Giáo án Tiếng Anh Lớp 3 (Global success) - Unit 11: My family

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 Unit 11: MY FAMILY
 Lesson 1 – Period 1 
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - use the words mother, father, brother, sister related to the topic “My family”; 
 - use Who’s this / that? – It’s my _____. to ask and answer questions about a 
 family member;
 - listen to and demonstrate understanding of simple communicative contexts in 
 relation to the topic “My family”;
Core decision making, teamwork, work standards, reliability, motivation
competencies
General Listening: listen and recognize the contexts, focus on introducing someone, then 
competencies repeat
 Critical thinking: talk about family
 Oral communication: speak about family, ask and answer the questions
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Sociability: talk to each other
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Honesty: tell the truth about feelings and emotions
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Student’s book Page 6
 - Audio Tracks 2, 3
 - Teacher’s guide Pages 140, 141, 142
 - Flashcards/pictures and posters (Unit 11)
 - Computer, projector
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk 
 – Fun corner and wrap-up 
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use Who’s this / that? – It’s my ______. to ask 
 and answer questions about a family member
b. Input: – Picture cues: 
 a. mother b. father c. brother d. sister
 – Speech bubbles: 
 Who’s this / that? – It’s my ______.
 - Audio script:
 a. mother b. father c. brother d. sister
 A: Who’s that? A: Who’s this?
 B: It’s my mother. B: It’s my father.
c. Outcome: Pupils can correctly say the words and use Who’s this / that? – It’s my ______. 
 to ask and answer questions about a family member.
d. Procedure: Step 1: Have pupils look at the pictures and elicit the name of Whole class/ 
 each family member. Individual 
 Step 2: Have pupils point at Picture a (a woman), listen to the work
 recording and repeat the word (mother). Follow the same Whole class/ 
 procedure with the other three pictures. Have the class repeat Individual 
 the words a few times. work
 Step 3: Point at the bubble and have pupils listen and repeat 
 after the recording (Who’s that?). Point at Picture a and have Whole class/ 
 pupils listen and repeat after the recording (It's my mother). Individual 
 Follow the same procedure with the other three pictures. work
 Step 4: : Have pairs practise asking and answering the question Pair work
 Who’s this / that? – It’s my ______.
 Step 5: Invite a few pairs to point at the pictures and say the Pair work
 questions and answers in front of the class. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Who’s this /that? – It’s my ______. to ask and 
 answer questions about a family member.
b. Input – Picture cues: a brother and a sister are playing badminton and their parents 
 are sitting on a bench nearby.
 – Speech bubbles: Who’s this / that? – It’s ______.
c. Outcome Pupils can enhance the correct use of Who’s this / that? – It’s my ______. to 
 ask and answer questions about a family member.
d. Procedure Step 1: Draw pupils’ attention to the picture. Tell them about Whole class/ 
 the activity. Ask questions to help them understand the Individual 
 context (see Input). work 
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 10, Lesson 1. Whole class
 - Ask pupils to sing the song.
 - Invite some of them to come to the board to role play, the 
 rest of the pupils will sing.
 Option 2: Chant and do activities (Unit 10, Lesson 3). Group work
 - Ask pupils to chant and do the actions in Unit 10, Lesson 3 
 in groups. 
 - Give points for the groups and encourage them.
 Option 3: Game: Hangman
 - Divide the class into 2 teams.
 - Have pupils guess the word letter by letter. Individual 
 - Whenever a team guesses a letter, click that letter. If it work/ 
 belongs to the secret word, it will be filled in the blank, and Group work
 the team will get one point. If not, parts of the hangman will 
 appear.
PRACTICE
Activity 4. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts to ask and answer 
 questions about a family member and tick the correct pictures
b. Input: Picture cues: 1a. father 1b. brother 2a. mother 2b. sister
 Audio script: 
 1. A: Who’s this? 
 B: It’s my father. 
 2. A: Who’s that? 
 B: It’s my sister.
c. Outcome: Pupils can listen to and understand two communicative contexts to ask and 
 answer questions about a family member. 
 Key: 1. a 2. b
d. Procedure: Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them Whole class
 about the activity. Elicit the word for each family member and 
 its cue, and play the recording of the first exchange. Play the 
 recording again for pupils to do the task. Play the recording a 
 third time for pupils to check their answers.
 Step 2: Repeat Step 1 for the second exchange.
 Step 3: Tell pupils to swap books with a partner, then check Whole class
 answers as a class. Write the correct answers on the board for Pair work/ 
 pupils to correct their answers. Whole class
 Step 4: Play the recording again for pupils to double-check 
 Individual 
 their answers.
 work 
d. Procedure: Step 1: Draw pupils’ attention to the title and lyrics of the Whole class/ 
 songs. Encourage them to point at the characters' pictures to Individual 
 reinforce their understanding. work
 Step 2: Play the recording line by line for pupils to listen and Whole class
 repeat. Correct their pronunciation where necessary
 Step 3: Play the recording all the way through for pupils to sing Whole class
 along.
 Step 4: Introduce actions for pupils to do while singing along Whole class
 with the recording.
 Step 5: Invite groups to the front of the class to perform while 
 the rest of the class sings and / or claps along. Group work
Fun corner and wrap-up: 5 minutes
 Option 1:
 Game: Interview your friend(s). Whole class
 Each pupil gets 1 sheet of paper from the teacher. They fill in 
 the information about their family members. Then they can 
 move around the class to ask and answer questions to know 
 more about their friends’ family members.
 Option 2:
 Game: Sentence Puzzle Group work
 Divide the class into groups of four. Give each group a 
 sentence that is broken/cut into pieces. Ask them to arrange 
 the words to make a complete sentence, then read it aloud.
 Option 3: Game: Gold miner
 - Divide the class into 2 teams.
 - Each team chooses one item to go to the question.
 - Have pupils listen and choose the right pictures. Group work
 - Back to the menu for pupils to choose another question.
 - Pupils continue their turns until there is no item left. 
 BOARD PRESENTATION
 ......., .................. 2022
 UNIT 11 — MY FAMILY
 Lesson 1 – period 2
 1. Listen and tick:
 1. a 2. b
 2. Look, complete and read: 
 1. mother 2. father
 3. sister 4. brother 
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 11, Lesson 1. Whole class
 - Ask pupils to sing the song.
 - Invite some of them to come to the board to role play, the 
 rest of the pupils will sing.
 Option 2: Game Buzz! Group work
 - Arrange pupils into a circle and ask pupils to count from 1 
 in sequence from pupil to pupil.
 - Set a goal from one to twenty for pupils.
 - Each pupil shouts out one number in their turn.
 If a number is a multiple of 5, or a number with a 5 in it, 
 the player has to shout out "buzz!" instead of saying that 
 number.
 - The game is meant to be fast paced, so if a pupil takes too 
 long or buzzes at a wrong place, they are eliminated.
 Option 3: Game: Happy birthday!
 - Divide the class into 2 teams.
 - Each team chooses one number to go to the question.
 - Have pupils look, read and answer the questions.
 Individual 
 - Let pupils choose one birthday hat to get points.
 work/ Group 
 - Back to the menu for another question.
 work
 - Pupils continue their turns until there are no numbers left. 
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two communicative 
 contexts (pictures) to ask and answer questions about the age of a family 
 member
b. Input: Context a: Ben: This is my sister. 
 Minh: How old is she? 
 Ben: She’s thirteen years old.
 Context b: Linh: How old is your brother?. 
 Bill: He is twenty years old. 
 Linh: Are you sure?
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts to ask and answer questions about the age of a family 
 member.