Giáo án Unit 11 Tiếng anh 3 global success

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• use the words mother, father, brother, sister related to the topic “My family”;
• use Who’s this / that? – It’s my _____. to ask and answer questions about a family member;
• listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”;

Core competencies

decision making, teamwork, work standards, reliability, motivation

General competencies

Listening: listen and recognize the contexts, focus on introducing someone, then repeat

Critical thinking: talk about family

Oral communication: speak about family, ask and answer the questions

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotions

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Student’s book Page 6
• Audio Tracks 2, 3
• Teacher’s guide Pages 140, 141, 142
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 11)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 10, Lesson 1.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Chant and do activities (Unit 10, Lesson 3).

• Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups.
• Give points to the groups and encourage them.

Option 3: Game “I’m a fairy”

• Divide the class into 2 teams.
• Each team chooses one letter to go to the question.
• Have pupils look, read and choose the right options.
• Back to the menu for pupils to choose another question.
• Pupils continue their turns until there are no letters left.

Whole class

Group work

Individual work/ Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about a family member

b. Input:

- Context a: Mary: Who’s this? Lucy: It’s my sister.

- Context b: Nam: Who’s that? Mai: It’s my brother.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about a family member.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary.

Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence.

Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

Step 5: Draw their attention to the questions Who's this / that? and the answers: It's my sister/brother. Tell pupils that they are questions and answers about a family member.

Whole class

Whole class

Whole class/ Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use Who’s this / that? – It’s my ______. to ask and answer questions about a family member

b. Input:

– Picture cues:

a. mother b. father c. brother d. sister

– Speech bubbles:

Who’s this / that? – It’s my ______.

- Audio script:

a. mother b. father c. brother d. sister

A: Who’s that? A: Who’s this?

B: It’s my mother. B: It’s my father.

c. Outcome:

Pupils can correctly say the words and use Who’s this / that? – It’s my ______. to ask and answer questions about a family member.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the name of each family member.

Step 2: Have pupils point at Picture a (a woman), listen to the recording and repeat the word (mother). Follow the same procedure with the other three pictures. Have the class repeat the words a few times.

Step 3: Point at the bubble and have pupils listen and repeat after the recording (Who’s that?). Point at Picture a and have pupils listen and repeat after the recording (It's my mother). Follow the same procedure with the other three pictures.

Step 4: : Have pairs practise asking and answering the question Who’s this / that? – It’s my ______.

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Pair work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of Who’s this /that? – It’s my ______. to ask and answer questions about a family member.

b. Input

– Picture cues: a brother and a sister are playing badminton and their parents are sitting on a bench nearby.

– Speech bubbles: Who’s this / that? – It’s ______.

c. Outcome

Pupils can enhance the correct use of Who’s this / that? – It’s my ______. to ask and answer questions about a family member.

d. Procedure

Step 1: Draw pupils’ attention to the picture. Tell them about the activity. Ask questions to help them understand the context (see Input).

Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary.

Step 3: Put pupils into groups of four. Tell them to ask and answer with Who's this / that? Go around the classroom to offer support.

Step 4: Invite some pupils to the front of the class to present their exchanges.

Preparation for the project:

Tell pupils about the project on page 11. Ask them to prepare it at home by collecting a picture of their family and bring their work to the classroom at the project time to present it.

Whole class/ Individual work

Whole class

Group work

Individual work

Individual work/ Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the phrases or sentences in the pictures of the lesson and repeat after the recordings.

Option 2:

Game: Sentence Puzzle

• Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud.
• The group that makes it first will be the winner.

Option 3: Game: I’m a fairy.

• Divide the class into 2 teams.
• Each team chooses one letter to go to the question.
• Have pupils look, read and answer the questions.
• Back to the menu for pupils to choose another question.
• Pupils continue their turns until there are no letters left.

Whole class

Group work

Group work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• listen to and understand two communicative contexts to ask and answer questions about a family member and tick the correct pictures
• to complete the four gapped dialogues with the help of relevant picture cues
• sing the song My family

Core competencies

decision making, teamwork, reliability, motivation, adaptability, problem-solving

General competencies

Listening: listen and tick the correct pictures of introducing someone

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotions

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Student’s book Page 7
• Audio Tracks 4, 5
• Teacher’s guide Pages 142, 143
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 11)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Listen and tick – Look, complete and read – Let’s sing – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 10, Lesson 1.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Chant and do activities (Unit 10, Lesson 3).

• Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups.
• Give points for the groups and encourage them.

Option 3: Game: Hangman

• Divide the class into 2 teams.
• Have pupils guess the word letter by letter.
• Whenever a team guesses a letter, click that letter. If it belongs to the secret word, it will be filled in the blank, and the team will get one point. If not, parts of the hangman will appear.

Whole class

Group work

Individual work/

Group work

PRACTICE

Activity 4. Listen and tick. 8 minutes

a. Goal:

To listen to and understand two communicative contexts to ask and answer questions about a family member and tick the correct pictures

b. Input:

Picture cues: 1a. father 1b. brother 2a. mother 2b. sister

Audio script:

1. A: Who’s this?

B: It’s my father.

2. A: Who’s that?

B: It’s my sister.

c. Outcome:

Pupils can listen to and understand two communicative contexts to ask and answer questions about a family member.

Key: 1. a 2. b

d. Procedure:

Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the word for each family member and its cue, and play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers.

Step 2: Repeat Step 1 for the second exchange.

Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers.

Step 4: Play the recording again for pupils to double-check their answers.

Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation if necessary.

Whole class

Whole class

Pair work/ Whole class

Individual work

Whole class

PRACTICE

Activity 5. Look, complete and read. 9 minutes

a. Goal:

To complete the four gapped dialogues with the help of relevant picture cues

b. Input:

– Four picture cues

– Two gapped sentences and two gapped dialogues

c. Outcome:

Pupils can complete the four gapped dialogues with the help of relevant picture cues.

Key: 1. mother 2. father 3. sister 4. brother

d. Procedure:

Step 1: Have pupils look at the pictures. Have them identify the people in the pictures.

Step 2: Have pupils look at the four incomplete sentences and dialogues. Draw their attention to the missing words in the sentences.

Step 3: Model with Picture 1. Have pupils look at the sentence. Ask them what is missing in the answer (mother). Then have them complete the gap.

Step 4: Follow the same procedure with Pictures 2, 3, 4. Draw the pupils' attention to gaps.

Step 5: Have pupils complete the sentences individually and ask a few pupils/pairs to read them aloud.

Game: Slap the board.

Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Individual work

Group work

PRACTICE

Activity 6. Let’s sing. 8 minutes

a. Goal:

To sing the song My family with the correct pronunciation

b. Input:

The lyrics and the recording of the song My family

c. Outcome:

Pupils can sing the song My family with the correct pronunciation.

d. Procedure:

Step 1: Draw pupils’ attention to the title and lyrics of the songs. Encourage them to point at the characters' pictures to reinforce their understanding.

Step 2: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary

Step 3: Play the recording all the way through for pupils to sing along.

Step 4: Introduce actions for pupils to do while singing along with the recording.

Step 5: Invite groups to the front of the class to perform while the rest of the class sings and / or claps along.

Whole class/ Individual work

Whole class

Whole class

Whole class

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Game: Interview your friend(s).

Each pupil gets 1 sheet of paper from the teacher. They fill in the information about their family members. Then they can move around the class to ask and answer questions to know more about their friends’ family members.

Option 2:

Game: Sentence Puzzle

Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud.

Option 3: Game: Gold miner

• Divide the class into 2 teams.
• Each team chooses one item to go to the question.
• Have pupils listen and choose the right pictures.
• Back to the menu for pupils to choose another question.
• Pupils continue their turns until there is no item left.

Whole class

Group work

Group work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• use the words mother, father, brother, sister, and numbers from 11 – 20 related to the topic “My family”;
• use How old is he / she? – He’s / She’s _____. to ask and answer questions about the age of a family member;
• listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”;

Core competencies

communication, planning and organization, stress tolerance, and initiative

General competencies

Listening: listen and repeat

Oral communication: speak about someone’s age

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotions

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Student’s book Page 8
• Audio Tracks 6, 7
• Teacher’s guide Pages 143, 144, 145
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 11)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 11, Lesson 1.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Game Buzz!

• Arrange pupils into a circle and ask pupils to count from 1 in sequence from pupil to pupil.
• Set a goal from one to twenty for pupils.
• Each pupil shouts out one number in their turn.

If a number is a multiple of 5, or a number with a 5 in it, the player has to shout out "buzz!" instead of saying that number.

