Unit 15: At the dining table | Giáo án Tiếng Anh 3 | Global Success
Giáo án Tiếng Anh 3 sách Kết nối tri thức với cuộc sống trọn bộ cả năm, mang tới các bài soạn của cả năm học. Qua đó, giúp thầy cô tiết kiệm khá nhiều thời gian, công sức trong quá trình xây dựng kế hoạch bài dạy của mình. Giáo án được biên soạn kỹ lưỡng, trình bày khoa học theo tuần. Mời thầy cô cùng xem tham khảo nhé!
Chủ đề: Giáo án Tiếng Anh 3
Môn: Tiếng Anh 3
Sách: Global Success
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School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 15: AT THE DINING TABLE Lesson 1 – Period 1 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to: -
Use the words bean, fish, meat, juice in relation to the topic “Food and drinks”; -
Use Would you like some _____? – Yes, please. / No, thanks. To offer someone food
or drinks and accept or decline someone’s offer. -
Understand and correctly repeat the sentences in two communicative contexts
(pictures) focusing on offering someone food or drinks and accepting or declining someone’s offer. -
Correctly use Would you like some _____? – Yes, please. / No, thanks. to offer
someone food or drinks and accept or decline someone’s offer. -
Enhance the correct use of Would you like some _____? – Yes, please. / No, thanks.
to offer someone food or drinks and accept or decline someone’s offer. Core
decision making, teamwork, work standards, reliability, motivation competencies General
Listening: listen and recognize the contexts, then repeat competencies
Critical thinking: talk about food and drinks
Oral communication: speak about food and drinks, 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, say good words to others Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 30 - Audio Tracks 42, 43
- Teacher’s guide Pages 183, 184, 185 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 15)
- Computer, projector…
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 14, 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 14, Lesson 3). Group work
- Ask pupils to chant and do the actions in Unit 14, Lesson 3 in groups.
- Give points and encourage them. Option 3:
- Play game in the powerpoint Unit 15 – lesson 1 – period 1 Individual work/ Group
- Divide the class into 2 teams to play “Colorful flowers 1”. work
- Each team chooses one flower to go to the question. -
Have pupils look, read and choose the right option.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are not any flowers left.
- The team that gets the most points is the winner. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on offering someone food or drinks and accepting
or declining someone’s offer b. Input:
– Context a: Mother: Would you like some rice? Nam : Yes, please.
– Context b: Father: Would you like some juice? Nam: No, thanks. c. Outcome:
Pupils can understand and correctly repeat the sentences in two communicative
contexts (pictures) focused on offering someone food or drinks and accepting
or declining someone’s offer.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for Whole class
them to listen. Play the recording again, sentence by sentence,
for pupils to listen and repeat. Follow the same procedure with
Picture b. Correct their pronunciation where necessary. Whole class
Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. / Individual work
Step 4: Invite a few pairs to the front of the classroom to listen
and repeat the sentences in the recording. Pair work
Step 5: : Draw their attention to the question Would you like
some rice? and the answer Yes, please. and Would you like some Individual
juice? and the answer No, thanks. Tell pupils that they are the work
questions and the answers about offering someone food or
drinks and accepting or declining someone’s offer. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly use Would you like some _____? – Yes, please. / No, thanks. to offer
someone food or drinks and accept or decline someone’s offer b. Input: – Picture cues:
a. a plate of beans b. a plate of fish
c. a plate of meat d. a bottle of juice
– Speech bubbles: Would you like some _____? – Yes, please. / No, thanks. Audio script:
a. beans / yes b. fish / no c. meat / yes d. juice / no
A: Would you like some beans? B: Yes, please.
A: Would you like some fish? B: No, thanks. c. Outcome:
Pupils can correctly say the words and use Would you like some _____? – Yes,
please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer.
d. Procedure: Step 1: Have pupils look at the pictures and elicit the names of Whole class/
the food and drink. Have the class repeat the words a few times. Individual
Step 2: Have pupils point at Picture a, listen to the recording and work
repeat the words (beans/ yes). Follow the same procedure with Whole class/
the other three pictures. Have the class repeat the words a few Individual times. work
Step 3: Point at Picture a and have pupils listen and repeat after
the recording (Would you like some beans? – Yes, please.). Point
at Picture c and have pupils listen and repeat Whole class/
after the recording (Would you like some meat? – No, thanks.). Individual
Step 4: Have pairs practise asking and answering questions work
Would you like some ______? Yes, please./ No, thanks. with
Pictures b and d. Pair work
Step 5: Invite a few pairs to point at the pictures and say the
questions and answers in front of the class. Pair work Game: Slap the board.
