Giáo án Tiếng Anh lớp 3 Unit 11 Lesson 2 Global Success

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