• The game is meant to be fast paced, so if a pupil takes too long or buzzes at a wrong place, they are eliminated.

Option 3: Game: Happy birthday!

• Divide the class into 2 teams.
• Each team chooses one number to go to the question.
• Have pupils look, read and answer the questions.
• Let pupils choose one birthday hat to get points.
• Back to the menu for another question.
• Pupils continue their turns until there are no numbers left.

Whole class

Group work

Individual work/ Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about the age of a family member

b. Input:

Context a: Ben: This is my sister.

Minh: How old is she?

Ben: She’s thirteen years old.

Context b: Linh: How old is your brother?.

Bill: He is twenty years old.

Linh: Are you sure?

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about the age of a family member.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary.

Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence.

Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

Step 5: Draw their attention to the questions How old is she / your brother? and the answers She’s thirteen years old. / He’s twenty years old. Tell pupils that they are questions and answers about a family member.

Whole class

Whole class

Whole class/ Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use How old is he / she? – He’s / She’s ______. to ask and answer questions about the age of a family member.

b. Input:

– Picture cues:

a. a 12-year-old girl

b. a 14-year-old boy

c. an 18-year-old girl

d. a 19-year-old man

– Speech bubbles: How old is he / she? – He’s / She’s _____.

Audio script:

a. twelve b. fourteen c. eighteen d. nineteen

A: How old is she? A: How old is he?

B: She’s twelve. B: He’s fourteen.

c. Outcome:

Pupils can correctly say the words and use How old is he / she? – He’s / She’s ______. to ask and answer questions about the age of a family member.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the ages of family members.

Step 2: Have pupils point at Picture a (a twelve years old girl), listen to the recording and repeat the word (twelve). Follow the same procedure with the other three pictures. Have the class repeat the words a few times.

Step 3: Point at the bubble and have pupils listen and repeat after the recording (How old is she?). Point at Picture a and have pupils listen and repeat after the recording (She’s twelve.). Follow the same procedure with the other three pictures.
Step 4: Have pairs practise asking and answering the question How old is he / she? – He’s / She’s ______.

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

Game: Slap the board.

Play this game with the numbers that pupils have learnt in the lesson.

Whole class

Whole class

Whole class/ Individual work

Pair work

Pair work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of How old is he / she? – He’s / She’s _____. to ask and answer questions about the age of a family member in a freer context

b. Input:

– Picture cue: Ben and his sister, Linh and her brother are playing in the playground.

– Speech bubbles: How old ______? –______.

c. Outcome:

Pupils can enhance the correct use of How old is he / she? – He’s / She’s _____. to ask and answer questions about the age of a family member in a freer context.

d. Procedure:

Step 1: Draw pupils’ attention to the picture. Tell them about the activity. Ask questions to help them understand the context (see Input).

Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary.

Step 3: Put pupils into pairs and encourage them to ask and answer questions using the target patterns. Go around the classroom to offer support where necessary.

Step 4: Invite some pairs to stand up to perform their exchanges.

Matching game

T uses pictures and sentence cards, gets 3 pupils to hold the pictures and 3 others to hold the sentences. Ask them to match the pictures with the correct sentences. Then ask the class to look and say aloud.

Whole class/ Individual work

Whole class/ Individual work

Pair work/ whole class

Pair work

Individual work/ Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words or sentences in the pictures of the lesson and repeat after the recording.

Option 2:

Game: Sentence Puzzle

• Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces.
• Ask them to arrange the words to make a complete sentence, then read it aloud.

Option 3: Game: Big gifts

• Divide the class into 2 teams.
• Each team chooses one number to go to the question.
• Have pupils look, read and answer the questions.
• Let pupils choose one birthday gift to get points.
• Back to the menu for another question.
• Pupils continue their turns until there are no numbers left.

Whole class

Group work

Group work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:;

• use How old is he / she? – He’s / She’s _____. to ask and answer questions about the age of a family member;
• listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”;
• write about family members and their ages;

Core competencies

communication, planning and organization, stress tolerance, and initiative.

General competencies

Listening: listen and recognize a family members’ age

Self-control & independent learning: perform learning tasks

Communication and collaboration: work in pairs or groups

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotions

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Student’s book Page 9
• Audio Tracks 8
• Teacher’s guide Pages 145, 146, 147
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 11)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Listen and number – Look, complete and read – Let’s play – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 11, Lesson 1.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Game: Buzz!

