Tiếng AnhLớp 3Phần 14. Unit 11: My family

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
Pronounce the sound /əʊ/ in the word old and the sound /ʊə/ in the word sure, and tell them apart when listening.
Read and understand a short text about a family, and find the information that answers a question.
Use the words old and sure, and the family words mother, father and brother, in simple sentences.
Write 2–3 sentences about their own family or an imagined family, using two patterns of the unit: It's my mother. / He's fourteen.
Communicative competence in English through listening, speaking, reading and writing: Ss listen and choose the correct word, read the family text to answer questions, write 2–3 sentences and present a family picture with a short talk.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce old and sure with the correct sounds, know the meanings of mother, father, brother, old and sure, and use the question How old is he/she? with the answer He's/She's + age.

2. General competences

Self-control and independent learning: Ss listen to the model, repeat by themselves, check their own answers with the key and correct their writing after rereading their sentences.
Communication and collaboration: Ss work in pairs and small groups to chant, ask and answer questions, and share their family project with the class.
Problem-solving and creativity: Ss use the sound and sentence patterns to make new sentences about their own family and choose suitable information to present.

3. Personal qualities

Diligence: Ss practise the sounds and sentences carefully and finish the writing task on time.
Responsibility: Ss complete their own writing and project tasks and take turns in group work.
Kindness: Ss listen politely to classmates' presentations and give friendly, useful comments.

II. Resources and materials

1. Teacher

Textbook Global Success Grade 3, Unit 11, Lesson 3 (Listen and repeat, Listen and choose, Let's chant, Read and complete, Let's write, Project)
Audio recording of the lesson (words old, sure; the chant; the family text)
Laptop and projector to show the picture cards and the text
Flashcards: mother, father, brother, sister, old, sure
A picture of a family (drawn or printed) for the warm-up and the model presentation
Worksheet No.1 and Worksheet No.2 (printed for each group)
Small whiteboard and markers
NeoEdu online lesson with interactive exercises: neoedu.vn/learn/3/english/unit-11-lesson-3

2. Pupils

Textbook, notebook, pencil, eraser and colour pencils
A small picture or drawing of their own family (optional, for the project)
Sticky notes or small cards for writing key words

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Family Flashcard Review

Aims

Ss review the family words and the question How old is he/she? to prepare for the new sounds and the reading text.

Content

T shows the flashcards mother, father, brother, sister and the family picture. Ss say the words and answer simple questions about the picture. Then T asks the question How old is he/she? and models the answer He's/She's + age.

Expected outcomes

Ss say the family words correctly and answer at least two questions about the family picture using He's/She's + age.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the family picture and says: Look at this family. Who is this? T points to each flashcard and asks Ss to say the word together.
Pupils
Ss look at the picture and say the words mother, father, brother, sister together with T.
Teacher
T asks questions: Who is he? Who is she? How old is he? How old is she? T models the answer: He's fourteen. Then T asks individual Ss to answer about other people in the picture.
Pupils
Ss answer in pairs first, then some Ss answer in front of the class. Possible answers: He's fourteen. / She's twelve. / He's my brother.
Teacher
T calls on 3–4 Ss to report their answers and gives praise for correct pronunciation of the family words.
Pupils
Ss say their answers aloud. Possible answer: It's my mother. She's thirty-five.
Teacher
T writes the key words and the question How old is he/she? on the board and says: Today we will learn two new sounds and read a family text.
Pupils
Ss copy the key words into their notebook.

Activity 2.1: Exploration · 14 minutes

Sounds: old and sure

Aims

Ss recognise and pronounce the sound /əʊ/ in old and the sound /ʊə/ in sure, and choose the correct word they hear.

Content

Look, listen and repeat: T models the words old and sure and the sentences in the audio, from slow to natural speed. Listen and choose (Exercise 1): Ss listen to the recording and choose the correct word among A. sure, B. mother, C. old. Note for T: the letters o in old are pronounced /əʊ/ (British) or /oʊ/ (American). The letters ure in sure are pronounced /ʊə/ (British) or /ʊr/ (American). Both pronunciations are acceptable; do not force one accent. Letter names are not the sounds of the letters in the word.

