Giáo án Tiếng Anh lớp 3 Unit 6 Lesson 2: Grammar - Tiếng Anh lớp 3 Family and Friends

Teacher’s activities

Students’ activities

WARM-UP/REVIEW (5 minutes)

Aim: To motivate students and help students to remember food words.

*Game:“Musical cards”

- Ask students if they can remember any of the words (long, short, black, curly, straight).

- Play the song Drink your milk! from page 40 (Track 63).

- Hand out the flashcards to different students around the class. Ask students pass the cards to the students next to them while the music is playing.

- Stop the music suddenly. Ask the students who are holding the flashcards, What’s this? Ask them to say the words aloud.

- Play the music again and repeat the activity.

- Ask students to check their friends’ pronunciation. Give feedback.

àExpected outcomes and assessment

- Task completed with excellence: Students can say the wordscorrectly and fluently.

- Task completed: Students can say the words.

- Task uncompleted: Students are unable to say the words.

- Say the words.

- Look at the flashcards. Pass the cards to the students next to them while the music is playing.

- Say the words aloud.

- Continue playing the game.

- Check their friends’ pronunciation.

PRESENTATION (10 minutes)

Aim: To help students use adjectives for describing hair and act out the story.

*Lead-in: Use pictures (part 3) on page 44

- Elicit what students remember about the story.

- Ask students questions about the story.

àExpected outcomes and assessment

- Task completed with excellence: Students can talk about the story correctly.

- Task completed: Students can talk about the story.

- Task uncompleted: Students are unable to talk about the story.

*Listen to the story again. (Track 70)

- Ask students to turn to the story in their books. Check how many words they remembered.

- Play the recording, pausing for children to repeat.

- Divide the class into groups to play the roles in the story.

- Ask students to look at the different actions that the characters do in the story. Elicit a set of actions to use when acting out the story.

- Let students practice acting the story. Ask pairs to come to the front to act for the class.

- Praise students. Give comments.

Story actions.

Pictures 1 and 2: Rosy holds up a photo (the child could use a piece of paper or a book). Tim looks at it. Picture 3: Tim points to Adam. The other children all wave at each other. Picture 4: Adam smiles and puts his hand in front of his mouth to show he is laughing

àExpected outcomes and assessment

- Task completed with excellence: Students can listen and repeat the story correctly and fluently.

- Task completed: Students can listen and repeat the story.

- Task uncompleted: Students are unable to listen and repeat the story.

- Follow the teacher.

- Answer the questions about the story.

- Turn to the story in their books. Say the words they remembered.

- Listen to the recording and repeat.

- Play the roles in the story in groups.

- Look at the different actions that the characters do in the story. Follow the teacher.

- Practice acting the story. Come to the front to act for the class.

PRACTICE (8 minutes)

Aim: To help students use have / don’t haveand has to describe appearance and improve students’ listening and speaking skills.

*Listen and say. (Track 71)

- Ask students to look at each picture. Elicit the type of hair and eye color for each.

- Direct students’ attention to the sentences below each picture. Read the sentences for students to repeat.

- Point out the box showing the full and contracted forms of do not have. Show students how to make the contracted form don’t by writing the words separately and then together on the board.

- Play the recording through for students to listen.

- Play the recording again, pausing for students to repeat.

- Check students’ pronunciation.

àExpected outcomes and assessment

- Task completed with excellence: Students can say the sentence patterns correctly and fluently.

- Task completed: Students can say the sentence patterns.

- Task uncompleted: Students are unable to say the sentence patterns.

*Look and say (page 45)

- Model the example with a student in the class.

- Put students in pairs to take turns to choose a picture and say what each has. Their partner says the number.

- Call on pairs to perform for the class.

- Remark on students’ pronunciation. Praise them.

àExpected outcomes and assessment

- Task completed with excellence: Students can identify adjectives to describe haircorrectly and fluently.

- Task completed: Students canidentify adjectives to describe hair.

- Task uncompleted: Students are unable toidentify adjectives to describe hair.

- Look at each picture. Identify the type of hair and eye color for each.

- Say the sentences.

- Look at the box showing the full and contracted forms of do not have. Follow the teacher.

- Listen to the recording.

- Listen to the recording again. Repeat.

- Model the example with the teacher in the class.

- Work in pairs. Take turns to choose a picture and say what each has. Their partner says the number.

- Perform for the class.