• Arrange pupils into a circle and ask pupils to count from 1 in sequence from pupil to pupil.
• Set a goal from one to twenty for pupils.
• Each pupil shouts out one number in their turn.

If a number is a multiple of 5, or a number with a 5 in it, the player has to shout out "Buzz!" instead of saying that number.

• The game is meant to be fast paced, so if a pupil takes too long or buzzes at a wrong place, they are eliminated.

Option 3: Game: Bingo

• Divide the class into 2 teams.
• Have pupils read the numbers on two bingo cards quickly.
• Have pupils listen and choose the right bingo cards.
• Back to the menu for pupils to choose another question.
• Pupils continue their turns until there are is no ball left.

Whole class

Group work

Group work

PRACTICE

Activity 4. Listen and number. 8 minutes

a. Goal:

To listen to and understand four communicative contexts in which characters ask and answer questions about different people’s ages and number the correct pictures

b. Input:

Picture cues:

a. a 13-year-old girl

b. an 18-year-old girl

c. a 14-year-old boy

d. a 20-year-old man

Audio script:

1. A: How old is she?

B: She’s thirteen.

1. A: How old is your brother?

B: He’s twenty.

1. A: How old is your sister?

B: She’s eighteen.

1. A: How old is he?

B: He’s fourteen.

c. Outcome:

Pupils can listen to and understand four communicative contexts in which characters ask and answer questions about different people’s ages and number the correct pictures.

Key: 1. a 2. d 3. b 4. c

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Tell them about the activity. Elicit the age in each picture. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for them to check their answers.

Step 2: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers.

Step 3: Play the recording again for pupils to double-check their answers.

Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary.

Whole class

/ Individual work

Pair work/ Whole class

Individual work

Whole class

PRACTICE

Activity 5. Look, complete and read. 9 minutes

a. Goal:

To complete four gapped dialogues with the help of picture cues

b. Input:

– Four picture cues

– Four gapped dialogues

c. Outcome:

Pupils can complete four gapped dialogues with the help of picture cues.

Key: 1. eleven 2. twelve 3.old; eighteen 4. How old; fifteen

d. Procedure:

Step 1: Have pupils look at the pictures. Remind them to pay attention to the cakes with candles or numbers.

Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences.

Step 3: Model with Picture 1. Have pupils look at the sentence. Ask them what is missing in the answer (eleven). Then have them complete the gap.

Step 4: Follow the same procedure with Pictures 2, 3, 4. Draw the pupils' attention to gaps.

Step 5: Have pupils complete the sentences individually and ask a few pupils / pairs to read them aloud.

Game: Slap the board.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Individual work

Group work

PRODUCTION

Activity 6. Let’s play. 8 minutes

a. Goal

To review vocabulary related to the topic “My family” and numbers from eleven to twenty by playing the game Board race

b. Input

– Vocabulary list

– Board and pens / chalk

– Prizes

c. Outcome

Pupils can play the game Board race to reinforce the learning of words and phrases related to the topic “My family”.

d. Procedure

Step 1: Tell the pupils the goal of the game and how to play it. Ask them to revise all vocabulary learnt in Unit 11.

Step 2: Invite two groups of four pupils to the front of the class to demonstrate the game. Two pupils play in each round, one from each group.

Step 3: Give the pupils time to play the game in two groups of four. Circulate round the class during the activity and offer help where necessary.

Extension: Divide the class into two groups. Use the words in the game to get them to take turns writing as many words related to “family” and “numbers” in the correct columns as possible.

Game: Matching game

T uses pictures and sentence cards, gets 3 pupils to hold the pictures and 3 others to hold the sentences. Ask them to match the pictures with the correct sentences. Then ask the class to look and say aloud.

Whole class/ Individual work

Group work

Group work

Group work

Individual work/ Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words, phrases and sentences in the pictures of the lesson and repeat after the recordings.

Option 2:

Game: Sentence Puzzle

Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud.

Option 3: Game: Water the garden

• Divide the class into 2 teams.
• Each team chooses one letter to go to the question.
• Have pupils look, read and answer the questions.
• Back to the menu for another question.
• Pupils continue their turns until there are is no letter left.

