unit 1 Family and friends student book

Family and Friends Special Edition Grade 3– Unit 1 What’s This? © Oxford University Press 2016 1 Lesson One Words Objectives  To identify common school things  To understand a short story Language  Language focus listening, reading  Vocabulary pen, eraser, pencil, book  Extra Vocabulary school things, train, ok, look at Resources and materials  Student Book p 8  Workbook p 8  Audio Tracks 10–12  School objects (pen, eraser, pencil, book)  Flashcards 22–25  Story poster 1  A bag to pu.

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Lesson One Words

Objectives

 To identify common school things

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: pen, eraser, pencil, book

 Extra Vocabulary: school things, train, ok, look at

Resources and materials

 A bag to put the school objects in

 One set of vocabulary cards per group, cut up

 One set of student picture cards per pair, cut up

 A reader of your choice

Introduction

Weather report: Ask the class about today's weather

Song: Play a warm-up song

 Play a memory game Show two cards to the class and then put them face down on your table Point to each card and

ask Is it a… ? Repeat with other pairs of cards

Presentation

Listen, point, and repeat (Exercise 1)

 Ask children to open their Student Books and look at the pictures of the school things

 Play the first part of the recording (Track 10, Listen and point) while children listen and point to the appropriate

picture Repeat if necessary

 Play the recording all the way through again for children to listen and point and then repeat the words in chorus

 Hold up Flashcards 22–25 one at a time and ask individual children to say the words

Transcript (Track 10)

Listen and point

pen, eraser, pencil, book

pencil, book, pen, eraser

Listen and repeat

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Listen and chant (Exercise 2)

 Play the recording (Track 11) for children to listen to the chant once through

 Play the chant a second time for children to say the words

 Ask children to put one of each school object out on their desks This time they can point to, or pick up, the school things on their desks when they hear them Repeat (more than once if necessary)

Point and say

 Place Flashcards 22–25 around the room

 Say the chant again Children point to the correct card as they say the word

Make me jump!

 Ask five children to come to the front of the class Give each one a different school object

 Repeat the chant The child at the front jumps when his/her word is said

Listen and read (Exercise 3)

 Use Story poster 1 to present the story Point to Rosy and ask Who’s this? Do the same for Billy Point to the different school things Ask What’s this?

 Talk about each frame in turn with the class Ask simple questions, e.g., Who’s this? What’s this? Is it a pencil?

 Ask children to look at the poster while you play the recording (Track 12) for them to listen Point to each speech bubble, one at a time, as you hear the text

 Play the recording again for children to listen and point to the pictures

 Ask comprehension questions, e.g., What’s this? (repeat train sound effect that Billy makes on the audio) (a train) Who made the train? (Billy) What’s this? (pointing) (an eraser, a pen, a pencil) Are they Billy’s school things?

 Ask children to open their Student Books Tell them to listen and follow the words in the story as you play the

recording again

 Ask children to find and point to the words from Exercises 1 and 2 that appear in the story

Development

Slap

 Divide the class into pairs Give each pair a set of the student picture cards and place them face up on the desk

 Call out a word, e.g., pen The first child in each group who slaps the correct card and says the word takes it

 Repeat with a different word

 Continue calling out the words in a random order until you have said each of the four words three times

 The child in each pair holding the most cards is the winner

 If a number of groups have a tie, play again

Vocabulary Lists

 Divide the class into small groups

 One child from each group takes a vocabulary card and reads and mimes the word to the rest of their group The group responds by saying the word

 Groups score one point for each word they guess

 Play the music and continue in this way until several children have had a turn

Note: If you put a pencil in the bag, make sure the tip of it is not sharp

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Exercises: Workbook page 8

Story time: A reader of your choice

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Lesson Two Grammar

Objectives

 To ask and answer the question What’s this?

 To write answers to the question What’s this?

