Giáo án Unit 11 Tiếng anh 3 global success

School: ____________________ Grade: ____________________ Teacher: ____________________ Date of ____________________ teaching: ____________________ Attendance: Unit 11: MY FAMILY Lesson 1 – Period 1 I. OBJECTIVE S 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 competenci es General
Listening: listen and recognize the contexts, focus on introducing
competenci someone, then repeat es
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 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 11)

- Computer, projector… III.
Warm-up and review – Look, listen and repeat – Listen, PROCEDUR
point and say – Let’s talk – Fun corner and wrap-up E Procedur Pupils’ Not Teacher’s activities e activities e
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 10, Lesson 1. Whole - Ask pupils to sing the song. class
- 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
- Ask pupils to chant and do the actions in Unit work 10, Lesson 3 in groups.
- Give points to the groups and encourage them.
Option 3: Game “I’m a fairy”
- Divide the class into 2 teams. Individual
- Each team chooses one letter to go to the work/ question. Group
- Have pupils look, read and choose the right work options.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are no letters 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 a family member b. Input:
- Context a: Mary: Who’s this? Lucy: It’s my sister.
- Context b: Nam: Who’s that? Mai: It’s my brother. c.
Pupils can understand and correctly repeat the sentences in Outcome:
two communicative contexts to ask and answer questions about a family member. d.
Step 1: Have pupils look at Pictures a and b and Whole Procedure:
identify the characters in the pictures. class
Step 2: Ask pupils to look at Picture a. Play the
recording for them to listen. Play the recording Whole


again, sentence by sentence, for pupils to listen class
and repeat. Follow the same procedure with
Picture b. Correct their pronunciation where necessary. Whole
Step 3: Play the recording again for pupils to class/
listen and repeat in chorus sentence by sentence. Individual
Step 4: Invite a few pairs to the front of the work
classroom to listen and repeat the sentences in Pair work the recording.
Step 5: Draw their attention to the questions
Who's this / that? and the answers: It's my Individual
sister/brother. Tell pupils that they are questions work
and answers about a family member. 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.
Pupils can correctly say the words and use Who’s this / that? – Outcome:
It’s my ______. to ask and answer questions about a family member. d.
Step 1: Have pupils look at the pictures and Whole Procedure:
elicit the name of each family member. class/
Step 2: Have pupils point at Picture a (a Individual
woman), listen to the recording and repeat the work
word (mother). Follow the same procedure with Whole
the other three pictures. Have the class repeat class/ the words a few times. Individual
Step 3: Point at the bubble and have pupils work
listen and repeat after the recording (Who’s
that?). Point at Picture a and have pupils listen Whole
and repeat after the recording (It's my mother). class/
Follow the same procedure with the other three Individual pictures. work
Step 4: : Have pairs practise asking and Pair work
answering the question Who’s this / that? – It’s my ______. Pair work
Step 5: Invite a few pairs to point at the pictures


and say the 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.
Pupils can enhance the correct use of Who’s this / that? – It’s Outcome
my ______. to ask and answer questions about a family member. d.
Step 1: Draw pupils’ attention to the picture. Tell Whole Procedure
them about the activity. Ask questions to help class/
them understand the context (see Input). Individual
Step 2: Elicit the missing words in the speech work
bubble and write them on the board. Get pupils Whole
to say the completed sentence. Correct their class pronunciation where necessary.
Step 3: Put pupils into groups of four. Tell them
to ask and answer with Who's this / that? Go
around the classroom to offer support. Group work
Step 4: Invite some pupils to the front of the
class to present their exchanges.
Preparation for the project: Individual work
Tell pupils about the project on page 11. Ask
them to prepare it at home by collecting a picture
of their family and bring their work to the Individual
classroom at the project time to present it. work/ Whole class
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, have pupils look at the Whole
phrases or sentences in the pictures of the lesson class
and repeat after the recordings. Option 2: Game: Sentence Puzzle
- Divide the class into groups of four. Give each
group a sentence that is broken/cut into Group work
pieces. Ask them to arrange them to make a
complete sentence, then read it aloud.
- The group that makes it first will be the