Whole class

Group work

Group work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• correctly pronounce the sounds of the letters o and ure in isolation, in the words old and sure and in the sentences How old is your brother?. and Are you sure?
• use the words mother, father, brother, sister, and numbers from 11 – 20 related to the topic “My family”;
• say a chant

Core competencies

communication, planning and organization, stress tolerance, and initiative

General competencies

Listening: listen and repeat, listen and circle

Self-control & independent learning: perform learning tasks

Communication and collaboration: work in pairs or group

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotions

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Student’s book Page 10
• Audio Tracks 9, 10, 11
• Teacher’s guide Pages 147, 148
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 11)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 11, Lesson 1.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Chant and do activities (Unit 10, Lesson 3).

• Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups.
• Give points to the groups and encourage them.

Option 3: Game: Word search puzzle

• Have the whole class play “ Word search puzzle”.
• Have pupils find out the words about numbers and family members.
• This game is just for fun, not for competition.

Whole class

Group work

Individual work/ Group work

KNOWLEDGE CONSTRUCTION

Activity 1. Listen and repeat. 8 minutes

a. Goal:

To correctly repeat the sounds of the letters o and ure in isolation, in the words old and sure, and in the questions How old is your brother? and Are you sure? with the correct pronunciation and intonation

b. Input:

– The letter o, the word old and the question How old is your brother?

– The letters ure, the word sure and the question Are you sure?

c. Outcome:

Pupils can correctly repeat the sounds of the letters o and ure in isolation, in the words old and sure, and in the questions How old is your brother? and Are you sure? with the correct pronunciation and intonation.

d. Procedure:

Step 1: Draw pupils’ attention to the letter o, the word old and the question How old is your brother? Play the recording and encourage them to point at the correct letter, word and question while listening.

Step 2: Play the recording again and encourage pupils to listen and repeat. Tell them about the activity. Do this several times until pupils feel confident. Correct their pronunciation where necessary and praise them if their pronunciation is good.

Step 3: Repeat Steps 1 and 2 for the letters ure.

Whole class

Whole class/ Individual work

Whole class

PRACTICE

Activity 2. Listen and circle. 9 minutes

a. Goal:

To identify the target words old and sure in the sentences while listening

b. Input:

Two sentences with each three options

Audio scripts:

1. I’m ten years old.

2. Are you sure?

c. Outcome:

Pupils can identify the target words old and sure while listening.

Key: 1. a 2. a

d. Procedure:

Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension.

Step 2: Play the recording for pupils to listen to. Play the recording again for them to do the task. Play the recording a third time for them to check their answers.

Step 3: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board for pupils to correct their answers.

Step 4: Play the recording again for pupils to double-check their answers.

Extension: Invite one or two pupils to stand up, listen and repeat the sentences.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Pair work

Whole class

Individual work

PRACTICE

Activity 3. Let’s chant. 8 minutes

a. Goal

To say the chant with the correct rhythm and pronunciation

b. Input

The lyrics and recording of the chant

c. Outcome

Pupils can say the chant with the correct rhythm and pronunciation.

d. Procedure

Step 1: Have pupils read the first verse of the chant and elicit its meaning. Draw pupils' attention to the sounds of the letters o and ure in the words old and sure. Check comprehension.

Step 2: Play the recording for pupils to listen and repeat the first verse, line by line. Show them how to chant and clap.

Step 3: Repeat Steps 1 and 2 for the second verse of the chant. Draw their attention to the sounds of the letters o and ure in the words old and sure. Go around the classroom and correct pronunciation if necessary.

Step 4: When pupils become familiar with the rhythm and pronunciation, play the recording of the whole chant for pupils to do choral and individual repetition. Go around the classroom and correct pronunciation if necessary.

Step 5: Invite a few groups to the front of the class to chant. The rest of the class may clap along.

Whole class/ Individual work

Group work

Individual work

Individual work/ Whole class

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn (activity 1: Listen and repeat), have pupils look at the sounds, words and sentences and repeat after the recording.

Option 2:

Game: Fabulous sounds

• Divide the class into 2 teams.
• Each team chooses one number to go to the question.
• Have pupils look, read and choose the right words that match the sounds.
• Back to the menu for pupils to choose another question.
• Pupils continue their turns until there are not any numbers left.
• The one who gets the most points is the winner.

