Giáo án Tiếng Anh lớp 3 Unit 2 (Family and Friends): That is his ruler

Teacher’s activities

Students’ activities

WARM-UP/REVIEW (5 minutes)

Aim: To motivate students and help students to revise school things.

*Game: “Pass the card”

Picture cards (pen, eraser, pencil, pencil case, book)

- Divide the class into four groups.

- Have students from each groups stand in a line.

- Give the first student of each groups a card and say “Go”.

- Ask these students to say the corresponding words and pass the cards over their heads to the ones behind them.

- Have teams continue the game until their card reaches the last person.

- Have the last student in each line race to hand their card to the teacher and says the word. Give the first groups to name their card correctly one point.

- The groups that gets the most points wins.

- Praise the winner.

àExpected outcomes and assessment

- Task completed with excellence: Students can say the words correctly and fluently.

- Task completed: Students can say the words.

- Task uncompleted: Students are unable to say the words.

- Work in four groups.

- Stand in a line.

- Hold the card.

- Say the corresponding words and pass the cards over their heads to the ones behind them.

- Continue the game until their card reaches the last person.

- Race to hand their card to the teacher and says the word.

- The groups that gets the most points wins.

PRESENTATION (10 minutes)

Aim: To help students act out the story and express possession with his and her.

*Lead-in: Use the story on page 16

- Talk about the previous lesson with students.

- Ask students what happened in the story. Ask Who is in the story? Is there a pencil case in the story? What color is it?

- Check students’ answers. Praise them.

àExpected outcomes and assessment

- Task completed with excellence: Students can talk about the story correctly and fluently.

- Task completed: Students can talk about the story.

- Task uncompleted: Students are unable to talk about the story.

*Listen to the story again. (Track 24)

- Ask students to turn to the story in their books. Check how many words they remembered.

- Play the recording, pausing for students to repeat.

- Divide the class into groups to play the roles in the story.

- Ask students to look at the different actions that the characters do in the story. Elicit a set of actions to use when acting out the story.

- Have students practice acting the story. Ask some pairs to come to the front to act for the class.

- Remark students’ pronunciation. Praise students if they have done well.
Story actions
Picture 1: Tim and Rosy look at a pencil case. Billy is behind a
folder, or just hiding his action.
Picture 2: Tim and Rosy talk about an eraser. Billy is the same
as in Picture 1.
Picture 3: Tim and Rosy talk about a ruler.
Picture 4: Billy shows his picture.

àExpected outcomes and assessment

- Task completed with excellence: Students can listen and repeat the story correctly and fluently.

- Task completed: Students can listen and repeat the story.

- Task uncompleted: Students are unable to listen and repeat the story.

*Listen and say. (Track 25)

- Ask students to look at the pictures. Play the recording.

- Play the recording again, pausing for students to repeat.

- Show a boy’s book and ask which word we use to show something belongs to a boy (his). Show a girl’s book and ask which word we use to show that something belongs to a girl (her).

- Ask some volunteers to read the sentence patterns.

- Check students’ pronunciation. Praise students if they have done well.

àExpected outcomes and assessment

- Task completed with excellence: Students can say the sentence pattern correctly and fluently.

- Task completed: Students can say the sentence pattern.

- Task uncompleted: Students are unable to say the sentence pattern.

- Talk about the previous lesson.

- Answer what happened in the story.

- Turn to the story in their books. Say how many words they remembered.

- Listen to the recording and repeat.

- Play the roles in the story in groups.

- Look at the different actions that the characters do in the story.

- Practice acting the story. Come to the front to act for the class.

- Look at the pictures. Listen to the recording.

- Listen to the recording again and repeat.

- Follow the teacher.

- Read the sentence patterns.

PRACTICE (8 minutes)

Aim: To help students use that to describe single items at a distance.

*Look and say

- Tell students they are going to talk about the pictures. Explain they should look at the pictures to know what to say.

- Say That is her pencil case. Ask students to say yes or no. Ask What is that? Encourage students to answer with the correct word.

- Prompt students to say the sentences for each picture.

- Call some pairs to say the sentences in front of the class.

Answer:

1. That is her eraser.

2. That is his pen.
3. That is his book.

4. That is her pencil.

àExpected outcomes and assessment

- Task completed with excellence: Students can say the sentences correctly and fluently.

- Task completed: Students can say the sentences.

- Task uncompleted: Students are unable to say the sentences.

- Follow the teacher. Look at the pictures to know what to say.

- Answer the question with the correct word.

- Say the sentences for each picture.

- Say the sentences in front of the class.

PRODUCTION (10 minutes)

Aim: To help students complete the sentences with his and her; express possession with his and her.

*Write (page 17)

- Ask students to look at the pictures. Elicit the school objects.

- Tell students to look at the box. Point to the words his and her for students to say them.

- Ask students to look at the sentences in their books. Ask one student to read the example sentence for the class.

- Ask students to complete the sentences in their notebooks.

- Check the answers by having students say the sentences in chorus. Ask individual students to read the sentences out loud.

- Remark students’ writing skills. Give feedback.

Answer:

1. his 2. her 3. his

àExpected outcomes and assessment

- Task completed with excellence: Students can write the answers correctly.

- Task completed: Students can write the answers.

- Task uncompleted: Students are unable to write the answers.

*Let’s talk

- Ask students to look at the picture and speech bubble.

- Say the sentence for students to repeat. E.g. That is her book.

- Ask students to practice saying the sentence about their classmates’ school objects.

- Call some students to perform in the front of the class with their school things.

- Check students’ speaking skills.

àExpected outcomes and assessment

- Task completed with excellence: Students can talk about their classmates’ school objects correctly and fluently.

- Task completed: Students can talk about their classmates’ school objects.

- Task uncompleted: Students are unable to talk about their classmates’ school objects.

- Look at the pictures. Say the school objects.

- Look at the box. Say the words his and her.

- Look at the sentences in their books. Read the example sentence for the class.

- Complete the sentences in their notebooks.

- Say the sentences in chorus. Read the sentences out loud.

- Look at the picture and speech bubble.

- Repeat the sentence.

- Practice saying the sentence about their classmates’ school objects.

- Perform in the front of the class with their school things.

HOMEWORK (2 minutes)

- Learn the patterns by heart.

- Do the exercises in Workbook page 17.

- Prepare for the next lesson (Unit 2 - Lesson 3).

REFLECTION

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................