Giáo án Tiếng Anh 3 - Family - Tuần 32

( Tuần 32) 
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 9 – Lesson 3 - Period 125
Lesson 3 – Song Objectives: - Identifying different foods, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food
Tomato
Pear
Grapes
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I’ve got
Resources
CLASSBOOK p.66
Teaching Aids:
- My lunch box flashcards 86-94
- CD tracks 92-93
- Extra Practical Classroom Activities: Song worksheet
Introduction
aUse flashcards 92-95 to introduce the three new words, tomato, pear, and grapes. Hold up each one and say the words for children to repeat. 
aStick the flashcards on the board and elicit the spelling from the class. Write the words on the board under each card.
Development
aRecording 92: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio.
aRecording 93: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio.
aSing and do: Tell children they are going to sing the song again, but this time they are going to do some actions as they listen and sing. Decide with the class what actions they will do (e.g. opening the lunch box, pointing to eye for What can you see? etc...). Children listen, sing and do the actions.
Consolidation
aSong extension: Give the sandwich, tomato, pear, and grapes flashcards to four different children. Ask them to come to the front of the class. Sing the song again. When the four children hear their words, they hand their flashcards to a different child in the class. The four children who now have the flashcards come to the front of the class and sing the song again. Repeat twice more.
SEMESTER 1 – Unit 9 – Lesson 3 - Period 126
Lesson 3 – Words Objectives: - Identifying different foods, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY
SENTENCE PATTERN
What’s this?
This is a
Resources
WORKBOOK p.62
Teaching Aids:
- My house flashcards 86-94
- Extra Practical Classroom Activities: Food Memory Cards
- Colour pencils for each child
Introduction
aSing the song from Class Book p.66 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the three flashcards (tomato, pear and grapes) and every time they hear their word they hold the card up in the air.
Development
aExercise 1: Children write the words under the pictures and colour the pictures. Elicit the spelling and write the words on the board.
aExercise 2: Children complete the crossword using the words and pictures as prompts. Check all the answers with the whole class, drilling the language as you do so.
aPoint and answer: Children work in pairs and point to the pictures and ask What’s this? Their partner answers, This is a banana.
Consolidation
a Game: Shuffle flashcards 86-94 together. Take one of the cards out and put it face-down on the table. Put the rest of the cards on the board. Explain to the class that one card is missing. The children have to guess the missing item. Take the cards down from the board, shuffle and repeat.
a Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.
SEMESTER 1 – Unit 9 – Lesson 3 - Period 127
Lesson 3 – Words Objectives: - Identifying foods, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Is this a..?
Are these?
I’ve got
I haven’t got
Resources
WORKBOOK p.72 (Picture Dictionary)
Teaching Aids:
- My lunch box flashcards 86-94
- PMB p. 34, Extra Writing worksheet
- Colour pencils for each child
Introduction
aPlay Slow Reveal. Put a flashcard on the board and cover it with a piece of paper or card. Very slowly move the paper to reveal the picture, bit by bit. Ask What’s this? The first child to guess correctly comes to the front to choose the next card. Continue the game until you have practiced all the food vocabulary from the flashcards.
Development
aPicture Dictionary: Ask children open their Workbooks to p.72. Tell them to colour in the pictures of the food. (Number 9, My lunch box). Tell them to work with a partner and point to the different rooms and ask Is this a bisucuit? Are these grapes? And their partner answers yes or no.
aWriting Exercise 1: Children do the exercise, (on the PMB worksheet) looking and circling the food in the word search. Ask them to check their answers in pairs and elicit the spelling to write on the board.
aWriting Exercise 2: Students do the exercise writing the missing target structure, I’ve got, or I haven’t got. Check with the class.
Consolidation
aWriting extension: Ask each child to draw a grid of ten squares across by six down (draw one on the board first). Tell the children they are going to make their own word search. They should choose 4 or 5 food words and write them in the grid. Then fill the rest of the grid with other letters of the alphabet. They give their word search to a partner to complete and then swap back again to check.
SEMESTER 1 – Unit 9 – Lesson 4 - Period 128
Lesson 4 – Phonics Objectives: - Digraphs – /ch/, Speaking and listening skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking – Listening
KEY VOCABULARY
Chair
Teacher
Chick
ADDITIONAL VOCABULARY
Chirp
Say
SENTENCE PATTERN
Resources
CLASS BOOK p.67
Teaching Aids:
- Phonics cards 30-32
- CD Tracks 94-95
Introduction
aSing the song from page 61 to energize the class and revise /sh/ sounds.
a Write ch on the board and point to the letters and say the sound for children to repeat. Say the sound again and children can draw the letters in the air.
Development
aVocabulary: Write the words, chair, teacher and chick on the board. Circle the /ch/ sounds in the words and say the sounds again. Hold up the phonics cards and say the words for children to repeat. 
aRecording 94: Children do the exercise and point to the letters.
aRecording 95: Do the exercise, and children join in with the chant. Put the three cards around the room and children point as they say the chant.
aExercise 3: Ask children to read the chant again and circle the /ch/ sounds. They check with a partner.
aExercise 4: Children look at the pictures and circle the correct sound. Check by drilling the vocabulary with the class and with individual students.
Consolidation
aExtension activity: Put the three phonics cards on the board. Write a new chant on the board: teacher, chair, teacher, chair, chick, chick, chick! Point to the cards as you say the words for children to say them. Point to the cards more quickly so that the chant gets faster and keep repeating it until the children can’t keep up. Ask children to make their own chant using those words and individual children can come up and teach the class to say their chant.