Tiếng AnhLớp 3Phần 18. Unit 15: At the dining table

Giáo án Lesson 3

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
distinguish and pronounce the sound /e/ in 'bread' and the sound /iː/ in 'meat' (the same spelling 'ea' can have different sounds).
chant and say the words 'bread' and 'meat' with the rhythm of the chant.
read a short text and find the information needed to complete the sentences.
write 2–3 short sentences about food and drink at the dining table, using two model sentences of the unit: 'I'd like some water, please.' and 'What would you like to eat?'
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the target words, read a short text to find information, and write 2–3 sentences about food and drink.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce 'ea' in 'bread' (/e/) and 'meat' (/iː/), know the words 'bread' (bánh mì) and 'meat' (thịt), and use 'I'd like some + food/drink + please' and 'What would you like to eat/drink?' correctly.

2. General competences

Self-control and independent learning: Ss look at the model, listen carefully and check their own pronunciation and answers before sharing them with the class.
Communication and collaboration: Ss work in pairs and groups to ask and answer about food and drink, and give polite feedback to their friends.
Problem-solving and creativity: Ss choose suitable food and drink for their own survey and invent a short polite conversation at the dining table.

3. Personal qualities

Diligence: Ss practise the sounds and the chant at home and repeat the model until they say it clearly.
Responsibility: Ss complete their worksheets and their part of the group project on time.
Honesty: Ss report the real answers of their friends in the survey and do not copy answers from others.
Kindness: Ss listen politely to their classmates, say 'please' when they offer food and drink, and give kind, useful feedback.

II. Resources and materials

1. Teacher

Lesson 3 slides and audio of Unit 15 (Listen and repeat, Let's chant, Read and complete, Let's write).
Flashcards of bread, meat, beans, fish, chicken, milk, water and juice.
A small bag or box for the 'mystery bag' game.
Projector or interactive board.
Online learning material from NeoEdu: neoedu.vn/learn/3/english/unit-15-lesson-3 (lesson content, examples and interactive exercises).

2. Pupils

Student's book Unit 15 and exercise book.
Pencil, eraser, colour pencils.
A small piece of A4 paper or a card for the survey table (food/drink, two columns).
Worksheets 1 and 2 (printed or drawn on the board).

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Mystery bag: food and drink review

Aims

Ss revise food and drink words and get ready for the sound lesson.

Content

T puts flashcards of food and drink in the mystery bag. Ss take one card, say the word without showing it to the class and the others guess. Then T asks: What would you like to eat? and What would you like to drink?

Expected outcomes

Ss name at least five food and drink words correctly and answer the two questions with 'I'd like some ...'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the bag and says: 'Let's play a mystery bag game. Take a card, do not show it, and say what you see.'
Pupils
Ss listen to the rules and sit in a circle or in rows.
Teacher
T calls on Ss one by one. T asks: 'What's this?' and gives praise for correct answers.
Pupils
Ss take a card from the bag and say, for example, 'It's bread.' or 'It's water.' The class answers 'Yes, it's bread.'
Teacher
T asks: 'What would you like to eat?' and 'What would you like to drink?' T models: 'I'd like some chicken, please.'
Pupils
Ss answer with 'I'd like some ...' in pairs. Expected answers: 'I'd like some milk.' / 'I'd like some fish, please.'
Teacher
T writes bread and meat on the board and says: 'Today we will learn the sounds of ea in these two words.'
Pupils
Ss look at the board and repeat the two words after T.

Activity 2.1: Exploration · 15 minutes

Listen and repeat: ea in bread and meat

Aims

Ss distinguish the sound /e/ in 'bread' and the sound /iː/ in 'meat'.

Content

Ss listen to the audio of 'bread' and 'meat' from the book (Listen and repeat). T models the words slowly, then in short phrases. Ss notice that the same letters 'ea' have different sounds in these two words.

Expected outcomes

Ss pronounce 'bread' with a short /e/ sound and 'meat' with a long /iː/ sound, and explain that 'ea' in the two words sounds different.

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the audio and asks: 'Listen. How many words do you hear?' T shows the pictures of bread and meat.
Pupils
Ss listen carefully and answer: 'Two words: bread and meat.'
Teacher
T says 'bread' slowly, emphasising the short sound /e/ and not stretching it into /iː/. Then T says 'meat' with a long sound /iː/. Ss repeat chorally, then in groups, then one by one. T corrects gently.
Pupils
Ss repeat: 'bread' /e/ and 'meat' /iː/. Expected answer when T asks 'Are the sounds the same?': 'No, they are different.'
Teacher
T asks: 'Do the letters ea sound the same in bread and meat?' T gives the misconception note: the same spelling does not always have the same sound, so Ss should listen to the whole word.
Pupils
Ss say: 'The letters are the same, but the sounds are different.' Some Ss show the short sound with a small hand gesture and the long sound with a bigger one.
Teacher
T writes on the board: ea in bread = /e/ (short); ea in meat = /iː/ (long). T reminds Ss that the name of a letter is not the sound in the word.
Pupils
Ss copy the sounds into their notebook and repeat the two words once more.