- Divide the class into four teams.
- Stick the pictures of activities on the board.
- Teacher says a sentence, a pupil from each team has to Group work
point/slap the right picture and says the sentence again. PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of Would you like some _____? – Yes, please. / No,
thanks. to offer someone food or drinks and accept or decline someone’s offer in a freer context b. Input:
– Picture cue: A family at the dining table: father, mother, their son and
daughter are having lunch. There is some food and drinks on the table such as rice, fish, beans and juice.
– Speech bubbles: Would you like some _____? – Yes, / No, some _____. c. Outcome:
Pupils can enhance the correct use of Would you like some _____? – Yes, please.
/ No, thanks. to offer someone food or drinks and accept or decline someone’s offer in a freer context.
d. Procedure: Step 1: Draw pupils’ attention to the picture. Ask questions to Whole class/
help them identify the context (see Input). Individual
Step 2: Elicit the missing words in the speech bubble and write work
them on the board. Get pupils to say the completed sentence. Group work
Correct their pronunciation where necessary.
Step 3: Put pupils into pairs and encourage them to offer Pair work
someone food or drinks and accept or decline someone’s offer.
Step 4: Invite some pairs to the front of the class to perform the Pair work conversations.
Preparation for the project:
Tell pupils about the project on page 35. Ask them to do it in Whole class
class by doing a survey with classmates (interviewing) and /Individual
report the results to the class at Project time about food and work
drinks their friends would like to eat and drink.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, activity 1: Look, listen and repeat or activity Whole class
2: Listen, point and say, have pupils look at the phrases or
sentences in the pictures and repeat after the recording. Option 2: Group work Game: Sentence Puzzle
- 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: Group work
- Play a game in the powerpoint Unit 15 – lesson 1 – period 1.
- Divide the class into 2 teams to play “ Colourful flowers 2”.
- Each team chooses one flower to go to the question.
- Have pupils look, read and choose the right option.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are not any flowers left.
- The team that gets the most points is the winner. BOARD PRESENTATION
......., .................. 2022
Unit 15 - AT THE DINING TABLE Lesson 1 – period 1 Words: rice juice beans meat fish Model sentence:
Would you like some _____?
Yes, please. / No, thanks School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 15: AT THE DINING TABLE Lesson 1 – Period 2 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to: -
Use the words bean, fish, meat, juice in relation to the topic “Food and drinks”; -
Use Would you like some _____? – Yes, please. / No, thanks. To offer someone
food or drinks and accept or decline someone’s offer. -
Listen to and understand two communicative contexts about food and drinks. -
Look, complete and read six target sentences with the help of picture cues. -
Sing the song Would you like some …? with the correct pronunciation, rhythm and melody. Core
decision making, teamwork, work standards, reliability, motivation, adaptability, competencies problem-solving General
Listening: listen and recognize the contexts focus on food and drinks competencies
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
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 31 - Audio Tracks 44, 45
- Teacher’s guide Pages 185, 186 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 15)
- Computer, projector…
III. PROCEDURE Warm-up and review – Listen and tick – Look, complete and read – Let’s sing – Fun corner and wrap-up Pupils’ Note Procedure
Teaching and learning activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 14, 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 14, Lesson 3). Group work
- Ask pupils to chant and do the actions in Unit 14, Lesson 3 in groups.
- Give points and encourage them. Option 3:
- Play games in the powerpoint Unit 15 – lesson 1 – period Group work 2. / Individual
- Divide the class into 2 teams to play “ Fruit Juice”. work
- Each team chooses one jar of juice to go to the question.
- Have pupils look, read and choose the right option.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are not any jars of juice left.
- The team who gets the most points is the winner. PRACTICE
Activity 4. Listen and tick. 8 minutes a. Goal:
To listen to and understand two communicative contexts about food and
drinks and tick the correct pictures b. Input: – Picture cues:
1a. a bowl of rice 1b. a plate of fish
2a. a plate of meat 2b. a glass of juice Audio script:
1. A: Would you like some fish? B: Yes, please.
2. A: Would you like some juice? B: Yes, please. c. Outcome:
Pupils can listen to and understand two communicative contexts about food
and drinks and tick the correct pictures.