Expected outcomes

Ss pronounce old and sure clearly and choose the correct answer for Exercise 1: C. old.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes old and sure on the board and says: Listen to the whole word first, then repeat it slowly. T plays the audio once for the whole class.
Pupils
Ss listen to the words old and sure and look at the board.
Teacher
T models the words slowly, then Ss repeat in chorus, then in pairs. T says the sentence: It's sure. / It's old. and asks Ss to repeat. Then T plays Exercise 1 and asks Ss to choose the word they hear.
Pupils
Ss repeat the words and sentences. Ss listen to Exercise 1 and choose the answer. Possible answer: C. old (I hear old. The main sound is /əʊ/).
Teacher
T asks 2–3 Ss to say their answer and to say the word aloud. T plays the audio again and asks the class to check.
Pupils
Ss say: The answer is C, old. Some Ss say: I hear the sound /əʊ/ in old.
Teacher
T summarises: The sound /əʊ/ is in old. The sound /ʊə/ is in sure. T asks Ss to say each word again and gives feedback on pronunciation.
Pupils
Ss say old and sure with the correct sounds. Ss write the two words in their notebook with the sound pattern.

Activity 2.2: Exploration · 14 minutes

Vocabulary and Reading: My Family

Aims

Ss understand the meanings of the new words and read a short text about a family to find the information needed.

Content

Vocabulary: old (old, not young; or used for age in context) and sure (certain). Ex 3: match each word with its meaning: mother (mẹ), father (bố), brother (anh, em trai). Read and find information (Ex 5–6): Ss read the text This is my family. My brother is sixteen. My sister is twelve. I'm nine years old. Ss answer the questions: How old is the brother? How old is the sister? Ss use Worksheet No.2 to write the answers. Language note: Read thirteen to nineteen clearly with the -teen sound; twenty is 20, not twelve.

Expected outcomes

Ss match the three family words with their meanings and answer the two reading questions: Ex 5: B. sixteen; Ex 6: C. twelve. Ss complete Worksheet No.2.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the text on the projector and reads it aloud with the pictures. T asks Ss to find the words mother, father, brother in the text.
Pupils
Ss listen to T and follow the text in their books. Ss point to the words they know.
Teacher
T explains: The brother is the person who is talking about his family. T asks Ss to underline the information about age with a colour pencil. Ss work in groups of four and use Worksheet No.2 to answer the questions. T walks around to help.
Pupils
Ss read the text in groups, underline the ages and answer: Q1: How old is the brother? A: He's sixteen. Q2: How old is the sister? A: She's twelve.
Teacher
T calls one group to read their answers. T asks other groups to check the answers and says: Read the sentence again to be sure.
Pupils
A group reads: My brother is sixteen. My sister is twelve. Other groups check and agree or add their answers.
Teacher
T gives feedback and says: Good readers look for the exact information in the text. T reminds Ss about the question How old is he/she? and the answer He's/She's + age.
Pupils
Ss write the key language in their notebook: How old is he? He's sixteen.

Activity 3.1: Practice · 10 minutes

Chant and Sound Game

Aims

Ss practise the two sounds with a chant and check their understanding with a sound game.

Content

Let's chant (Ss clap in rhythm): T reads the chant in two beats: old — sure. Say old, say sure. Say them slowly, say them well. Ss repeat in chorus, clapping once for each beat. Then Ss make a sentence with the new words from the unit. Do not add an extra sound at the end of consonants and do not speed up the chant. Sound game (Exercises 2 and 4): T says a word missing the sound (__ld) and Ss fill in the missing letter: o. Ss also decide if the statements are True or False (Exercise 2: a) True; b) False).

Expected outcomes

Ss chant the rhyme with correct rhythm and sounds. Ss complete Exercise 4: o (old) and Worksheet No.1: a) True; b) False.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: Let's chant! T claps the rhythm: one clap for old, one clap for sure. T gives the rhythm before Ss join.
Pupils
Ss listen and watch T's hands to learn the rhythm of old — sure.
Teacher
T leads the chant: Say old, say sure. Say them slowly, say them well. Then T plays the sound game: T says ld and asks Ss to complete the word with the letter o. T reads each statement in Exercise 2 and asks Ss to say True or False.
Pupils
Ss chant in chorus and clap. Ss answer Exercise 4: o. Ss answer Exercise 2: a) True – old has the o group practised in this lesson; b) False – the main sounds in old and sure are different.
Teacher
T asks a pair of Ss to chant in front of the class and asks the class to check the rhythm. T checks the answers with the class.
Pupils
A pair chants old — sure. Other Ss say: Yes, the rhythm is correct. Ss give answers: o; True; False.
Teacher
T summarises the answers and says: The group o in old is /əʊ/. The sounds in old and sure are not the same. T gives praise to Ss who chant with good rhythm.
Pupils
Ss say the summary aloud and correct their answers in their notebook.

Activity 3.2: Practice · 10 minutes

Let's Write: Two Sentences about My Family

Aims

Ss write 2–3 sentences about a family, using two patterns of the unit and correct capital letters and full stops.

