Tiếng AnhLớp 3Phần 14. Unit 11: My family

Giáo án Lesson 1

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (35 phút)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to: name and pronounce the family words mother (mẹ), father (bố), brother (anh/em trai) and sister (chị/em gái).
By the end of the lesson, Ss will be able to: ask and answer 'Who's this/that?' and 'It's my + family member' correctly, with 'Who's' = 'Who is'.
By the end of the lesson, Ss will be able to: understand and use the possessive 'my' (của em) to talk about family members.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and point to family pictures, say the target sentences with response, read short texts to find information, and write the completed sentences.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the four family words clearly, use the vocabulary mother, father, brother, sister, and use the structure 'Who's this/that? It's my + family member.'

2. General competences

Self-control and independent learning: Ss repeat the model independently, check their pronunciation with the audio, and complete the exercises without relying on the teacher's prompts.
Communication and collaboration: Ss work in pairs to ask and answer about family members, give feedback to their partner, and present their dialogue to the class.
Problem-solving and creativity: Ss choose the correct answer after listening twice, read the context to find the missing word, and create a short family dialogue with new names.

3. Personal qualities

Diligence: Ss repeat the model words and sentences many times until they pronounce them clearly and say them without looking at the book.
Responsibility: Ss complete their family-picture task at home and bring it to class to share with the group.
Kindness: Ss listen politely to their partners, praise each other's pronunciation, and help a partner who is stuck.

II. Resources and materials

1. Teacher

Laptop, projector and speakers
NeoEdu lesson page: neoedu.vn/learn/3/english/unit-11-lesson-1 (audio for Look, listen and repeat, Listen, point and say, and the interactive exercises)
Flashcards of mother, father, brother, sister (with pictures of family members)
A family photo of the teacher or a picture of a family, to model the dialogue
Worksheet 1 and Worksheet 2 (printed, one copy per pair)
A soft ball for the wrap-up game

2. Pupils

Textbook Tiếng Anh 3 (Global Success), Unit 11, Lesson 1
Notebook, pencil, eraser, colored pencils
Small family photo or a drawing of their family (for the homework and apply activity)

III. Procedures

Activity 1: Warm-up and review · 4 minutes

Family chant

Aims

Ss get ready for the lesson with rhythm and recall the four family words.

Content

T leads a chant with clapping: 'mother, father, say with me! brother, sister, one, two, three!' After each line, Ss say the full model 'It's my mother.'

Expected outcomes

Ss chant the lines with a steady rhythm and say the four family words correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T claps a steady beat and says: 'Let's warm up! Say with me.' T chants the first line, then the second line, while pointing at the board.
Pupils
Ss clap, repeat the chant in chorus and then in groups of two rows.
Teacher
T asks: 'After 'mother' and 'father', what do we say?' and shows the full model 'It's my mother.' T asks Ss to say it after each word.
Pupils
Ss say 'It's my mother.', 'It's my father.', 'It's my brother.', 'It's my sister.' Possible answer: 'It's my mother.'
Teacher
T asks a few Ss to chant alone and checks the rhythm and the pronunciation of mother and father.
Pupils
Two or three Ss chant alone. Other Ss listen and give a thumbs-up if the rhythm is correct.
Teacher
T praises the class: 'Great rhythm! Today we will learn more about family words.'
Pupils
Ss say 'Yes!' and get ready for the new lesson.

Activity 2: Exploration · 12 minutes

Meet my family: vocabulary and the question 'Who's this?'

Aims

Ss recognize, pronounce and understand the words mother, father, brother, sister, and ask and answer 'Who's this/that? It's my + family member.'

Content

Look, listen and repeat: T shows four flashcards (mother, father, brother, sister) and plays the audio from NeoEdu. Listen, point and say: Ss point to the correct picture when T says the word, then say the full sentence. Let's talk: T models the dialogue 'Who's that? – It's my mother.' Ss practise in pairs with the flashcards and change the family member.

Expected outcomes

Ss pronounce the four words correctly, point to the right picture, and make at least two pair dialogues using 'Who's this/that? It's my + family member.'