 To act out a story

Language

 Language focus: reading, writing

 Vocabulary: school objects

A set of student picture cards (from Lesson One) per six students, cut up

A reader of your choice

Introduction

Warmer

 Play a game of What do I have to review vocabulary from the previous lesson

 Use Flashcards 22-25 to elicit the vocabulary for the game

 Hold up one card so that the class can only see the back of it

 Ask What do I have? and ask students to guess

 When the card has been guessed correctly, put it on the board

 Hold up a second card and repeat the procedure

 Continue until all the cards are on the board

 Variation: To make the game more exciting, limit children to three guesses If they name the card within three

guesses, the class wins the card If they don’t, the teacher wins the card Put the cards the class has won and the cards the teacher has won on opposite sides of the board At the end of the game add up the points with the class

Lead-in

 Talk about the previous lesson with children Point to Story poster 1 and ask children what happened in the story Ask

Who is in the story? What happened in the story? Can you remember what school things were in the train? Don’t tell

children the answers at this stage

Presentation

Listen to the story and repeat Act (Exercise 1)

 Ask children to turn to the story on page 8 of their Student Books Play the recording (Track 12) to check their

answers to the comprehension questions in the lead-in

 Play the story again, pausing for children to repeat each line

 Divide the class into pairs One child is Rosy and the other is Billy

 Ask children to look at the pictures and decide together on the actions for the story (see suggestions below)

 Children practice acting out the story in pairs Monitor the activity, checking for correct pronunciation

 Ask some of the pairs to come to the front of the class to act out the story

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Story actions

Picture 1: Billy makes his train using different classroom objects Rosy writes at the table

Picture 2: Rosy holds up her pen Billy puts his finger to his mouth to show that he is thinking

Picture 3: Rosy holds up an eraser

Picture 4: Billy gives the classroom objects back to Rosy one by one

Listen and say (Exercise 2)

 Ask children to look at the picture in their Student Books Play the recording (Track 13) all the way through, holding

up a pen to reinforce meaning The class repeats chorally

 Play the recording again, pausing for students to repeat each line

 Ask pairs of children to ask and answer the question for the class

 Draw attention to the grammar box Show children how we make the contractions What’s and It’s by writing the full

and contracted forms on the board

Development

Question and answer

 Use the flashcards to ask more questions Hold each one up, one at a time, and ask What’s this?

 Ask children to work in pairs to do the activity using their own school things They take turns holding up an object and

asking their partner What’s this?

Look and say (Exercise 3)

 Ask children to look at the picture in their Student Books Ask children What can you see? (a face made up of different school things)

 Point to an object Ask What’s this? for the class to answer

 Model the question and answer with a child in the class Children take turns pointing to the pictures and asking questions for their partner to answer

 Monitor and help where necessary

 When children have finished speaking, hold up the flashcards one at a time and ask the class What’s this?

Make your own face

 Ask children to make their own face picture made up of different school things Children take turns with their

partners pointing to different parts of the “face” and asking What’s this?

Write (Exercise 4)

 Put Flashcards 22–25 on the board Below each one, write an incomplete sentence like the ones in the Student Book,

for example, _ a pen; an eraser

 Point to each of the flashcards one at a time and ask the class What’s this? to elicit It’s a pen, etc

 Ask children which word is missing (It’s) Write It’s in the blank at the beginning of the first sentence

 Invite different children to come to the front of the class to do the same with the other sentences

 Ask children to look at the sentences in their Student Books Ask one child to read the example sentence for the class

 Children complete the rest of the sentences individually Monitor the activity and check specifically that children are forming the apostrophes correctly

 Go over the answers by asking children to say the sentences in chorus

 Ask individual children to read the sentences aloud to the class

 Ask students to look at the picture and speech bubble

 Have two students demonstrate the question in the speech bubble and the answer in the picture

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 Have students work in pairs to ask and answer the question Tell them to use other vocabulary words on the page

Mingle

 Give each child two of the Student Picture Cards

 Play some music and encourage children to dance or walk around

 Stop the music suddenly When the music stops, each child finds a partner

 They show their partner their cards one by one, and ask their partner What’s this? They then answer their partner with It’s a…

 Children then swap their two cards with their partner

 Play the music and continue in this way

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Lesson Three Song

Objectives

 To identify more school objects

 To understand the meaning of open and close

 To use school words in the context of a song

Language

 Language focus: listening, speaking

 Vocabulary: bag, door, window

 Extra vocabulary: close, open, recycled words for school things

 Student Book p 10

 Workbook p 10

 Audio Track 14–15

 Flashcards 22–28

 One set of Student Picture cards and one set of Phrase cards per pair of children

 A reader of your choice

Culture note: Schools in the United States

Children start elementary school at the age of four or five (depending on when their birthday is) and stay there until they are ten or eleven The first year of elementary school is kindergarten, followed by first through fifth grade In elementary school, children usually stay with the same class all day and are taught by the same teacher for most subjects

When children leave elementary school, they go to junior high or middle school for sixth, seventh, and eighth grade Children usually have different teachers for all of the subjects

Students have different teachers for all subjects in high school as well High school is usually ninth, tenth, eleventh, and twelfth grade Students are seventeen or eighteen when they finish high school

Introduction

Warmer

 Play Slow reveal with Flashcards 22–25 to review the vocabulary children have learned so far

 Put a flashcard on the board and cover it with a piece of paper or another card

 Very slowly move the paper to reveal the picture, little by little

 Ask What’s this? The first child to guess correctly comes to the front to choose the next card

 Continue the game until you have practiced all of the words from the vocabulary set

 Ask children to look at the pictures Play the first part of the recording (Track 14) for children to point to the words

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 Play the second part of the recording for children to repeat the words

 Play the recording all the way through for children to listen and point and then repeat

 Hold up Flashcards 26–28 one at a time and ask individual children What’s this?

Listen and point

bag, door, window

window, door, bag

Listen and repeat

bag, door, window

Ask and act

 Mime the action of putting a bag over your shoulder Ask the class What’s this? to elicit It’s a bag Repeat with the

actions of knocking on a door and opening a window

 Ask one child to stand up He/She mimes an activity using one of the things and asks What’s this?

 Repeat the activity with other children

Listen and sing (Exercise 2)

 Ask children to look at the pictures Elicit It’s a book / bag / door / window

 Teach the verbs open and close Pick up your bag and open it to elicit open Close it to elicit close Do the same with

the door and, if possible, the window

 Ask what the children are doing (1 The girl is reading a book 2 The boy is opening a door 3 The boy is opening his bag

4 The girl opening or closing a window.)

 Play the recording (Track 15) for children to listen and point to the pictures when they hear the three new words Then play it again as they follow the words in their books

 Recite the words of the song with the class, without the music Say each line and ask children to repeat

 Play the recording again for children to sing along

Development

Sing and do (Exercise 3)

 Tell children that they are going to sing the song again, but this time they are going to do the actions

 Ask children to look at the pictures and see what the actions should be for this song

 Practice the actions with the class

 Play the recording for children to sing the song and do the actions

Song actions

Verse 1 – Open and close a book

Verse 2 – Open and close a door

Verse 3 – Open and close a bag

Verse 4 – Open and close a window

Listen and mime

 Say and mime Open a book / Close the door / Open the bag / Close the window Then say the phrases again for the

class to mime the actions

 Ask children to give instructions for their partner to mime

Consolidation

Memory game

 Put Flashcards 22–28 on the board Ask one child to come to the front of the class

 Help the child turn over one of the flashcards at random The child then points to the back of this flashcard and says

What’s this? The class answers It’s a…

 The student then turns over another flashcard at random and repeats

 Eventually, all of the cards are turned over and the class is able to name them without seeing them

Concentration game

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 Give each pair a set of Student picture cards and a set of Phrase cards

 Children place all the cards face down on their table, with all the Picture cards on the left and all the Phrase cards on the right

 The first child turns over one Picture card and one Phrase card If the two cards match, the child keeps them If they

do not match, he/she must turn the cards back over

 The second child then takes a turn

 Continue playing until all the cards are gone The winner is the child with the most cards

Answers

1 1 bag 2 door 3 window

2 1 pencil 2 book 3 door 4 window 5 pen 6 bag

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Lesson Four Phonics

Objectives

 To recognize the uppercase and lowercase forms of the letters a, b, c, and d and associate them with their

corresponding sounds

 To pronounce the sounds /æ/, /b/, /k/, and /d/ on their own and at the beginning of words

 To learn the names of the letters a, b, c, and d

Language

 Language focus: listening, writing, speaking, reading

 Vocabulary: apple, bird, cat, dog

Warmer

 Use the alphabet song to introduce the letters Model the alphabet and children repeat

 Tell children that you are going to look at the first four letters of the alphabet Draw dotted outlines of the letters a, b,

c, and d in uppercase and lowercase on the board Ask different children to come and join the dots

Lead-in

 Point to each letter on the board, one at a time, and say the letter name and then the sound for both uppercase and lowercase letters for children to repeat Make sure children understand that there are two forms of each letter, which make the same sound

 Say the sounds again for children to draw the uppercase letters in the air Say the sounds several times for children to draw the lowercase letters

 Elicit the words on the phonics cards Say the letter names, sounds, and then the words for the students to repeat

 Write the corresponding words apple, bird, cat, and dog next to the letters on the board Circle the first letter of each

word Point to the words and say the beginning sound (not the whole word) for children to repeat

 Hold up Phonics cards 1–4, one at a time Say the words for children to repeat Hold up the cards in a different order and repeat

Presentation

 Ask children to look at the letters in their Student Books

 Play the first part of the recording (Track 16) for children to listen and point to the letters

 Play the second part of the recording for children to repeat the letter names, sounds, and words in chorus

 Play the recording a final time for individual children to say the sounds and words for the class

Listen and point

Letter Aa /æ/ apple, Letter Bb /b/ bird, Letter Cc /k/ cat, Letter Dd /d/ dog

Letter Bb /b/ bird, Letter Dd /d/ dog, Letter Aa /æ/ apple, Letter Cc /k/ cat

Listen and repeat

Letter Aa /æ/ apple, Letter Bb /b/ bird, Letter Cc /k/ cat, Letter Dd /d/ dog

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Air-writing

 Play the recording again The children draw lowercase letters in the air as they hear them

Development

Listen and chant (Exercise 2)

 Play the recording (Track 17) for children to listen to the chant

 Put Phonics cards 1–4 in different places around the room Play the recording again for children to point to the cards

as they hear the words

 Play the chant once more, stopping the recording after each line for children to repeat Repeat, and encourage children to follow the chant in their books

Listen to the sounds and connect the letters (Exercise 3)

 Elicit the images in the activity (dog, cat, and bird) Ask Who is the dog’s friend? Tell children they can find out the

answer by listening Explain that they are going to hear different sounds and words from the lesson They have to follow the sounds in the maze and draw a line to connect the letters to find out who the dog’s friend is – a bird or a cat

 Play the beginning of the recording (Track 18) and follow the blue line with your pencil to demonstrate

 Play the recording for children to listen and link the letters

 Play the recording again for children to check their answers Repeat

 Ask Who is the dog’s friend? (a cat) To check the answers, ask children to look at their mazes and say the letters they

heard as you write them on the board

/æ/ apple /d/ dog /b/ bird /b/ bird /k/ cat /d/ dog /k/ cat

Answer

The dog’s friend is a cat

Read and circle the sounds a, b, c, d at the start of the words (Exercise 4)

 Ask children to look at the pictures Ask What does the cat like? And What does the dog like?

 Read the text for children to follow in their books Write the first line on the board

 Ask children to look at the circled c at the beginning of cat Draw a circle around the c on cat on the board Elicit the next sounds to circle (/b/) Ask them to find and circle other examples of a, b, c, or d at the beginning of words in their

books

 Children find and circle the starting letters in the rest of the lines As they are working, write the rest of the lines on the board Go through the answers, asking children to come up and circle the letters on the board

Answers

The cat likes birds

The dog likes apples

Here’s the cat with the bird

Here’s the dog with the apples

Consolidation

Let’s Practice

 Ask students to look at the picture and speech bubble

 Have a student demonstrate the sentence for the class

 Have students work in pairs to take turns saying the sentence Tell them to use other vocabulary words on the page

Patty Cake

 Divide the class into pairs

 Have children sit facing each other Children slap their knees once, clap their hands once, and then clap their

partner’s hands once as they both say /æ/ /æ/ apple

 Children repeat the action, this time saying /b/ /b/ bird

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 Continue doing the action for each of the four letters and words

 Once a child has lost all three of their points, they are out

Tiêu đề	Family and Friends Special Edition Grade 3 – Unit 1: What’s This?
Trường học	Oxford University Press
Chuyên ngành	English Language Teaching
Thể loại	Textbook
Năm xuất bản	2016

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Số trang	25
Dung lượng	894,2 KB