Giáo án Tiếng Anh 3 - Family - Tuần 31

( Tuần 31) 
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 9 – Lesson 1 - Period 121
Lesson 1 – Words Objectives: - Identifying different foods, Reading and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Speaking
KEY VOCABULARY
Food
Lunch box
ADDITIONAL VOCABULARY
Lunch
Lunchtime
Choose
Share
Get
SENTENCE PATTERN
I’ve got
Resources
CLASSBOOK p.64
Teaching Aids:
- My lunch box flashcards 86-91
- Story poster 9
- CD tracks 89-91
Introduction
aSing Come into my house to warm up the class.
a Use flashcards 86-91 to elicit and introduce the vocabulary. Hold up each card in turn and say the word. Say them again, and children repeat after you. Hold up again and say What’s this? for children to say the word.
Development
aRecording 89: Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards.
aRecording 90: Students listen and point, and then listen and chant.
aListen and read: Use Story Poster 9 to present the story. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts. Ask simple comprehension questions such as, How many sandwiches has Tim got? He’s got two sandwiches to check understanding.
Consolidation
aGame: Play a guessing game with the class. Tell children they are going to guess which flashcards you are holding up, without seeing them. If they name the object within three guesses, they get one point. If they don’t, you get one point. Hold up each flashcard in turn so that children can only see the back. Ask different children What’s this? until the object has been guessed correctly. Keep a record of the score on the board.
SEMESTER 1 – Unit 9 – Lesson 1 - Period 122
Lesson 1 – Words Objectives: - Identifying different foods, Writing and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY
SENTENCE PATTERN
This is a
Resources
WORK BOOK p.60
Teaching Aids:
- My lunch box flashcards 86-91
- PMB Activity 9A – Read and draw
Introduction
aPronunciation: Use the flashcards to elicit the vocabulary again for revision, and then focus carefully on different sounds which may be difficult for the children (e.g. /ch/ in lunch box and sandwich and /ks/ in drinks) 
aGive flashcards 86-91 to different children. Ask them to stand up, one at a time. They show their card for the class to shout out the word. 
Development
aExercise 1: Ask children to find and circle the words and check with the class.
aExercise 2: Students look at the pictures and words and draw the items in the lunch box before writing the words. Ask individual children to write the words on the board, with the class spelling the words out loud.
aPMB Activity: Give a PMB worksheet to each child and ask them to read the four texts, drawing in the different items into the lunch boxes. Then put them in pairs to show their pictures and point to the different foods, naming them as they do so.
Consolidation
aExtension: Ask children to take out their own lunch boxes and show other children in small groups. They should name the foods in their lunch boxes. Alternatively, ask children to draw a picture of their own lunch boxes and write the different foods under the picture, starting each line with This is a (banana). Provide more language input if need be and write the new words on the board.
SEMESTER 1 – Unit 9 – Lesson 2 - Period 123
Lesson 2 – Grammar Objectives: - Identifying different foods, Writing and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I’ve got
I haven’t got
Resources
CLASS BOOK p.65 and 76
(Grammar Reference)
Teaching Aids:
- My house flashcards 86-91
- Story Poster 9
- CD track 91
Introduction
a Play Snap with the food flashcards. Say one of the food items; show the flashcards one by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game.
aPoint to the Story Poster 9 again and ask children to tell you what happened in the story. Elicit the important words from the story and write them on the board.
Development
aListen and read: Tell children to open their books to p.64 and play the recording again as children follow in their books.
aRole play: Put students in small groups and ask them to act out the story. Elicit what actions they will need. Get some strong students to act it out in front of the class.
aExercise 2: Model the language and ask children to repeat the words and sentences. Focus on the pronunciation. Drill the language.
aExercise 3: Ask children to write I’ve got or I haven’t got in the correct place in the sentences.
aExercise 4: Children point, ask and answer using the six pictures and the sentence parts as prompts. Model with a strong student before they complete the exercise.
Consolidation
aGrammar Reference: Ask children to open their Class Books to p.76 and do the Unit 9 Grammar activity to practice the target structure further.
SEMESTER 1 – Unit 9 – Lesson 2 - Period 124
Lesson 2 – Grammar Objectives: - Identifying foods, Writing and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I’ve got
I haven’t got
Resources
WORKBOOK p.61
Teaching Aids:
- My lunch box flashcards 86-91
- Colour pencils for each child
Introduction
aPlay Smiley face. Think of a word from the food vocabulary set and draw a short line for each letter on the board. Ask the children to guess the letters that are in the secret word, one by one. If a child guesses correctly, write the letter on the correct line. If a child guesses incorrectly, write the letter on the board with a cross through it, and draw a large circle to represent a face. With each letter that is guessed incorrectly, add another feature to the face (two eyes, a nose, a smile etc...) The game continues until either the word or the face is complete. If the word is completed, the class has won; if the face is completed, the teacher has won.
Development
aExercise 1: Children do the exercise, reading the sentences and numbering the pictures. Check the answers with the class.
aExercise 2: Students do the exercise. They circle a and underline an in the sentences.
aExercise 3: Children write I’ve got and I haven’t got in the gaps in the sentences corresponding to the pictures.
Consolidation
aGame: What’s the Picture? Invite a child to come to the front of the class and whisper the name of the picture s/he has to draw. The child draws the picture on the board for the rest of the class to guess what it is. The first child to correctly guess the word comes to the front of the class to draw the next picture. Continue until all the target vocabulary has been used.