Giáo án Tiếng Anh 3 - Family - Tuần 33

( Tuần 33) 
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 9 – Lesson 4 - Period 129
Lesson 4 – Phonics Objectives: - Digraphs – /ch/, Speaking and listening skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Chair
Teacher
Chick
ADDITIONAL VOCABULARY
Chirp
Say
SENTENCE PATTERN
Resources
WORKBOOK p.63
Teaching Aids:
- Phonics cards 30-32
- 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 words on the board.
aAsk the children to trace the letters in the air to spell the words and make the sounds as they do so.
Development
aExercise 1: Children do exercise 1. They help Charlie find the chick by joining the letters /ch/. Ask students to check with their partner.
aExercise 2: Children do the exercise and write the missing letters. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (chair).
aExercise 3: Do the exercise. Children read and write. Read the text with the class and pause for students to say 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 letter sounds they hear. Check as a class.
Consolidation
aLanguage extension: Ask children to write the text from exercise 3 again, substituting different words in the gaps. They can draw a picture to illustrate their new story and individual children can stand up and read their text to the class. 
SEMESTER 1 – Unit 9 – Lesson 5 - Period 130
Lesson 5 – Reading Objectives: - Identifying different foods, Reading skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Listening, Speaking 
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY
Cheese
Water
Today
SENTENCE PATTERN
I’ve got
I haven’t got
Resources
CLASS BOOK p.68
Teaching Aids:
- CD Track 96
- Natasha’s Extra Activity Handouts: I’ve got  pair interview
Introduction
aEnergize the class by singing Open my lunch box! from page 66 to revise places in a house vocabulary.
aAsk children to look at the pictures on p.68 of the Class Book and predict what they will read.
Development
aExercise 1: Ask children to point to the different food in the pictures. Elicit the vocabulary and write the words on the board.
aRecording 96: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: Who hasn’t got a drink? (Number 1). Who has got egg sandwiches? (Number 3).
aExercise 3: Do the exercise. Children write either A, B or C next to the pictures of the children. Check with the class.
Consolidation
aPair interview: Give each child a worksheet. Elicit some of the answers from the class. 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 got and what they haven’t got in their lunch box and listen to their partner and tick or cross in the columns. They can then turn around and check their answers and together.
SEMESTER 1 – Unit 9 – Lesson 5 - Period 131
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
Food
ADDITIONAL VOCABULARY
SENTENCE PATTERN
I’ve got
I haven’t got
Resources
WORKBOOK p.64
Teaching Aids:
- My lunch box flashcards 86-94
- PMB Activity 9B Say, listen and answer
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. Ask one child to read it out loud for the class as everyone else reads quietly along.
aExercise 2: Children read the text again and put a tick or cross against the items which are in Sally’s lunch box. Check with the class.
aExercise 3: Children look at the picture of Sally and the pictures of the food in her lunch box and complete the sentences. Ask three individual children to come and write the sentences on the board.
Consolidation
aAsk and answer: Give each child a copy of PMB Activity 9B worksheet. Put children in pairs, A and B. A’s chooses one of the pictures and says, for example, I’ve got a sandwich. I’ve got a tomato. I’ve got a pear. Child B identifies the picture (number 4). They swap roles and repeat. Continue until all of the pictures have been guessed.
SEMESTER 1 – Unit 9 – Lesson 6 - Period 132
Lesson 6 – Listening Objectives: - Asking and answering about where things are, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY
Inside
Roll again
Miss a turn
Go back (3) spaces
Go forward (2) spaces
SENTENCE PATTERN
I’ve got
I haven’t got
Resources
CLASS BOOK p.69
Teaching Aids:
- My lunch box flashcards 30-37
- CD track 97
- Extra Practical Classroom Activities: My lunch box board game
Introduction
aPlay Musical Cards. Model the activity first. Then play the song from lesson 3. Hand the unit flashcards out to different children around the class. They pass the cards to children next to them while the music is playing. Stop the music suddenly and ask the children holding the cards, What is it? The children stand up and say for example, It’s a pear. Play the music again and repeat the activity.
Development
aRecording 97: Children do exercise 1, listening and ticking the foods which are in the different lunch boxes. Check with the class.
aExercise 2: Model the activity first with a strong student. Ask the child I’ve got an orange. I’ve got a pear. What colour is my lunch box? The child answers, for example, My lunch box is blue. Children then ask and answer using the target structures with their partner. 
aArticles: Ask children to do the Writing box at the bottom of p.69. They write a or an in the appropriate gaps. Copy the sentences onto the board and ask individual students to come to the front and write the correct article.
Consolidation
aPunctuation extension: Ask children to choose three of the sentences from the reading text on p.68 and circle articles. Then check their answers with a partner
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 food as they land on the squares with food pictures. The winner is the first child to reach the finish square.