Giáo án Tiếng Anh 3 - Family - Tuần 11

( Tuần 11) ( 5-9/11/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 3 – Lesson 4 - Period 41
Lesson 4 – Phonics Objectives: - First letter sounds i/j/k/l, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Ink
Jam
Kite
Lion
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
WORKBOOK p.23
Teaching Aids:
- Phonics cards 9-12
- Extra Practical Classroom Activities: Sounds Fun Pair Activity
Introduction
aShow the phonics cards and elicit the words again. Ask individual children to come to the front and write the first letters on the board, in both upper- and lower-case.
aAsk the children to trace the letters in the air and say the sounds as they do so.
Development
aExercise 1: Children do exercise 1. They match the upper and lower case letters to the correct picture.
aExercise 2: Children do the exercise and write the first letters. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (lion).
aExercise 3: Do the exercise. Children write the first letters of the words.
aSounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct first letter sounds they hear. Check as a class.
Consolidation
aPhonics game: Use all the phonics cards from the first three units. Give phonics sound cards to individual children around the class. Give the corresponding phonics picture cards to different children. Ask the children with the sound cards to stand up one at a time and say the sounds on their cards. The children with the picture cards listen. If the sound is in their word they stand up, show the card to the class, and say the word. Repeat.
SEMESTER 1 – Unit 3 – Lesson 5 - Period 42
Lesson 5 – Reading Objectives: - Following instructions, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Listening, Speaking 
KEY VOCABULARY
Body parts
ADDITIONAL VOCABULARY
Make
Body
Cut (v)
Fold (v)
Paper
Paw 
Stick (v)
Colour (v)
Then
Tail
SENTENCE PATTERN
Do you like..? (Yes, No)
Resources
CLASS BOOK p.24
Teaching Aids:
- CD Track 38
- Natasha’s Extra Activity Handouts: Find someone who likes...mingle activity
Introduction
aEnergize the class by singing Ten fingers on my hands from page 22
aSlowly draw a lion on the board, one part of the body at a time, and ask children to guess what animal you are drawing. 
Development
aExercise 1: Ask children to point to different parts of the body in the pictures. Elicit or pre-teach the words, paws, body and tail.
aRecording 38: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: What does Tom do first? Does he stick the paws on the face? (No) Does he cut out the legs? (Yes) 
aExercise 3: Do the exercise. Children read again and number the pictures in the correct order.
aListening: Ask children to close their books. Read the instructions aloud. Pause at the key body words. Encourage children to call out the ‘missing’ words.
Consolidation
aFind someone who likesmingle activity: Give each child a worksheet. Elicit or provide the names of all the animals. Write the words on the board to help the children. Model the sentence structure, Do you like? Yes/No. Then give children 5 minutes to stand up and walk around the room asking other students if they like the different animals. If a child says yes, then they write their name next to that animal on the worksheet. If they say no then they don’t write their name. The idea is to finish the worksheet with as many different names as possible. Ask children to tell you who likes the different animals.
SEMESTER 1 – Unit 3 – Lesson 5 - Period 43
Lesson 5 – Reading Objectives: - Following instructions, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Body parts
Animals
ADDITIONAL VOCABULARY
Make
Body
Cut (v)
Fold (v)
Paper
Paw 
Stick (v)
Colour (v)
Then
Tail
SENTENCE PATTERN
Resources
WORKBOOK p.38
Teaching Aids:
- CD track 38
- PMB Activity 3B Colour and say
- PMB page 40 (Cut and make 1)
- Colour pencils for each child
- Scissors for each child or one pair for each small group of children
Introduction
aElicit all the animals that the children can remember from the previous lesson. aDraw pictures of different animals on the board and ask children to guess what animal it is. Finally draw a cat, as it leads into the first activity in the Workbook.
Development
aExercise 1: Ask children to open their Workbook and do the first exercise, reading and numbering the pictures.
aExercise 2: Children read and circle the correct word. Check as a class.
aColour and say: Give each child a copy of PMB Activity 3B worksheet. Ask children to colour in the different parts of the body and ask children in the class What colour are they eyes? (The eyes are blue). What colour are the legs, etc.. Children can also point, ask and answer in pairs.
Consolidation
aCut and make: Play recording 38 again, and children listen to the instructions on how to make a paper lion. Then give each child a copy of the PMB Cut and make worksheet. Tell children they will use those instructions to make their own lion. If children struggle, play the recording again and elicit the instructions to write on the board. Ask children to colour in their lion.
SEMESTER 1 – Unit 3 – Lesson 6 - Period 44
Lesson 6 – Listening Objectives: - Describing an animal’s features, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Body parts
ADDITIONAL VOCABULARY
Long
Roll again
Miss a turn
Go back (3) spaces
Go forward (2) spaces
SENTENCE PATTERN
What is it?
It’s a
Resources
CLASS BOOK p.25
Teaching Aids:
- CD track 39
- Extra Practical Classroom Activities: My body board game
- Dice and counters
Introduction
aPlay Pictionary. Model the activity first, drawing an animal on the board, slowly, asking students to guess what the animal is. Then ask one student to come to the front of the class. Whisper an animal to them and tell them to draw it on the board. They draw and the rest of the children in the class guess what it is. The first child to guess correctly comes to the front and draws the next word you whisper.
Development
aRecording 39: Children do exercise 1, listening and numbering the pictures.
aExercise 2: Model the activity first with a strong student. Ask the child It’s brown. The eyes are green. What is it? The child answers, for example, It’s a goat. Children then ask and answer using the target structures with their partner. Swap and do the activity again with a different partner.
aCounting: Ask children to do the Writing box at the bottom of p.19. They count each word in the sentences. Copy the sentences onto the board and ask individual students to come to the front and write the amount of words in one sentence. Check with the rest of the class to see if they agree.
Consolidation
aCounting extension: Ask children to choose three of the sentences from the reading text on p.24 and count the words in each. Then ask their partner to check their answer.
aBoard game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the objects as they land on the squares with body part pictures. The winner is the first child to reach the finish square.