Key: 1. b 2. b
d. Procedure: Step 1: Draw pupil’s attention to Pictures 1a and 1b. Elicit the Whole class
names of the food. Play the recording for Question 1.
Step 2: Play the recording again for pupils to do the task. Play
the recording a third time to give pupils another listening Whole class opportunity.
Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Whole class
Step 4: Tell pupils to swap books with a partner, then check Whole class/
answers together as a class. Write the correct answers on the Pair work
board. Play the recording again for the pupils to double-check their answers.
Extension: If time allows, play the recording sentence by Whole class/
sentence for the class to listen and repeat in chorus. Correct Individual
their pronunciation where necessary. work PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To look, complete and read six target sentences with the help of picture cues b. Input: – Picture cues
– Six sentences / exchangers to complete c. Outcome:
Pupils can complete two sentences and two dialogues with the help of picture cues.
Key: 1. rice 2. beans 3. fish; please 4. juice; No
d. Procedure: Step 1: Have pupils look at the pictures. Have them identify Whole class/
the names of food and drinks in the pictures. Individual
Step 2: Have pupils look at the incomplete sentences. Draw work
their attention to the missing words in the questions and Whole class/ answers. Individual
Step 3: Model with Picture 1. Have pupils look at the first work
question. Ask them what word is missing in the question (rice). Whole class/
Then have them complete the question (Would you like some Individual rice?). work
Step 4: Follow the same procedure with Pictures 2, 3 and 4. Individual
Draw the pupils' attention to the gaps in the questions and work
answers in Pictures 2, 3 and 4.
Step 5: Have pupils complete the gaps in the questions and Pair work/
answers individually and ask a few pairs to read them aloud. Individual work Game: Slap the board.
- Divide the class into four teams. Group work
- Stick the pictures of activities on the board.
- Teacher says a sentence, a pupil from each team has to
point/slap the right picture and says the sentence again.
The one who says faster will get points. PRACTICE
Activity 6. Let’s sing. 8 minutes a. Goal:
To sing the song Would you like some …? with the correct pronunciation b. Input:
The lyrics and the recording of the song Would you like some …? c. Outcome:
Pupils can sing the song Would you like some …? with the correct melody and pronunciation.
d. Procedure: Step 1: Draw pupils’ attention to the title and lyrics of the Whole class/
song. Model the title and lyrics line by line for pupils to repeat. Individual
Encourage them to point at the characters’ picture to work
reinforce their understanding.
Step 2: Play the recording all the way through for pupils to Whole class
listen to the whole song. Encourage them to listen carefully to
the pronunciation and the melody.
Step 3: Play the recording line by line for pupils to listen and
repeat. Correct their pronunciation where necessary. Whole class
Step 4: Play the recording all the way through for pupils to sing /Individual along. work
Step 5: Introduce actions for pupils to do while singing along with the recording. Whole class
Extension: Put pupils into groups to make up actions for the
song. Invite some groups to the front of the class to perform Group work
while the rest of the class sings and/or claps along. Game: Matching game Whole class
- T uses pictures and flashcards, gets 3 pupils to hold the / Individual
pictures and 3 more to hold the sentences. work - Ask them to find and match.
- Praise the ones who finish matching.
- Then ask the class to look and say aloud.
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 favourite food and drinks. Then
they can move around the class to ask and answer the
questions to know more about their friends’ taste. Option 2: Game: Sentence Puzzle
- Divide the class into groups of four. Group work
- 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:
- Play the game in the powerpoint for Unit 15 – lesson 1 – period 2. Whole class
- Divide the class into 2 teams to play “ Yummy”.
- Each team chooses one bowl to go to the question.
- Have pupils look, read and choose the right option.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are not any bowls left.