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcard mother and asks: 'What is this?' T models: 'mother – mẹ.' T plays the audio on NeoEdu and asks Ss to repeat in chorus, then individually.
Pupils
Ss listen, look at the picture and repeat 'mother' in chorus and then one by one. Possible answer: 'Mother! It means mẹ.'
Teacher
T says 'father' and asks Ss to point to the picture on the board. Then T asks: 'Who's this?' while pointing at a picture of a father. T models: 'It's my father.' T asks Ss to repeat the model sentence.
Pupils
Ss point to the father picture and answer: 'It's my father.' Ss repeat the sentence in chorus. Ss do the same for brother and sister.
Teacher
T models the dialogue with one S: 'Who's that?' – 'It's my brother.' Then T gives pairs the flashcards and asks them to practise, then swap roles and change the family member.
Pupils
Ss practise in pairs. Possible dialogue: 'Who's that?' – 'It's my sister.' Ss swap roles and say the dialogue again with a different family member.
Teacher
T calls on three pairs to act out their dialogue in front of the class. T checks the pronunciation of brother and sister and corrects gently.
Pupils
Three pairs stand up and say the dialogue. Classmates listen and say 'Good job!' or give a suggestion.
Teacher
T writes the structure on the board: 'Who's this/that? – It's my + family member.' T explains: 'Who's = Who is' and 'my' means 'của em.' T asks Ss to repeat the structure.
Pupils
Ss repeat the structure and copy it into their notebooks.

Activity 3.1: Practice · 5 minutes

Listen and choose

Aims

Ss listen carefully to words and sentences and choose the correct answer.

Content

Exercise 1 (Listen to the words and choose the correct spelling): A. mother; B. father; C. brother. Exercise 2 (Listen to the sentences and choose the sentence you hear): A. He's fourteen.; B. It's my mother.; C. Who's that? Ss use Worksheet 1.

Expected outcomes

Exercise 1 answer: A (mother). Exercise 2 answer: B (It's my mother.). Ss record the answers on Worksheet 1.

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives out Worksheet 1 and says: 'Listen carefully. First listen for the main word, then check the whole sentence.' T plays the audio for Exercise 1 once.
Pupils
Ss listen and look at the three words A, B, C. Possible answer: 'I hear mother.'
Teacher
T plays the audio again and asks Ss to circle the answer. Then T plays Exercise 2 twice and asks Ss to listen to the whole sentence before choosing.
Pupils
Ss circle A for Exercise 1 and B for Exercise 2. Ss check their answers with a partner.
Teacher
T asks: 'What did you hear in number 2?' and 'Why is A not correct?' T reads the answers aloud.
Pupils
Ss answer: 'I heard It's my mother.' 'C is a question, not an answer.'
Teacher
T reminds Ss: 'Listen to the whole sentence, not just the first word.' T gives the correct answer key.
Pupils
Ss check and correct their answers, then say the correct sentence again.

Activity 3.2: Practice · 6 minutes

Read and complete

Aims

Ss read short texts and sentences, use the context to complete the sentence and read it aloud.

Content

Exercise 4 (Complete the sentence): It's my {{1}}. (chị/em gái). Exercise 5 (Choose the correct sentence with the meaning and the structure): A. It's my sister. (chị/em gái); B. It's my brother. (chị/em gái); C. It's my father. (chị/em gái). Exercise 7 (Read and answer): 'This is my family. My brother is sixteen. My sister is twelve. I'm nine years old.' Question: How old is the speaker's brother? A. twelve; B. sixteen; C. nine. Ss use Worksheet 2.

Expected outcomes

Exercise 4 answer: sister (It's my sister.). Exercise 5 answer: A (It's my sister.). Exercise 7 answer: B (sixteen). Ss write the completed sentences in their notebooks and read them aloud.

