TRƯỜNG TIỂU HỌC NGHI LIÊN LỊCH BÁO GIẢNG TRỰC TUYẾN

Giáo viên: Nguyễn Thị Thuỳ Linh Tuần 16 (Từ ngày 20/12 đến 24/12)

Hướng dẫn
Thứ, TL TL
Tiết Lớp Tên bài dạy Đồ dùng, PTDH tự học
ngày
Theme 4: Clothes 1T Laptop, Workbook 1T
1 4C
Lesson 4: Part A, B textbook, CDs Lesson 3
13
2 Theme 4: Clothes 1T Laptop, Workbook 1T
12 2 4C
Lesson 4: Part C, D, E textbook, CDs Lesson 4
(17h –
Theme 4: Clothes 1T Laptop, Workbook 1T
19h10) 3 4B
Lesson 4: Part A, B textbook, CDs Lesson 3
Theme 4: Clothes 1T Laptop, Workbook 1T
1 4C
Lesson 4: Part A, B textbook, CDs Lesson 3
14
3 Theme 4: Clothes 1T Laptop, Workbook 1T
12 2 4C
Lesson 4: Part C, D, E textbook, CDs Lesson 4
(17h –
Theme 4: Clothes 1T Laptop, Workbook 1T
19h10) 3 4B
Lesson 4: Part A, B textbook, CDs Lesson 3
Theme 4: Clothes 1T Laptop, Workbook 1T
1 4C
Lesson 4: Part A, B textbook, CDs Lesson 3
15
4 Theme 4: Clothes 1T Laptop, Workbook 1T
12 2 4C
Lesson 4: Part C, D, E textbook, CDs Lesson 4
(17h –
Theme 4: Clothes 1T Laptop, Workbook 1T
19h10) 3 4B
Lesson 4: Part A, B textbook, CDs Lesson 3
16 Theme 4: Clothes 1T Laptop, Workbook 1T
5 2 4E
12 Lesson 4: Part A, B textbook, CDs Lesson 3
(17h45 1T 1T
Theme 4: Clothes Laptop, Workbook
– 3 4D
Lesson 4: Part A, B textbook, CDs Lesson 3
19h10)
Theme 4: Clothes 1T Laptop, Workbook 1T
3 4B
Lesson 4: Part A, B textbook, CDs Lesson 3
17 Theme 4: Colors 1T Laptop, Workbook 1T
6 2 3E
12 Lesson 4: Part A, B textbook, CDs Lesson 3
(18h30 1T 1T
Theme 4: Colors Laptop, Workbook
– 21h5) 3 3E
Lesson 4: Part A, B textbook, CDs Lesson 3
 LESSON PLAN
TEXTBOOK: I learn Smart Start grade 3
THEME 4: COLORS
LESSON 3: Period 61 - Workbook
(A self- study guidance)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. revise the language items in lesson 3.
2. differentiate “there’s” and “there are”;
3. write about the color of things around them;
4. recognize that things around them are colorful.
B. LANGUAGE FOCUS.
1. Key terms: flower, balloon, rock, leaf, butterfly.
2. Key grammatical structure
The sentence patterns:
- There’s a pink flower in the garden.
- There are two red balloons.
C. INSTRUCTIONAL RESOURCES.
- Workbook: I learn Smart grade 3, page 42-43
STAGE 2: ASSESSMENT EVIDENCE
Performance
Performance Tasks Assessment tools
products
Observation
Questions & answers
1. Complete the words. Student’s answers
Answer keys
Peer-correction
Observation
2. Write and draw lines. Student’s answers Questions & answers
Answer keys
Observation
3. Read and circle. Student’s answers Questions & answers
Answer keys
Observation
4. Complete the sentences. Student’s answers Questions & answers
Answer keys
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activity 1: Warm –up
- Have students play “Match-up” game to rivise vocabulary related to colors.
- Get students to match each word with its picture.
Activity 2: Complete the words. (p.42)
- Arrange the flashcards on the board, points to the flashcards and have students say along.
- Demonstrate the activity using the example.
- Students look at the pictures and complete the words.
- Divide the class into pairs and have them check the answers with each other.
- Check answers as a whole class.
Answer key:
2 leaf 3 butterfly 4 balloon 5 flower

Activity 3: Write and draw lines. (p.42)

- Demonstrate the activity using the example.
- Students look at the picture, match and write down the plural forms of these words.
- Divide the class into pairs and have them check the answers with each other.
- Check answers as a whole class.
Answer key:
2 butterflies 3 rocks 4 leaves

Activity 4: Read and circle. (p.43)