- The team who gets the most points is the winner. BOARD PRESENTATION
......., .................. 2022
UNIT 15 — AT THE DINING TABLE Lesson 1 – period 2 1. Listen and tick: 1. b 2. b
2. Look, complete and read: 1. rice 2. beans 3. fish; please 4. juice; No School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 15: AT THE DINING TABLE Lesson 2 – Period 3 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to: -
Use the words bean, fish, meat, juice, egg, chicken, water, milk and rice in relation to
the topic “Food and drinks”; -
Use What would you like to eat/drink? – I’d like some, please. To ask and answer
questions about food and drinks; -
understand and correctly repeat the sentences in two communicative contexts
(pictures) focusing on what someone would like to eat or drink. -
correctly use What would you like to eat / drink? - I’d like some ____, please. to ask
and answer questions about what someone would like to eat or drink. -
enhance the correct use of What would you like to eat / drink? – I’d like some ____,
please. to ask and answer questions about what someone would like to eat or drink. Core
communication, planning and organization, stress tolerance, and initiative competencies General Listening: listen and repeat competencies
Oral communication: ask and answer the question about what people like to eat or drink
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Sociability: talk to each other, say good words to others Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 32 - Audio Tracks 46, 47
- Teacher’s guide Pages 187, 188 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 15)
- Computer, projector…
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 15, 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: Play game Board Race! Group work
- Divide the class into two teams.
- Give each team a colored marker.
- Draw a line down the middle of the board and write a topic at the top.
- Have pupils write as many words related to the topic in a relay. Option 3:
- Play games in the powerpoint Unit 15 – lesson 2 – period 3.
- Divide the class into 2 teams to play “ What’s missing”. Group work/
- Each team chooses one jar of juice to go to the question. Individual
- Have pupils find what is missing and say out loud the name of work the missing food or drinks.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are not any jars of juice left.
- The team that gets the most points is the winner. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts (pictures). focusing on what someone would like to eat or drink b. Input:
– Context a: Staff: What would you like to eat?
Nam: I’d like some bread, please.
– Context b: Staff: What would you like to drink?
Mai: I’d like some milk, please. c. Outcome:
Pupils can understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on what someone would like to eat or drink.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class
characters and food and drinks in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for them Whole class
to listen. Play the recording again, sentence by sentence, for
pupils to listen and repeat. Follow the same procedure with
Picture b. Correct their pronunciation where necessary. Whole class/
Step 3: Play the recording again for pupils to listen and repeat in Individual chorus sentence by sentence. work
Step 4: Invite a few pairs to the front of the classroom to listen Pair work
and repeat the sentences in the recording.
Step 5: Draw their attention to the question What would you like
to eat? and the answer I’d like some bread, please. and What Individual
would you like to drink? and the answer I’d like some milk, please. work
Tell pupils that they are the questions and the answers about
what Nam and Mai would like to eat and drink. KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly use What would you like to eat / drink? - I’d like some ____, please.
to ask and answer questions about what someone would like to eat or drink b. Input:
– Picture cues: a. some eggs b. some chicken
c. a bottle of water d. a box of milk
– Speech bubbles: What would you like to eat / drink? – I’d like some ____, please. Audio script:
a. eggs b. chicken c. water d. milk
A: What would you like to eat?
B: I’d like some eggs, please.
A: What would you like to drink?
B: I’d like some water, please. c. Outcome:
Pupils can correctly use What would you like to eat / drink? – I’d like some ____,
please. to ask and answer questions about what someone would like to eat or drink.
d. Procedure: Step 1: Have pupils look at the pictures and elicit the names of the Whole class/
food and drinks. Have the class repeat the words a few times. Individual
Step 2: Have pupils point at Picture a, listen to the recording and work
repeat the words (eggs). Follow the same procedure with the Whole class/ other three pictures. Individual
Step 3: Point at Picture a and have pupils listen and repeat after work
the recording (What would you like to eat? – I’d like some eggs,
please.). Point at Picture c and have pupils listen and repeat after
the recording (What would you like to drink? – I’d like some water, Whole class/ please.). Individual
Step 4: Have pairs practise asking and answering questions What work
would you like to eat / drink? – I’d like some ____, please. with
Pictures b and d.
Step 5: Invite a few pairs to point at the pictures and say the Pair work
questions and answers in front of the class. Game: Slap the board. Pair work
Divide the class into four teams. Stick the pictures of activities on
the board. Teacher says a sentence, a pupil from each team has
to point/slap the right picture and says the sentence again. Group work PRACTICE
Activity 3. Let’s talk. 8 minutes a. Goal:
To enhance the correct use of What would you like to eat / drink? – I’d like some
_____, please. to ask and answer questions about what someone would like to
eat or drink in a freer context b. Input:
– Picture cue: Mai is at the school canteen. A member of staff serves food like
rice, bread, fish, chicken, meat, eggs, beans, and some drinks like water, milk and
juice. Mai wants something to eat or drink.