Content

Let's write (Exercise 7): Ss write 2–3 sentences about the topic My family. Ss choose two patterns: It's my mother. / He's fourteen. Ss can use real information or an imagined family. Ss check their sentences by rereading the text model: This is my family. My brother is sixteen. My sister is twelve. I'm nine years old. Success criteria (for T to use): (1) correct topic and 2–3 sentences; (2) correct pattern and words; (3) capital letters for names and first words, and correct full stops.

Expected outcomes

Each S writes 2–3 correct sentences about a family (Exercise 7). Example: This is my family. It's my mother. She's thirty-five. (Sample answers may vary.)

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the success criteria on the board and reads them with Ss. T models a sample: It's my mother. He's fourteen.
Pupils
Ss read the criteria and look at the sample sentences.
Teacher
T asks Ss to write their sentences individually for 5 minutes. T walks around and helps Ss with spelling and capital letters.
Pupils
Ss write 2–3 sentences in their notebook. Possible answers: It's my father. He's thirty-eight. / This is my sister. She's ten.
Teacher
T asks 3 pairs to swap notebooks and check each other's sentences with the criteria. T calls 2 Ss to read their sentences aloud.
Pupils
Ss check their partner's work and say: Yes, it has a capital letter. / Your sentence needs a full stop.
Teacher
T gives feedback, corrects common mistakes on the board and says: Read your sentences again before you finish.
Pupils
Ss correct their sentences and write the final version in their notebook.

Activity 4: Application · 17 minutes

My Family Show and Project

Aims

Ss introduce a family member from a picture or drawing, say the relationship and age, and answer a question from a classmate, without sharing private information.

Content

Project: Ss prepare a picture or drawing of a family member (real or imagined). Ss follow three steps: (1) prepare the picture safely; (2) write 3–4 key words and practise the talk; (3) present to the group and ask one question. Speaking pattern: This is my brother. It's my mother. He's fourteen. How old is he? Ss do not show personal information such as address, phone number or school name. The product is judged on the topic, the patterns used and clear speaking, not on how beautiful the picture is.

Expected outcomes

Each S presents a family picture with a short talk of 3 turns: introduction, relationship and age, and one question. Ss also complete their project card for homework.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a sample presentation: This is my brother. He's fourteen. T says: Now it is your turn. Prepare your picture and key words in 5 minutes. Remind Ss not to show private information.
Pupils
Ss look at the sample and prepare their picture and key words on a sticky note.
Teacher
T organises small groups of four. Each S presents for 1 minute. Other Ss listen and ask one question, such as How old is he? T walks around and listens.
Pupils
Ss present in groups. Possible talk: This is my sister. She's twelve. Classmates ask: How old is she? Answer: She's twelve.
Teacher
T invites 2–3 Ss to present in front of the class. T praises clear speaking and the correct use of the patterns, and gives one friendly comment for each presenter.
Pupils
Ss present to the class. Other Ss say one positive comment, such as: Your talk is clear and good!
Teacher
T summarises the lesson: sounds old and sure, family words, reading and writing about family. T asks Ss to finish the project card at home.
Pupils
Ss say one thing they learned and write the homework in their notebook.

Worksheets

Worksheet No.1: Sounds and Words

Used in the practice activity Chant and Sound Game.

Exercise A: Complete the word: __ld. Write the missing letter.
Exercise B: Read each sentence. Write True (T) or False (F).
a) The word old has the group o that we practised in this lesson.
b) The main sounds in old and sure are the same.
Exercise C: Listen and choose the correct word: A. sure; B. mother; C. old.
Answer key: A: o (old); B: a) True; b) False; C: C. old.

Worksheet No.2: Reading About a Family

Used in the activity Vocabulary and Reading: My Family.
Text: This is my family. My brother is sixteen. My sister is twelve. I'm nine years old.

Match: mother – ___ (mẹ); father – ___ (bố); brother – ___ (anh, em trai).
Question 1: How old is the brother of the speaker?
A. twelve B. sixteen C. nine
Question 2: How old is the sister of the speaker?
A. nine B. twenty C. twelve
Answer key: mother – mẹ; father – bố; brother – anh, em trai; Q1: B. sixteen; Q2: C. twelve.

Homework

Practise the sounds /əʊ/ in old and /ʊə/ in sure. Listen to the audio on NeoEdu at neoedu.vn/learn/3/english/unit-11-lesson-3 and repeat the words and the chant every day.
Finish your family project: draw or find a picture of one family member, write 3–4 key words and practise saying: This is my ___. He's/She's ___. Do not show personal information.
Write 2–3 new sentences about your family in your notebook, using It's my mother. or He's fourteen. Read them again and check the capital letters and full stops before you show your parent or a friend.

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