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives out Worksheet 2 and asks Ss to read the sentence in Exercise 4. T asks: 'Who is the speaker talking about? What is the meaning of (chị/em gái)?'
Pupils
Ss read the sentence silently and answer: 'It's about a sister. Chị/em gái is sister.'
Teacher
T asks Ss to complete Exercise 4 and Exercise 5 in pairs. Then T asks each pair to write the full sentence in their notebook and read it aloud.
Pupils
Pairs fill in sister and choose A. They write 'It's my sister.' and read aloud. Possible error: choosing 'brother' because of a wrong word; T helps them check the meaning.
Teacher
T asks Ss to read the short text in Exercise 7 and find the age of the brother. T reminds: 'Find the information in the text. Do not guess.'
Pupils
Ss find 'My brother is sixteen.' and choose B (sixteen).
Teacher
T calls on some pairs to read their sentences and checks pronunciation of sister and sixteen.
Pupils
Pairs read aloud: 'It's my sister.' and 'My brother is sixteen.'
Teacher
T summarises: 'Read the whole sentence, find the person and the question, then fill in or choose the answer.' T gives the answer key.
Pupils
Ss check their answers and correct the sentences in their notebooks.

Activity 4: Application · 8 minutes

My family fun corner and wrap-up

Aims

Ss use the target language in a real-life context: they introduce their family members to a group and play a quick wrap-up game.

Content

Ss show their family photos or drawings in groups of four. Each S says: 'This is my ... It's my ...' and asks the next S 'Who's that?'. Then Ss play the wrap-up game: T throws the ball to a S, who asks 'Who's this/that?' while pointing at a picture; the receiver answers 'It's my + family member.' Ss use the three-point speaking rubric (see product).

Expected outcomes

Each group shares at least three correct sentences. Speaking rubric (3 points): correct model and information (1 point); clear pronunciation of the key words mother, father, brother, sister (1 point); listens, answers and changes roles appropriately (1 point).

Procedure

Teacher's activities

Pupils' activities

Teacher
T divides the class into groups of four and asks them to bring out their family photos or drawings. T says: 'Show your family and say who they are.'
Pupils
Ss arrange their photos on the table, like a family corner.
Teacher
T models the activity: 'Who's that? – It's my father.' T asks Ss to take turns and ask each other in the group.
Pupils
Ss take turns asking and answering in their groups. Possible answer: 'Who's that?' – 'It's my brother. He's a good student.'
Teacher
T starts the wrap-up game with the ball. T says: 'Ask a question and throw the ball to a friend.'
Pupils
Ss pass the ball, ask 'Who's this?' and answer 'It's my sister.' They play for about two minutes.
Teacher
T asks two groups to present their family corner and checks the rubric with the class.
Pupils
Groups present: 'This is my mother. It's my father.' Classmates give a score using the rubric.
Teacher
T praises the class and summarises: 'Who's this/that? It's my + family member.' T gives the homework.
Pupils
Ss say the structure together and write the homework in their notebooks.

Worksheets

Worksheet 1: Listen and choose

Exercise 1: Listen to the word and choose the correct spelling.

A. mother
B. father
C. brother

Exercise 2: Listen to the sentence and choose the one you hear.

A. He's fourteen.
B. It's my mother.
C. Who's that?

Answer key: Exercise 1 – A (mother). Exercise 2 – B (It's my mother.).

Worksheet 2: Read and complete

Exercise 1: Complete the sentence with the correct word. (chị/em gái)

It's my {{1}}.

Exercise 2: Choose the correct sentence.

A. It's my sister. (chị/em gái)
B. It's my brother. (chị/em gái)
C. It's my father. (chị/em gái)

Exercise 3: Read the text and answer.
This is my family. My brother is sixteen. My sister is twelve. I'm nine years old.
Question: How old is the speaker's brother?

A. twelve
B. sixteen
C. nine

Answer key: Exercise 1 – sister. Exercise 2 – A (It's my sister.). Exercise 3 – B (sixteen).

Homework

Bring a photo or draw a picture of your family. Label each family member with mother, father, brother or sister.
Write three sentences about your family in your notebook, for example: 'This is my mother. It's my father.' Remember to use 'It's my + family member.'
Practise the chant 'mother, father, say with me! brother, sister, one, two, three!' with a family member at home and ask: 'Who's that?' and answer: 'It's my ...'

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