– Speech bubbles: What would you like to eat / drink? – ____, ____. c. Outcome:
Pupils can enhance the correct use of What would you like to eat / drink? – I’d
like some ____,please. to ask and answer questions about what someone would
like to eat or drink in a freer context.
d. Procedure: Step 1: Draw pupils’ attention to the picture. Ask questions to Whole class/
help them identify the context (see Input). Individual
Step 2: Elicit the missing words in the speech bubble and write work
them on the board. Get pupils to say the completed sentence.
Correct their pronunciation where necessary. Group work
Step 3: Put pupils into pairs and encourage them to ask and Individual
answer questions about what someone would like to eat or drink. work
Go around the classroom to offer support.
Step 4: Invite some pairs to the front of the class to perform their conversations. Pair work Matching game Individual work/
T uses pictures and flashcards, gets 3 pupils to hold the pictures Whole class
and 3 more to hold the sentences. Ask them to find and match.
Praise the ones who finish the matching. Then ask the class to look and say aloud.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, activity 1: Look, listen and repeat or activity 2: Whole class
Listen, point and say, have pupils look at the words or sentences
in the pictures and repeat after the recording Option 2: Play game Pictionary! Group work
- Before the class starts, prepare a bunch of words and put them in a bag.
- Divide the class into two teams and draw a line down the middle of the board. -
Give one pupil from each team a pen and ask them to choose a word from the bag.
- Ask pupils to draw a picture that best describes the word on
the board and encourage their team to guess the word.
- The first team to shout the correct answer gets a point. Option 3:
- Play game in the powerpoint Unit 15 – lesson 2 – period 3
- Divide the class into 2 teams to play “ Yummy”. Group work
- Each team chooses one bowl to go to the question.
- Have pupils look, read and choose the right option.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are not any bowls left.
- The team that gets the most points is the winner. BOARD PRESENTATION
......., .................. 2022 School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 15: AT THE DINING TABLE Lesson 2 – Period 4 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to: -
use the words bean, meat, juice, egg, chicken, water, milk and rice in relation to the topic “Food and drinks”; -
use What would you like to eat/drink? – I’d like some____, please. To ask and answer
questions about food and drinks; -
listen to and understand four communicative contexts in relation to food and drinks. -
look, complete and read four target sentences with the help of picture cues. -
revise target words about food and drinks by playing the game Board race. Core
communication, planning and organization, stress tolerance, and initiative competencies General
Listening: listen and recognize the food and drinks competencies
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
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 33 - Audio Tracks 48
- Teacher’s guide Pages 188, 189, 190 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 15)
- Computer, projector…
III. PROCEDURE Warm-up and review – Listen and number – Look, complete and read – Let’s play – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 15, 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: Play the game Hot Seat!
- Divide the class into 2 teams. Group work
- Choose one pupil to sit in front of their team.
- Stand behind the pupil and write a word on the board.
- Have the pupil in the hot seat listen to their teammates and try to guess the word.
- The first pupil to say the word wins a point for their team.
Then change the pupils with a new member of each team
taking their place in their team's hot seat. Option 3: Individual
- Play games in the powerpoint Unit 15 – lesson 2 – period 4. work/ Group
- Divide the class into 2 teams to play “ Fruit Juice”. work
- Each team chooses one jar of juice to go to the question.
- Have pupils look, read and choose the right option.
- Back to the menu for pupils to choose another question.
- Pupils continue their turns until there are not any jars of juice left.
- The team that gets the most points is the winner. PRACTICE
Activity 4. Listen and number. 8 minutes a. Goal:
To listen to and understand four communicative contexts to ask and answer
questions about food and drinks and number the correct pictures b. Input: Four picture cues:
a. a glass of milk b. a bottle of water c. some beans d. some meat Audio script:
1. A: What would you like to eat?
B: I’d like some beans, please.
2. A: Would you like some meat? B: Yes, please.
3. A: What would you like to drink?
B: I’d like some milk, please.
4. A: Would you like some water? B: Yes, please. c. Outcome:
Pupils can listen to and understand four communicative contexts in relation to food and drinks.
