Giáo án Tiếng Anh 3 - Family - Tuần 7

SEMESTER 1 – Unit 2 – Lesson 3 - Period 25
Lesson 3 – Words Objectives: - Identifying toys, Listening and speaking skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Speaking 
KEY VOCABULARY
Toys
Kite
Bike
Train
ADDITIONAL VOCABULARY
SENTENCE PATTERN
This is my
Resources
WORKBOOK p.16
Teaching Aids:
- Toys flashcards 30-37
- Extra Practical Classroom Activities: Toys Memory Cards
Introduction
aSing the song from Class Book p.16 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the three flashcards (kite, train, and bike) and every time they hear their word they hold the card up in the air.
Development
aExercise 1: Children trace the pictures and write the toys. Check together as a class.
aExercise 2: Children complete the word search and check their answers in small groups.
aPoint and answer: Children work in pairs and point to the pictures and ask What’s this? Their partner answers, It’s a (puzzle).
Consolidation
aGame: Play Do It! Assign each child a toy word. So every child in the class will have a different toy word. E.g. doll, kite, train, doll, puzzle. Give instructions, for example, Kites, jump. Trains, clap your hands. Model the actions. Say the toy words in random order and the children with that word have to do their action. Ask a volunteer student to come up and run the activity for the class.
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.
( Tuần 7) (01/10-05/10/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 2 – Lesson 3 - Period 26
Lesson 3 – Words Objectives: - Identifying toys, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Toys
Kite
Train
Bike
ADDITIONAL VOCABULARY
SENTENCE PATTERN
This is my
Is this your?
Yes it is / No it isn’t.
Resources
WORKBOOK p.69 (Picture Dictionary)
Teaching Aids:
- Toys flashcards 30-37
- PMB p. 6, Extra Writing worksheet
Introduction
aPlay What have I got? Hold up one card so that the class can only see the back of it. Ask What is it? When the card has been guessed correctly, put it on the board. Hold up a second card and repeat the procedure. Continue until all the cards are on the board. 
Development
aPicture Dictionary: Ask children open their Workbooks to p.69. Tell them to colour in the toys (Number 2, Toys). Tell them to choose three objects which belong to them. Working with a partner, they ask (for e.g.) Is the doll yours? If it is, they say Yes, it is. If not, they say, No, it isn’t.
aWriting Exercise 1: Children do the exercise, (on the PMB worksheet) matching the toy to the drawing of the child. They then write the words. Elicit the spelling and ask different children to write the words on the board.
aWriting Exercise 2: Students do the exercise write the questions and answers. Check as a whole class.
Consolidation
aWriting extension: Put all the toy flashcards on the board. Ask children to write questions using the target structure, and three of the toys. For example, Is this your train? And then draw a smiley or sad face next to the sentence. They then give their notebook to their partner, who writes Yes, it is, or No, it isn’t, depending on the happy or sad face. If children struggle with the language, refer them back to the second exercise on the worksheet for guidance.
SEMESTER 1 – Unit 2 – Lesson 4 - Period 27
Lesson 4 – Phonics Objectives: - First letter sounds e/f/g/h, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Egg
Fig
Goat
Hat
ADDITIONAL VOCABULARY
SENTENCE PATTERN
Resources
CLASS BOOK p.17
Teaching Aids:
- Phonics cards 5-8
- CD Tracks 25-27
Introduction
aAsk children what letters of the alphabet they have already learned. (a,b,c,d). Ask them to name words which begin with those sounds.
aWrite Ee, Ff, Gg and Hh on the board and point to each letter and say the letter name and the sound for both upper- and lower-case letters for children to repeat. Say the sounds again and children can draw the letters in the air.
Development
aVocabulary: Write the words, egg, fig, goat and hat on the board. Circle the first letters and say the first sounds for children to repeat. Hold up the phonics cards and say the words for children to repeat. 
aRecording 25: Children do the exercise and point to the letters.
aRecording 26: Do the exercise, and children join in with the chant. Put the four cards around the room and children point as they say the chant. 
aRecording 27: Ask children what the goat has got. Tell children they can find out by listening. Model the activity and then children listen and draw the lines.
aExercise 4: Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words.
Consolidation
aExtension activity: Divide the class into four groups: eggs, figs, goats and hats. Do the chant again together. Each group says their own lines. Then put students in groups of four, and give each child one of the words, and they do the chant in the group, taking turns to say their line.
SEMESTER 1 – Unit 2 – Lesson 4 - Period 28
Lesson 4 – Phonics Objectives: - First letter sounds e/f/g/h, Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – Speaking 
KEY VOCABULARY
Egg
Fig
Goat
Hat
ADDITIONAL VOCABULARY
Blue
SENTENCE PATTERN
Resources
WORKBOOK p.17
Teaching Aids:
- Phonics cards 1-4
- 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 first letters on the board, in both upper- and lower-case.
aAsk the children to trace the letters in the air and say the sounds as they do so.
Development
aExercise 1: Children do exercise 1. Before they colour the correct picture, say the words together as a class.
aExercise 2: Children do the exercise and write the first letters. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (goat).
aExercise 3: Do the exercise. Children write the first letters of the words.
aExercise 4: Ask children to match the upper- and lower-case letters.
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 first letter sounds they hear. Check as a class.
Consolidation
aPhonics matching: Display the phonics sound card on the board. Place the phonics picture cards on your table. Call children to come to the front of the class to match the cards to the correct sounds on the board.
aPhonics game: Put the phonics picture cards on the walls of the room, in four different corners. Say the sounds of the words, without the first letter (e.g. _gg, _ig, _oat, _at). The children say the first missing letter and point to the correct card.