Giáo án Tiếng Anh 3 - Family - Tuần 30

( Tuần 30) 
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 8 – Lesson 5 - Period 117
Lesson 5 – Reading Objectives: - Identifying different places in a home, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Listening, Speaking 
KEY VOCABULARY
Places in a house
ADDITIONAL VOCABULARY
Balcony
Little
Next door
SENTENCE PATTERN
Resources
CLASS BOOK p.62
Teaching Aids:
- CD Track 87
- Natasha’s Extra Activity Handouts: What is in our houses  pair interview
Introduction
aEnergize the class by singing Come into our house from page 60 to revise places in a house vocabulary.
aAsk children to look at the pictures on p.62 of the Class Book and predict what they will read.
Development
aExercise 1: Ask children to point to the different rooms in the pictures. Elicit the vocabulary and write the words on the board.
aRecording 87: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: How many bedrooms are there? (There are three bedrooms). Is the table little or big? (It’s big).
aExercise 3: Do the exercise. Children write the correct words in the gaps using the word prompts in the box. Check with the class.
Consolidation
aPair interview: Give each child a worksheet. Elicit some of the answers from the class and write the new or difficult vocabulary on the board to help the children. Put them into pairs and ask them to sit back-to-back so they cannot see each other’s worksheets. They then read out what they have in the different rooms and listen to their partner and write the things they have in their house into that column on the worksheet. They can then turn around and check the spelling and words together.
SEMESTER 1 – Unit 8 – Lesson 5 - Period 118
Lesson 5 – Reading Objectives: - Identifying different places in a home, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking 
KEY VOCABULARY
Places in a house
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Where’s
S/he’s in the
Resources
WORKBOOK p.58
Teaching Aids:
- My house flashcards 76-85
- PMB Activity 8B Ask and answer
- Scissors for each child or each small group of children
Introduction
aPlay What’s missing? with the house flashcards. Stick them all on the board and elicit all the words to revise vocabulary. Then quickly take one flashcard off the board, and ask students to work in pairs to decide which flashcard is missing. Find out if all the class agrees before showing them the card taken off the board. Do this again with different cards.
Development
aExercise 1: Ask children to open their Workbook and read the text. As they do so they point to the pictures as they are mentioned. Ask students to work in pairs with one child reading the text out loud, and the other pointing to the pictures. They then swap over and repeat the activity.
aExercise 2: Children read the text again and circle the correct words to complete the sentences, writing them in the gaps as well. Check with the class and ask individual children to come out and write the sentences on the board.
Consolidation
aAsk and answer: Give each child a copy of PMB Activity 8B worksheet. Ask children to cut out the people at the bottom of the worksheet and put them in different rooms in the house. Then working with a partner, they ask and answer about the location of the people. Children swap partners and repeat the activity.
SEMESTER 1 – Unit 8 – Lesson 6 - Period 119
Lesson 6 – Listening Objectives: - Asking and answering questions about where rooms are in a house, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Places in a house
ADDITIONAL VOCABULARY
TV
Roll again
Miss a turn
Go back (3) spaces
Go forward (2) spaces
SENTENCE PATTERN
What colour is this?
What colour are these?
Resources
CLASS BOOK p.63
Teaching Aids:
- My house flashcards 76-85
- CD track 87
- Extra Practical Classroom Activities: My house board game
- Dice and counters
Introduction
aPlay the game ‘Jump.’ Ask students to stand up. Show them one flashcard at a time. Say a word (sometimes the same word as the picture on the card, sometimes a different word). If the word is the same as the picture, the children jump. If the word is different, they don’t move.
Development
aRecording 87: Children do exercise 1, listening and numbering the pictures.
aExercise 2: Model the activity first with a strong student. Ask the child, Where are the bedrooms? The child answers, for example, They’re upstairs. Children then ask and answer using the target structures with their partner. Swap and do the activity again with a different partner.
aVowels: Ask children to do the Writing box at the bottom of p.63. Drill the vowel sounds with the class before they start. Then ask them to circle all the vowels in the words and check with a partner.
Consolidation
aVowel extension: Ask children to choose three of the sentences from the reading text on p.62 and circle all the vowels. Then ask their partner to check their answers.
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 rooms in the house as they land on the squares with pictures of different rooms. The winner is the first child to reach the finish square.
SEMESTER 1 – Unit 8 – Lesson 6 - Period 120
Lesson 6 – Listening Objectives: - Asking and answering questions about where rooms are in a house, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking - Writing
KEY VOCABULARY
Places in a house
ADDITIONAL VOCABULARY
Dangers
SENTENCE PATTERN
This is the
This is
These are
Resources
WORKBOOK p.59
Teaching Aids:
- PMB p.31 Values worksheet
- Extra Practical Classroom Activities: Spelling Quiz
Introduction
aSpelling quiz: Put students into groups of four and give each group a spelling quiz worksheet. Tell children they cannot open their Class Books or Workbooks, and to think of a team name. Make one child the person responsible for writing the words, but make sure they understand they all must help to spell. Read the words on the second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a class by asking volunteers to write the words on the board. 
Development
aExercise 1: Children do exercise 1, saying the vowels and circling the vowels in the words.
aExercise 2: Ask children to write the words in the correct box. Put the vowels on the board and ask individual children to come up and write the words on the board under the correct vowel.
aExercise 3 & 4: Children circle the words about their home and write the number of rooms. Ask individual children how many rooms they have in their home. Children then draw their home and write using the sentence prompts. Put children in small groups and ask them to take turns reading about their homes.
Consolidation
aValues: Give a copy of the Values worksheet to each student. Ask them to circle the dangers in the kitchen. Elicit ideas and help children with difficult vocabulary. Children complete exercise 2 and count the items in the pictures, writing in the numbers. Ask children if they can think of other dangerous activities in the home and provide them with some of the vocabulary in English.