Key: 1. c 2. d 3. a 4. b
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Elicit the names of Whole class
the food and drinks. Play the recording for pupils to listen.
Step 2: Play the recording again for pupils to do the task. Play the Whole class
recording a third time to give pupils another listening opportunity.
Step 3: Check answers together as a class. Play the recording Whole class/
again for pupils to double-check their answers and correct their Individual answers in pairs. work
Extension: If time allows, play the recording sentence by Whole class
sentence for the class to listen and repeat in chorus. Correct their
pronunciation where necessary. PRACTICE
Activity 5. Look, complete and read. 9 minutes a. Goal:
To complete two sentences and two dialogues with the help of picture cues b. Input: – Four picture cues
– Two gapped sentences and two gapped dialogues to complete c. Outcome:
Pupils can look, complete and read four target sentences with the help of picture cues.
Key: 1. bread 2. chicken 3. eggs 4. juice
d. Procedure: Step 1: Have pupils look at the pictures. Have them identify the Whole class/
names of food and drinks in the pictures. Individual
Step 2: Have pupils look at the four incomplete sentences. Draw work
their attention to the missing words in the sentences. Whole class/
Step 3: Model with Picture 1. Have pupils look at the first Individual
sentence. Ask them what word is missing in the gap (bread). Then work
have them complete the sentence (I’d like some bread, please.).
Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw Whole class/
the pupils' attention to the gaps in the sentences in Pictures 2, 3 Individual and 4. work
Step 5: Have pupils complete the sentences individually and ask Individual
a few pairs to read them aloud. work/ Pair Game: Slap the board. work
Divide the class into four teams. Stick the pictures of activities on
the board. Teacher says a sentence, a pupil from each team has Group work
to point/slap the right picture and says the sentence again. The
one who says faster will get points. PRODUCTION
Activity 6. Let’s play. 8 minutes a. Goal:
To revise target words about food and drinks by playing the game Board race b. Input:
Divide the class into two teams and have those teams line up facing the board.
Pupils at the front should be a few metres away from the board. Give pupils at
the front board markers or chalk with different colours (e.g. Team A uses a red
marker / chalk, Team B uses a white marker / chalk). c. Outcome:
Pupils can revise target words about food and drinks by playing the game Board race.
d. Procedure: Step 1: Tell pupils that they are going to play the game Board Whole class/
race. Write Food and Drinks on opposite sides of the board. Individual
Step 2: Have two teams play the game. When you say “Go”, the work
teams have to race to write the name of a food or drink. Each Group work
pupil writes one word at a time, before passing the marker /chalk
to the next pupil and going to the back of the line.
Step 3: Explain that a pupil who makes spelling mistakes or writes Individual
a word of food or drink under the wrong category will be out of work the game.
Step 4: At the end of the game, announce the winner for the team
that has written more correct words. Game:Matching game
T uses pictures and flashcards, gets 3 pupils to hold the pictures Whole class
and 3 more to hold the sentences. Ask them to find and match. / Individual
Praise the ones who finish the matching. Then ask the class to work look and say aloud.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, activity 1: Look, listen and repeat or activity Whole class
2: Listen, point and say, have pupils look at the words, phrases
and sentences in the pictures and repeat after the recording.
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.
- The group that makes it first will be the winner. Option 3: Group work
- Play games in the powerpoint Unit 15 – lesson 2 – period 4.
- Have the whole class play “ Food maze”.
- Have pupils look, read and lead the food eater to find the food or drink. - This game is just for fun. BOARD PRESENTATION
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UNIT 15 — AT THE DINING TABLE Lesson 2 – Period 4 1. Listen and number: 1. c 2. d 3. a 4. b
2. Look, complete and read: 1. bread 2. chicken 3. eggs 4. juice School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 15: AT THE DINING TABLE Lesson 3 – Period 5 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to: -
Correctly repeat and pronounce the sounds of the letters ea and ea in isolation, in
the words bread and meat, and in the sentences I’d like some bread, please; Would you like some meat?; -
Identify the target words bread and meat while listening. -
Say the chant with the correct rhythm and pronunciation. Core
communication, planning and organization, stress tolerance, and initiative competencies General
Listening: listen and recognize the sounds then repeat competencies
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
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 34 - Audio Tracks 49, 50, 51
- Teacher’s guide Pages 190, 191 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 15)
- Computer, projector…
III. PROCEDURE Warm-up and review – Listen and repeat – Listen and tick – Let’s chant – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 15, 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. Group work
Option 2: Play game Board Race!