Activity 2.2: Exploration · 10 minutes

Let's chant: Say bread, say meat

Aims

Ss practise the rhythm of the words and say the chant with clear sounds.

Content

Ss clap in two beats for each word: bread – meat. Then Ss chant the original lines: 'Say bread, say meat. Say them slowly, say them well.' T does not ask Ss to read too fast or add an extra vowel at the end of the consonants.

Expected outcomes

Ss clap and chant the lines with the correct rhythm and clear sounds.

Procedure

Teacher's activities

Pupils' activities

Teacher
T claps the rhythm: bread (clap), meat (clap). T says: 'Let's clap two beats for each word.'
Pupils
Ss watch and clap the rhythm with T.
Teacher
T chants the lines 'Say bread, say meat. Say them slowly, say them well.' Then Ss chant after T, first in a whole class, then in rows.
Pupils
Ss chant and clap at the same time. Expected problem: some Ss read too fast. T says: 'Slowly, please.'
Teacher
T divides the class into two groups. Group 1 says 'bread', Group 2 says 'meat'. Then the groups change and chant together.
Pupils
Ss in each group say the words and clap. The other group checks the sound and the rhythm.
Teacher
T praises the class and reminds Ss to say the words slowly and clearly, without adding a sound at the end of the consonants.
Pupils
Ss say the whole chant once more with a happy voice.

Activity 2.3: Exploration · 10 minutes

Read and find the information

Aims

Ss read a short text and find who is talking and what they would like to eat and drink.

Content

Ss read the text: 'At lunch, I'd like some chicken and beans. I'd like some water, too. My friend would like some fish and milk.' Ss use Worksheet 1 to underline the information. T reminds Ss not to guess information that the text does not say.

Expected outcomes

Ss complete Worksheet 1 with the correct information from the text.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the text on the board and asks: 'Who is talking in the text?' T gives Worksheet 1 to each pair.
Pupils
Ss read the text silently. Expected answer: 'The speaker is 'I', and 'my friend' is another person.'
Teacher
T guides Ss to find the sentence with the answer. T asks: 'What does the speaker want to drink?' Ss underline the sentence with 'water'.
Pupils
Ss work in pairs, underline the information and write the answers on Worksheet 1. Expected answers: speaker drinks water; friend eats fish and drinks milk.
Teacher
T calls on two pairs to read their answers aloud and asks: 'Where is the answer in the text?'
Pupils
Ss read their answers and show the line in the text. Expected answer: 'The sentence I'd like some water, too.'
Teacher
T summarises: read the question, find the person or thing, underline the information, and do not guess.
Pupils
Ss say the three steps of reading in chorus and write the main phrase 'I'd like some ...' in their notebook.

Activity 3.1: Practice · 10 minutes

Listen, choose, match and complete

Aims

Ss practise the sounds, the meaning of words and the spelling of 'bread' with the given exercises.

Content

Ss do Exercises 1, 2, 3 and 4 in the book. Ex. 1: Listen and choose the right word (A. bread; B. meat; C. beans). Ex. 2: True (T) or False (F) about the sound in bread and meat. Ex. 3: Match beans (đậu), fish (cá), meat (thịt) with the pictures. Ex. 4: Listen and fill in the missing letters in br_d.

Expected outcomes

Ss answer correctly: Ex. 1: A (bread). Ex. 2: a) T (Đ); b) F (S). Ex. 3: beans – đậu; fish – cá; meat – thịt. Ex. 4: bread (br + ea + d).

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the audio for Ex. 1 and says: 'Listen and choose the right word. You can hear bread, meat or beans.'
Pupils
Ss listen and point at the answer. Expected answer: 'A. bread.'
Teacher
T reads Ex. 2 and Ex. 3 on the board. Ss work in pairs: one student reads the sentence and the other gives the answer. For Ex. 4 T plays the audio and pauses.
Pupils
Ss answer Ex. 2 as: a) T (Đ), b) F (S). Ss match: beans – đậu, fish – cá, meat – thịt. Ss fill in ea to make bread.
Teacher
T checks the answers with the class and asks: 'Why is b) false?' T reminds Ss that bread and meat have different sounds.
Pupils
Ss answer: 'Because ea in bread is /e/ and ea in meat is /iː/.'
Teacher
T gives praise and writes the correct answers on the board.
Pupils
Ss check their answers and correct their mistakes in their exercise book.

