Giáo án Tiếng Anh 3 - Family - Tuần 34

( Tuần 34) 
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 9 – Lesson 6 - Period 133
Lesson 6 – Listening Objectives: - Identifying different foods, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking - Writing
KEY VOCABULARY
Food
Articles
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Is this a?
No, it isn’t.
Yes, it is.
Resources
WORKBOOK p.65
Teaching Aids:
- My lunch box flashcards 86-94
Introduction
a Play Order the letters. Show the class a flashcard and elicit the word. Hide the card. Write the jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters. Call children to come to the board to write one letter at a time to complete the word. Repeat with different vocabulary from the flashcards.
Development
aExercise 1: Children do exercise 1, circling the correct article. Children check with a partner.
aExercise 2: Students write a or an in the sentences. Ask individual children to come up and write the sentences on the board.
aExercise 3: Children draw and write about themselves and their friends at the park. In pairs children can show each other their pictures and read their sentences. 
Consolidation
aLanguage extension: Children work in small groups. On the left side of the paper they write the names of the other people in the group in a vertical list. They then draw six columns next to the list of names. At the top of each column they draw a different type of food, as in the chart in exercise 1. Children take turns to tell the rest of their group what they have got in their lunch boxes. The other children put a tick in the appropriate place each time they hear a type of food mentioned.
SEMESTER 1 – Unit 9 – Lesson 6 - Period 134
Lesson 6 – Listening Objectives: - Identifying different foods, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking - Writing
KEY VOCABULARY
Food
ADDITIONAL VOCABULARY
Healthy
Colours
SENTENCE PATTERN
What’s this?
It’s a/an
Resources
Teaching Aids:
- My lunchbox flashcards 86-94
- PMB p.35 Values worksheet
- Extra Practical Classroom Activities: Spelling Quiz
- Colour pencils for each child
- A large piece of card or paper for each small group of children
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
aValues Exercise 1: Children do exercise 1, finding and colouring the healthy food. Pre-teach the concept of healthy before they do the exercise. Check as a whole class.
aExercise 2: Children read the short text and follow the instructions to draw the food in the lunch box.
a Communication: Ask children to work in pairs and point to the different items in the lunch box, asking, for example; What’s this? It’s an apple.
Consolidation
aValues extension: Put children in small groups and give them all a large piece of card. Ask them to draw a line down the middle of the card. On one side they draw and label healthy food, and on the other side they draw and label unhealthy food. Provide extra vocabulary if necessary. Ask each group to stand up and present their poster to the class, saying the healthy and unhealthy foods. Stick the posters on the classroom wall.
SEMESTER 1 – Review 3 - Period 135
 Review Objectives: - Reviewing target language and structures, Reading and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Writing
KEY VOCABULARY
Recycled vocabulary from Starter Unit to end of Unit 9
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
WORKBOOK p.66 & 67
Teaching Aids:
- All flashcards from first ten units
Introduction
aPlay a miming game with a selection of the vocabulary. Mime once to demonstrate the activity and ask students to guess the word. Put all the flashcards on the board. Divide the class into groups of four. Give each child in the group a number. Tell number ones to choose a word and to keep it secret. They then mime the word to their group. The student who guesses it firsts gets a point. Then number twos do the same thing and so on. 
Development
aReview activities: Photocopy and cut up the activities on p.66 & 67 of the Workbook. Have a copy of each exercise for each group of 4 children. Put children into groups of four. Hand out exercise 1 and give students 3 minutes to complete the activity together. When completed, ask them to pass their worksheet to another group of children to correct. Check the answers together as a class. The children then pass it back to the original group. Do this with all six exercises, children completing them in groups one at a time and correcting each other’s.
Consolidation
aPlay Pictionary. Model the activity first, drawing an object on the board, slowly, asking students to guess what the animal is. Then ask one student to come to the front of the class. Whisper an object to them and tell them to draw it on the board. They draw and the rest of the children in the class guess what it is. The first child to guess correctly comes to the front and draws the next word you whisper.
SEMESTER 1 – Review 3 - Period 136
Review Objectives: - Reviewing target language and structures, Reading and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – Writing
KEY VOCABULARY
Recycled vocabulary from Starter Unit to end of Unit 9
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
CLASS BOOK p.70 & 71
Teaching Aids:
- All flashcards from first ten units
Introduction
aPlay Pictionary. Model the activity first, drawing an object on the board, slowly, asking students to guess what the animal is. Then ask one student to come to the front of the class. Whisper an object to them and tell them to draw it on the board. They draw and the rest of the children in the class guess what it is. The first child to guess correctly comes to the front and draws the next word you whisper.
Development
aReview activities: Tell children they have 15 minutes to complete all the exercises, working in pairs. When they have finished they can change their books with another pair and correct each other’s as you check the answers with the whole class.
Consolidation
aGame: Play Bingo. Elicit as many words from all the units studied so far as possible (showing flashcards to remind students if necessary) and write up approximately 20 on the board. Ask children to draw a bingo grid in their notebooks, a square with nine boxes, three across and three down. Ask them to choose nine words and write one word in each box. Either read out the words, spell them or even describe what they are in order for children to listen and cross it off if they have it in their grid. The first child to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct.