© Oxford University Press 2011 Starter Unit Starter Unit Teacher’s Instructions Starter Unit, Lesson 3 – Memory cards This game can be played in small groups.. The vocabulary comes fro
Trang 1© Oxford University Press 2011
Starter Unit
Starter Unit Teacher’s Instructions
Starter Unit, Lesson 3 – Memory cards
This game can be played in small groups The vocabulary comes from Lesson
1-Lesson 3 in the unit Each group will need a set of picture cards The pupils mix up
the cards and place them face down on the desk One pupil picks up and shows two
cards to his/her partners If the cards are a matching pair (picture and word) then
the pupil keeps them If the two cards do not match then s/he puts them back, face
down on the desk The pupils then take turns to pick up two cards until all the cards
have been matched The winner is the pupil with the most cards
Starter Unit, Lesson 3 – Pair Activity
his is a pair activity, and the worksheet is divided into A and B Make sure you cut
the page in half and give one half to the A’s and one half to the B’s in the class
Student A reads out his/her words and student B listens and writes the words Then
they swap over and student B reads out his/her words and student A listens and
writes the words they hear Afterwards, the class can check the answers together
Starter Unit, Lesson 4 – Song worksheet
This is a simple gap-fill activity that could be used after listening to the song and
looking at the class book, or before Students can listen and fill in the missing words
(prompted by pictures) and then check with their partner before looking in the Class
Book
Starter Unit, Lesson 4 – Board game
The board games are all available in colour and in black and white Colour is
obviously more appealing to children If you can print out the games in colour, you
can laminate them and keep them to use again and again in your staffroom In
Grade 3 all the board games are vocabulary based and just rely on students saying
the relevant words when they land on those squares You will need to teach board
game language as well, including “roll again,” “miss a turn,” and “go forward or back
… spaces.”