Activity 3.2: Practice · 10 minutes

Read, answer and write about the dining table

Aims

Ss read the text to answer questions and write 2–3 short sentences about food and drink.

Content

Ss do Exercises 5 and 6 (reading questions about the text 'At lunch, I'd like some chicken and beans...'). Ex. 5: What does the speaker want to drink? (A. juice; B. water; C. milk). Ex. 6: What does the speaker's friend want to eat? (A. beans; B. eggs; C. fish). Ex. 7: Write 2–3 sentences about At the dining table, using two model sentences. Worksheet 2 is used for this activity.

Expected outcomes

Ex. 5: B (water). Ex. 6: C (fish). Ex. 7: Ss write 2–3 correct sentences using 'I'd like some ... please' and 'Yes, please.' (The adult or T gives 3 points: correct topic (1), correct model and words (1), clear writing with capital letters and full stops (1).)

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives Worksheet 2 to each pair and reads the questions of Ex. 5 and Ex. 6 aloud.
Pupils
Ss read the text again and listen to T's questions.
Teacher
T asks: 'What does the speaker want to drink?' and 'What does the friend want to eat?' Then T gives an example for Ex. 7: 'I'd like some bread, please.' Ss then write their own sentences.
Pupils
Ss answer: 'B. water' and 'C. fish'. Then Ss write 2–3 sentences in their notebook. Expected sentence: 'What would you like to eat? I'd like some chicken, please.'
Teacher
T calls on 3 Ss to read their sentences and checks for the model sentence, the words and the punctuation.
Pupils
Ss read their sentences aloud, for example: 'Yes, please. I'd like some water, please.'
Teacher
T corrects the common mistakes (capital letter at the start, full stop at the end) and praises the class.
Pupils
Ss correct their own sentences and keep them for the project.

Activity 4: Application · 10 minutes

Project: At the dining table survey

Aims

Ss ask three friends what they would like to eat and drink, record the results in a two-column table and practise polite offers.

Content

In groups of three, Ss make a two-column table: food and drink. Each S asks one classmate: 'What would you like to eat?' and 'What would you like to drink?' Then Ss present the results in 3 short turns and use 'Yes, please.' and 'I'd like some water, please.' to offer food politely. The project is not marked for beauty or cost.

Expected outcomes

Each group has a simple table with at least two details for each column (food and drink), and each S gives a 3-turn presentation with a polite offer.

Procedure

Teacher's activities

Pupils' activities

Teacher
T divides the class into groups of three and gives each group a piece of paper. T explains the three steps: prepare the paper, write key words and practise, then present and ask one question.
Pupils
Ss listen and form groups. Each group writes two headings: food and drink.
Teacher
T walks around, helps Ss with the words and checks the model sentences: 'What would you like to eat?' and 'I'd like some ...'.
Pupils
Ss ask each other in the group and write the answers in the table. Example: Food: chicken, fish. Drink: water, milk.
Teacher
T invites two groups to show their tables. T asks the audience: 'Can you ask one question to the group?'
Pupils
Ss present: 'Hello. This is our table. Yes, please. I'd like some water, please.' Other Ss ask: 'What would you like to eat?'
Teacher
T praises the good points of the presentations (information, English use and good listening) and gives the homework.
Pupils
Ss clap for the presenters and say 'Thank you' to their classmates.

Worksheets

Worksheet 1: Read and find the information

Read the text: At lunch, I'd like some chicken and beans. I'd like some water, too. My friend would like some fish and milk.

Answer the questions:

Who would like some water?
What does your friend want to eat?
What does your friend want to drink?

Fill in the table:

Speaker: eat ______ / drink ______
Friend: eat ______ / drink ______

Tip: Underline the sentence with the answer. Do not guess information that is not in the text.

Worksheet 2: Read, answer and write

Ex. 5. Read the text again. What does the speaker want to drink?

A. juice
B. water
C. milk

Ex. 6. What does the speaker's friend want to eat?

A. beans
B. eggs
C. fish

Ex. 7. Write 2–3 sentences about At the dining table.

Use two model sentences: 'I'd like some ... please.' and 'Yes, please.'
Change the information to suit you or an imaginary friend.
Check: capital letters, full stops and the correct model.

Your sentences:

Homework

Practise the sounds /e/ in bread and /iː/ in meat, and say the chant 'Say bread, say meat. Say them slowly, say them well.' at home with your family.
Look at the table of your group project. Ask three family members: 'What would you like to eat?' and 'What would you like to drink?' Write their answers in a two-column table (food and drink) and be honest when you record the answers.
Write one short sentence to offer food politely at home, for example: 'Yes, please. I'd like some water, please.' Ask a parent to listen and give you one comment about your English and your listening.
Bring your table and your three sentences to the next lesson.

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