students can understand and follow simple classroom commands correctly.

– Task completed: Students can use the simple instructions in class.

– Task uncompleted: Students fail to listen or respond the simple instructions in class.

d. Organization:

Teacher’s activities	Students’ activities
A. Listen and point. Repeat. Role-play. (CD1 Track 03) – Have students call out the things they can see in each picture. – Play the audio and have them point to the characters. – Play the audio again and have them repeat the new words. – Divide the class into pairs to role-play the dialogue. – Swap roles and repeat. – Invite some pairs to demonstrate the activity in front of the whole class. – Go around the class and support them if necessary.	– Name the things they see in the pictures. – Listen and point to the characters. – Listen and repeat the new words. – Practice the dialogue with their partner and change their roles. – Demonstrate the activity in front of the class.
B. Point, say, and do. – Divide the class into two teams. – Show a flashcard to the class. – Have Team A call out the command and Team B do the action. – Swap roles and repeat. – Monitor the class and support if needed.	– Work with their team to complete the task. – Call out the classroom command for the other team to do the action and swap their roles.

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