- Divide the class into two teams.
- Give each team a colored marker.
- Draw a line down the middle of the board and write a topic at the top.
- Have pupils write as many words related to the topic in a relay. - Option 3:
- Play the game in the powerpoint Unit 15 – lesson 3 – period 5. Group work/
- Divide the class into 2 teams to play “ Tic Tac Toe”. Individual
- Have pupils look and say the sentences about the food or work drink they would like.
- Let pupils take turns putting their marks in the squares.
- The first player to get 3 marks in a row (up, down, across) is the winner.
- If all 9 squares are full, the game is over. KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal:
To correctly repeat the sound of the letters ea in isolation, in the words bread
and meat, and in the sentences I’d like some bread, please. and Would you like
some meat? with the correct pronunciation and intonation b. Input:
– The letters ea, the word bread and the sentence I’d like some bread, please.
– The letters ea, the word meat and the sentence Would you like some meat? c. Outcome:
Pupils can correctly repeat the sound of the letters ea in isolation, in the words
bread and meat, and in the sentences I’d like some bread, please. and Would
you like some meat? with the correct pronunciation and intonation.
d. Procedure: Step 1: Draw pupils’ attention to the letters ea, the word bread Whole class
and the sentence I’d like some bread, please. Play the recording
and encourage them to point at the cluster / word / sentence while listening.
Step 2: Play the recording again and encourage pupils to listen Whole class
and repeat. Do this several times until pupils feel confident.
Correct their pronunciation where necessary.
Step 3: Repeat Steps 1 and 2 for the letters ea, the word meat
and the sentence Would you like some meat? Whole class PRACTICE
Activity 2. Listen and tick. 9 minutes a. Goal:
To identify the target words bread and meat while listening b. Input:
Two gapped sentences, each with three options. Audio script:
1. I’d like some bread, please.
2. Would you like some meat? c. Outcome:
Pupils can identify the target words bread and meat while listening. Key: 1. b 2. c
d. Procedure: Step 1: Draw pupils’ attention to the sentences and the gap-fill Whole class/ options (a, b and c). Individual work
Step 2: Play the recording for pupils to listen to. Play the Whole class/
recording again for pupils to listen and tick the correct options. Individual work. Whole class/
Step 3: Get pupils to swap books with a partner, then check the Individual
answers together as a class. Write the correct answers on the work board. Individual
Step 4: Play the recording again for pupils to double-check their work answers.
Extension: Invite one or two pupils to stand up, listen and repeat Group work the sentences. PRACTICE
Activity 3. Let’s chant. 8 minutes a. Goal:
To say the chant with the correct rhythm and pronunciation b. Input:
The lyrics and recording of the chant c. Outcome:
Pupils can say the chant with the correct rhythm and pronunciation.
d. Procedure: Step 1: Draw pupils’ attention to the lyrics of the chant. Model Whole class/
them line by line for pupils to repeat. Individual
Step 2: Play the recording all the way through for pupils to listen work
to the whole chant. Encourage them to listen carefully to the Group work rhythm and pronunciation.
Step 3: Play the recording line by line while pupils listen and Individual
repeat. Correct their pronunciation, if necessary. work
Step 4: Play the recording all the way through for pupils to Whole class/
chant. Encourage them to clap along while chanting. Individual work
Extension: Divide the class into two or more groups to take
turns listening and repeating the chant, while the rest of the Group work class claps along.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, activity 1: Listen and repeat, have pupils Whole class
look at the sounds, words and sentences and repeat after the recording. Option 2:
Game: play the game in the powerpoint Unit 15 – lesson 3 – Group work period 5
- Have the whole class play “Word search puzzle”.
- Have pupils find out the words about food and drinks. - This game is just for fun.
Option 3: Preparation for the project: Whole class
Tell pupils about the project on page 35. Ask them to prepare it
at home by doing a survey with classmates (interviewing) about
food and drinks they would like to eat and drink and report the results to the class. BOARD PRESENTATION
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Unit 15: AT THE DINING TABLE Less on 3 – Period 5 Listen and repeat:
Ea bread I’d like some bread, please
Ea meat Would you like some meat? Listen and tick: 1. b 2. c School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________
Unit 15: AT THE DINING TABLE Lesson 3 – Period 6 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- read and complete a passage with five words “dining, drinks, like, rice, some” provided in a box.
