Giáo án Tiếng Anh 3 - Family - Tuần 22

( Tuần 22) (21-25/01/2013)
 ( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 6 – Lesson 4 - Period 85
Lesson 4 – Phonics Objectives: - First letter sounds v/w/x/y/z, Speaking and listening skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking – Listening
KEY VOCABULARY
Van
Window
Box
Yo-yo
Zebra
ADDITIONAL VOCABULARY
Look (out of)
SENTENCE PATTERN
Resources
CLASS BOOK p.45
Teaching Aids:
- Phonics cards 22-26
- CD Tracks 67-69
Introduction
aShow children phonics cards 22-26 to elicit the words from this lesson.
aWrite Vv, Ww, Xx, Yy, and Zz on the board and point to each letter and say the letter name and the sound for both upper- and lower-case letters for children to repeat. Say the sounds again and children can draw the letters in the air.
Development
aVocabulary: Write the words, van, window, box, yo-yo and zebra on the board. Circle the first letters and say the first sounds for children to repeat. Hold up the phonics cards and say the words for children to repeat. 
aRecording 67: Children do the exercise and point to the letters.
aRecording 68: Do the exercise, and children join in with the chant. Put the five cards around the room and children point as they say the chant. 
aRecording 69: Ask children what is in the van. Tell children they can find out by listening. Model the activity and then children listen and draw the lines.
aExercise 4: Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words.
Consolidation
aExtension activity: Display some phonics cards on the board, one of which contains the target sound. Say the target sound, e.g. /z/ and the children point to the flashcard that contains the sound. Elicit the words from the class chorally. Then put up some different cards. Ask one child to come to the front of the class and make the first letter sound from one of the cards and the children listen and point to the correct card. Repeat with a few different children.
SEMESTER 1 – Unit 6 – Lesson 4 - Period 86
Lesson 4 – Phonics Objectives: - First letter sounds v/w/x/y/z, Speaking and listening skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Van
Window
Box
Yo-yo
Zebra
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
WORKBOOK p.43
Teaching Aids:
- Phonics cards 22-26
- Extra Practical Classroom Activities: Sounds Fun Pair Activity
- Colour pencils for each child
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 colour the correct picture. Then drill the correct sounds with the class.
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 (box).
aExercise 3: Do the exercise. Children write the first letters of the words.
aExercise 4: Children do the exercise, filling in the missing upper-case and lower-case letters. Say the letters together as a class. Ask different children to come up and write the letters on the board.
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: Put children in pairs and ask them to trace one of the letters v, w, x, y or z (in upper- or lower-case) on their partner’s back. Their partner must guess the correct letter and whether it is upper or lower. They can take turns and work with different partners. Model the activity first with one or two stronger students.
SEMESTER 1 – Unit 6 – Lesson 5 - Period 87
Lesson 5 – Reading Objectives: - Identifying ownership, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Listening, Speaking 
KEY VOCABULARY
Family members
ADDITIONAL VOCABULARY
Throw
Still
Photo
SENTENCE PATTERN
Resources
CLASS BOOK p.46
Teaching Aids:
- CD Track 70
- Natasha’s Extra Activity Handouts: Find someone who’s mingle activity
Introduction
aEnergize the class by singing In my family from page 44 to revise family vocabulary.
aAsk children to look at the picture on p.46 of the Class Book and predict what they will read.
Development
aExercise 1: Ask children to point to the different family members in the pictures. Elicit the family members and write them on the board.
aRecording 70: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: Where is the kite? (It’s in the tree). What does the bird have? (It has the kite).
aExercise 3: Do the exercise. Children read the story again and write True or False. Check as a whole class.
Consolidation
aFind someone who’s: Give each child a worksheet. Elicit or provide the names of all the objects. Write the words on the board to help the children. Model the sentence structure, Does your mother have a hat? Yes/No. Then give children 5 minutes to stand up and walk around the room asking other students if they have their family members have different things. If a child says yes, then they write their name next to that sentence 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’s family members have the different things.
SEMESTER 1 – Unit 6 – Lesson 5 - Period 88
Lesson 5 – Reading Objectives: - Asking and answering about where things are, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Family members
ADDITIONAL VOCABULARY
Prepositions of place
SENTENCE PATTERN
Resources
WORKBOOK p.44
Teaching Aids:
- My family flashcards 62-67
- Hello flashcards 1-3
- PMB Activity 6B Read, point and answer
- Colour pencils for each child
Introduction
aPlay Listen, point and say. Place the flashcards in different locations around the classroom. Call out a word, e.g. grandma. The children point to the correct flashcard. Now describe the location of the card, e.g. It’s next to the door. Who is it? And the children say, for example, It’s Mum.
Development
aExercise 1: Ask children to open their Workbook and read and number the pictures. Check with the class.
aExercise 2: Children read and write using the words provided. Ask children to check their answers with a partner and then ask 5 children to come up the front and write the sentences on the board.
aRead, point and answer: Give each child a copy of PMB Activity 6B worksheet. Ask children to read and colour and then work in pairs to point, ask and answer using the prompts below the picture to help.
Consolidation
aExtension: Put children into groups of four to six at their seats. Tell them that they are going to draw a picture of themselves and their families at the park and then talk about it. Give each child a piece of paper and some pencils. Children draw their picture. Children take turns to tell the rest of the group something they can see in their picture, e.g. My dad is under the tree. Collect the pictures and display them on the wall. Point to different pictures and ask individual children to tell you something about them, e.g. The ball is in the net.