- Help students diffrentiate “there’s” and “there are”.
- Demonstrate the activity using the example.
- Students read and circle.
- Confirm the correct answers.
Answer key:
2 There’s 3 There are 4 There’s
Activity 5: Complete the sentences. (p.43)
- Demonstrate the activity using the example.
- Have students do the exercise individually.
- Call some students to read their answers aloud for the class.
- Get feedback and confirm the correct answers.
Answer key:
2 balloons 3 butterfly 4 are … flowers
Activity 6: Wrap-up and Assignments.
- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
(Review the language item in lesson 3.)
2. What are the core values of the lesson?
(Recognize that things around them are colorful.)
- Remind students to prepare for the next lesson (Theme 4, Lesson 4).
 LESSON PLAN
TEXTBOOK: I learn Smart Start grade 3
THEME 4: COLORS
LESSON 4: Period 62 (Part A, B)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify colors and talk about their favorite colors;
2. identify the situations for a conversation between the children (setting, participants, topic);
3. identify the specific information from 3 conversations;
4. build an awareness of respecting for others’ taste.
B. LANGUAGE FOCUS.
1. Key terms: white, purple, orange, light blue, dark blue.
2. Key grammatical structure
The sentence patterns:
- What’s your favorite color?
I like (orange).
C. INSTRUCTIONAL RESOURCES.
- Textbook: I learn Smart grade 3: Student’s book, page 48
- Audio track: CD2 – Track 20-23 page 48
- PowerPoint slides
STAGE 2: ASSESSMENT EVIDENCE
Performance
Performance Tasks Assessment tools
products

1. Vocabulary Students’ interaction Observation

2. Answer the questions about the situation for Observation

the conversation between the children such as Student’s answers Questions & answers
setting, participants, topic. Answer keys

3. Do activity 2 in part B on page 48: Listen Observation

Student’s answers
and tick. Answer keys
Student’s talks and Observation
4. Practice the structure
interaction Peer-correction
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activity 1: Warm-up
- Have students play “What’s missing?” game.
- Show flashcards from lesson 5 of Theme 3 on the slide, have students close their eyes and
quickly remove 1 picture.
- Ask students to call out the missing picture.
- Continue until all pictures are removed.
Lead-in: “Today we will learn to talk about our favorite colors.”
Activity 2: Listen, point and say (p.48)
CD2-Track 20:
- Show the flashcards on the slide, play audio and have students listen to each word.

- Play audio again and have students listen, repeat all together and point to the pictures in their
books. Correct the student’s pronunciation if necessary.
- Have students listen to each new word and repeat all together and individually. Correct the
student’s pronunciation if necessary.
- Ask some students to individually say each word aloud.
- Get students to write down those words (white, purple, orange, light blue, dark blue) in their
notebooks.
Game “Order the letters”.
- Show the class a flashcard and elicit the word. Hide the card. Show the jumbled-up letters of
that word on the slide, followed by the correct number of lines for the number of letters.
- Call children to say aloud one letter at a time to complete the word.
Activity 3: Listen and read. (p.48)
CD2-Track 21
- Ask students to look at the pictures (page 48) and answer questions to identify the situation for
the conversation.
1. Who are they? (They are Alfie, Nick, Lucy, Mai and Tom.)
2. What are they doing? (They are talking about their favorite colors.)
- Ask students to look at the first frame (page 48) and answer the following questions:
4. What does Nick ask? (What’s your favourite color?)
5. What does Lucy reply? (I like purple.)
- Elicit the sentence patterns: What’s your favorite color? I like (orange).
- Tell students that they are going to talk about their favorite colors.
Activity 4: Listen and tick the box (p.48)
CD2-Track 22
- Play audio and demonstrate the activity using the example.
- Encourage students to make predictions about the 2 remaining questions.
- Play audio and have students listen and tick independently.
- Play audio again and check answers as a whole class.
Answer key:
2 orange 3 dark blue

Activity 5: Practice the structure. (p.48)