Option 3: Preparation for the project:

Tell pupils about the project on page 11. Ask them to prepare at home by collecting or drawing a picture of their family and bring their work to the classroom at the project time to present it.

Whole class

Group work

Whole class

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• read and write about family members and their ages;
• collect a picture of their family and show it to the class.

Core competencies

communication, planning and organization, stress tolerance, and initiative.

General competencies

Written Communication: practice writing about family members

Communication and collaboration: work in pairs or groups

Sociability: talk to each other

Attributes:

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotions

Responsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Student’s book Page 11
• Teacher’s guide Pages 148, 149
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 11)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Read and complete – Let’s write – Project – Fun corner and wrap up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 11, Lesson 1.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Chant and do activities (Unit 11, Lesson 3).

• Ask pupils to chant and do the actions in Unit 11, Lesson 3 in groups.
• Give points for the groups and encourage them.

Option 3:

• Play the game in the powerpoint Unit 11 – lesson 3 – period 6.
• Divide the class into 2 teams to play “Funny Sums”.
• Each team chooses one letter to go to the question.
• Have pupils look, read and do the sums.
• Back to the menu for pupils to choose another question.
• Pupils continue their turns until there are not any letters left.
• The one who gets the most points is the winner.

Whole class

Group work

Individual work/ Group work

PRACTICE

Activity 4. Read and complete. 8 minutes

a. Goal:

To read and complete a paragraph with the words in the box

b. Input:

A paragraph and five gapped sentences with the words in the box.

c. Outcome:

Pupils can read and complete a paragraph with the words in the box.

Key: 1. my 2. sister 3. old 4. am

d. Procedure:

Step 1: Tell pupils about this activity. Read the four gapped sentences as a class. Draw pupils’ attention to the blank in Sentence 1. Get pupils to scan the paragraph and find the missing words from the box. When pupils give the correct answer, write it on the board and get the class to read the completed sentence together.

Step 2: Give pupils time to do the rest of the sentences individually. Go around the classroom to offer support.

Step 3: Check the answers as a class. Get the pupils to swap and correct their answers in pairs.

Extension: If time is available, ask one or two pupils to read the complete text aloud and check their pronunciation if necessary.

Whole class

Whole class/ Individual work

Whole class/ Individual work

Pair work

Individual work

PRODUCTION

Activity 5. Let’s write. 9 minutes

a. Goal:

To read, understand and complete a gapped text

b. Input:

The writing frame with blanks to complete

c. Outcome:

Pupils can read, understand and complete a gapped text.

d. Procedure:

Step 1: Tell the class the goal of this activity. Show them how to complete the task. They should read each gapped sentence, guess the missing information in the sentence to complete it. Check comprehension and give feedback.

Step 2: Give pupils time to write the answers. Circulate round the class during the activity and offer help where necessary.

Step 3: Get the pupils to swap and correct their answers in pairs.

Step 4: Repeat Steps 1 to 3 for the other sentences.

Extension: If time allows, invite a few pairs to stand up and read the completed text aloud.The rest of the class listens and cheers or claps their hands if the performers do a good job.

Whole class/ Individual work

Whole class/ Individual work

Pair work

Whole class

Pair work

PRODUCTION

Activity 6. Project. 8 minutes

a. Goal

To collect a picture of their family and show it to the class by telling the class about their family members

b. Input

A picture of their family

c. Outcome

Pupils can collect a picture of their family and show it to the class by telling the class about their family members.

d. Procedure

Step 1: Tell pupils about the goal of the activity. Explain that they are going to show a picture of their family and tell the class about them.

Step 2: Have pupils work in groups. Each member shows his / her picture and introduces them, e.g. This is my family. This is my mother. Go around and praise pupils when they perform well.

Step 3: Invite one or two pupils to show their pictures to the class and tell the class.

Whole class/ Individual work

Group work

Individual work

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, activity 1: Listen and repeat, have pupils look at the sounds, words and sentences and repeat after the recording.

Option 2:

Game: Sentence Puzzle

• Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces.
• Ask them to arrange the words to make a complete sentence, then read it aloud.

Option 3:

• Play games in the powerpoint Unit 11 – lesson 3 – period 6.
• Divide the class into 2 teams to play “Treasure hunt”.
• Have pupils choose a square and make a sentence based on cue words.
• Back to the menu for another question.
• Pupils continue their turns until there are not any letters left.

Whole class

Group work

Group work