CD2-Track 23
- Draw students’ attention to the structure box.
- Play audio and have students listen.
- Play audio again and have students listen and repeat.
- Have some students say the structure aloud in front of the class.
- Correct students’ mistakes if necessary.
Activity 6: Wrap-up and Assignments.
- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
(Talk about their colors by using the sentence pattern: “What’s your favorite color? I like
(orange). ”)
2. What are the core values of the lesson?
(Build an awareness of respecting for others’ taste..)
- Remind students to learn by heart all of vocabulary words that they have learnt, practice talking
about their favorite colors at home and prepare for the next period.
 LESSON PLAN
TEXTBOOK: I learn Smart Start grade 3
THEME 4: CLOTHES
LESSON 4: Period 63 ( Part C, D, E)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. perform a song in interesting ways, using appropriate and meaningful gestures;
2. recognize the pronunciation tip;
3. talk about their favorite color, using the sentence pattern “what’s your favorite color?”;
4. identify the color they like.
B. LANGUAGE FOCUS.
1. Key terms: white, purple, orange, light blue,dark blue
2. Key grammatical structure
The sentence patterns:
What’s your favorite colour? - I like purple .
C. INSTRUCTIONAL RESOURCES.
- Textbook: I learn Smart grade 3: Student’s book, page 49
- Audio track: CD2 – Track 24-25
- PowerPoint slides
STAGE 2: ASSESSMENT EVIDENCE
Performance
Performance Tasks Assessment tools
products
1. Perform a song using appropriate gestures
Group’s performance Observation
in groups.
Teacher’s feedback
Observation
2. Pronunciation tip. Student’s performance
Teacher’s feedback
Observation
3. Practice. Point, ask and answer. Student’s performance Peer- correction
Teacher’s feedback
Observation
Student’s performance
4. Play the “chain” game. Peer-correction
and interaction
Teacher’s feedback
 STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activity 1: Warm-up
- Ask pupils to describe the existence and colors of things around them.
Activity 2: Listen. Sing along. (p.49)
CD2-Track 24:
- Play audio and have students listen.
- Play audio and have students point to the pictures in Part A.
- Play audio and have students sing the song as the whole class.
- Divide the class into two groups, group A sings the first sentence, group B sings the second
sentence.
- Swap roles and repeat.
Activity 3: Pronunciation tip. (p.49)
CD2-Track 25:
- Focus on the example sentence and briefly explain the focus.
- Tell students they must listen and notice the pronunciation feature.
- Play the audio once and draw attention to the pronunciation feature.
- Play the audio again. Have students listen and repeat with a focus on the feature.
- Call on some students to say the sentence aloud in front of the class.
- Give feedback and correct students’ mistakes if necessary.
Activity 4: Practice. Point, ask and answer. (p.49)
- Have students call out the something and color they can see.
- Demonstrate the activity using the example.
Practice.
-Divide the class into Group A and Group B
T: I say, "favorite color/blue.", group A, you say, "What's your favorite color?", group B, you
say, "I like blue."
T: I say, "favorite color/purple.", group A, you say, "What's your favorite color?", group B, you
say, "I like purple." OK?
T: favorite color/blue.
Group A: What's your favorite color?
Group B: I like blue.
T: favorite color/purple.
Continue whole class/group/individual drills, with:
• orange • white • green • red • yellow
Point, ask and answer.
- Divide the class into pairs.
- Have Student A ask “What's your favorite color?”, have Student B point to a color and answer
“I like _______.”
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 5: Play the “Chain” game. (p.47)
- Have the students play the game.
- Student 1 turns to Student 2 and they ask and answer.
- Student 2 turns to Student 3 and they ask and answer.
- Continue until all students have practiced.
Activity 6: Wrap-up and Assignments.
- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
(talk about their favorite color
2. What are the core values of the lesson?
(recognize the color they like)
 LESSON PLAN
TEXTBOOK: I learn Smart Start grade 3
THEME 4: COLORS
LESSON 4: Period 64. Workbook
(A self- study guidance)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. apply knowledge they have learn to complete the exercises designed in Workbook;
2. develop reading and writing skills;
3. recognize their favorite colors.
B. LANGUAGE FOCUS.
1. Key terms: white, purple, orange, light blue,dark blue
2. Key grammatical structure
The sentence patterns:
What’s your favorite colour? - I like purple .
C. INSTRUCTIONAL RESOURCES.
- Textbook: I learn Smart grade 3: Work book, page 44-45
- PowerPoint slides
STAGE 2: ASSESSMENT EVIDENCE
Performance
Performance Tasks Assessment tools
products

1. Trace and draw lines Group’s performance Observation

2. Look and read. Tick the correct words. Student’s talk Observation
Observation
3. Look, read and write. Student’s interaction
Answer keys
Observation
Student’s talks and
4. Trace and write Answer keys
interaction
Peer-correction
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activity 1: Warm-up
- Have students sing the song “Colors, colors!!”
- Ask some students about their favorite colors by using the sentence patterns “ What’s your
favorite color?”
- Lead to the lesson.
Activity 2: Trace and draw lines. (p.44)
-. Have students look at the pictures and call out what they can see.
-. Demonstrate tracing the word on the board and drawing line to its matching picture.
-. Have students trace the words and draw lines to their matching pictures.
-. Divide the class into pairs and have them check the answers with each other.
-. Check answers as a whole class.
Answer keys:

Activity 3: Look and read. Tick the correct words. (p.44)

- Demonstrate looking at the pictures, reading the statements and putting a tick or a cross in the
boxes.
- Have students look at the pictures, read the statements and put a tick in the box if the statement
is true or a cross in the box if the statement is false.
- Divide the class into pairs and have them check the answers with each other.
- Check answers as a whole class.
- Afterwards, have students give a new true statement for each of the false statement.
Answer keys:

Activity 4: Look, read and write. (p.45)

- Demonstrate looking at the chart, reading the name, finding the cross, then reading out the
example question, complete the answer.
- Have students look at the chart, read the questions and write the answers based on the
information provided on the chart.
- Divide the class into pairs and have them check the answers with each other.
- Check answers as a whole class.
Answer keys:

Activity 5: What about you? Trace and write. (p.45)

- Have students trace the sentence.
- Have students read out loud the question they just traced.
- Have students answer the question using their own idea.
- Afterwards, have some students read out loud their answers in front of the class.

Activity 6: Wrap-up and Assignments.

- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
(talk about their favorite color
2. What are the core values of the lesson?
(recognize the color they like)