- complete a paragraph about what a pupil and his / her family members would like
to eat and drink by writing the target words in the gaps.
- do a survey with classmates and tell the class about food and drinks they would like to eat or drink. Core
communication, planning and organization, stress tolerance, and initiative competencies General
Critical thinking: do an interview with friends competencies
Oral communication: ask question about what other pupils like
Written communication: practice writing about favourite food and drinks
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
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL: - Student’s book Page 35
- Teacher’s guide Pages 192, 193 - Website sachmem.vn
- Flashcards/pictures and posters (Unit 15)
- Computer, projector…
III. PROCEDURE Warm-up and review – Read and complete – Let’s write – Project – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 15, 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 15, Lesson 3). Group work
- Ask pupils to chant and do the actions in Unit 15, Lesson 3 in groups.
- Give points and encourage them.
Option 3: play the game in the powerpoint Unit 15 – lesson 3 – period 6 Individual
- Divide the class into 2 teams to play “ Hangman”. work/ Group
- Have pupils guess the word letter by letter. work
- Whenever the pupils guess a letter that is in the secret word,
click on the letter to fill it into the blank where it occurs.
- The team that has more correct answers is the winner. PRACTICE
Activity 4. Read and complete. 8 minutes a. Goal:
To read and complete a passage with five words provided in a box b. Input:
An incomplete passage with answer options c. Outcome:
Pupils can read and complete a passage with the correct words.
Key: 1. dining 2. drinks 3. like 4. some 5. rice
d. Procedure: Step 1: Draw pupils’ attention to the words provided in the box and Whole class the five gaps in the passage. Individual
Step 2: Have pupils work individually. work
Step 3: Set a time limit for pupils to complete the activity. Go Whole class/
around the classroom to monitor their reading task. Individual
Step 4: Get pupils to swap their answers with a partner, then check work
answers together as a class. Write the answers on the board. Pair work/ Whole class PRODUCTION
Activity 5. Let’s write. 9 minutes a. Goal:
To complete a paragraph about what a pupil and his / her family members would
like to eat and drink by writing the target words in the gaps b. Input: – A picture cue
– The writing frame with four blanks to complete c. Outcome:
Pupils can read and complete a paragraph about what a pupil and his / her family
members would like to eat and drink by writing the target words in the gaps.
Key: (Pupils’ own answers)
d. Procedure: Step 1: Write the first incomplete sentence on the board: My father Whole class/
and mother would like _______. Individual
Step 2: Read the incomplete sentence together as a class. Elicit the work
words pupils have to use in the gap and encourage them to say the Whole class/ answers. Individual
Step 3: Give pupils time to write the answers in their notebooks. work
Step 4: Repeat Steps 1 to 3 for Sentences 2 and 3. Individual work PRODUCTION
Activity 6. Project. 8 minutes a. Goal:
To do a survey with classmates to find out what they would like to eat and drink,
then tell the class about the results b. Input:
– The instructions: Ask three classmates: What would you like to eat and drink?
Complete the table with their answers. Tell the class about them.
– An example sentence: Lan would like some fish and juice. c. Outcome:
Pupils can interview classmates to find out what they would like to eat and drink,
then share the results with the class.
d. Procedure: Step 1: Draw the table on the board. Ask a pupil: What would you Whole class/
like to eat and drink?, then write their name and answers on the Individual table. work
Step 2: Tell pupils to draw their own tables in their notebooks. Whole class
Step 3: Explain to pupils that they should move around the Group work
classroom and find three classmates to ask. Remind them to write Individual
their answers in the table before moving on to the next person. work
Step 4: Allow enough time for all pupils to complete their tables. Whole class/
Go around the classroom to monitor and offer support. Individual work
Extension: If time allows, invite a few pupils to share their results Whole class with the class.
Fun corner and wrap-up: 5 minutes Option 1:
Using sachmem.vn, activity 1: Listen and repeat, have pupils look Whole class
at the sounds, words and sentences and repeat after the recording. Option 2: Game: Sentence Puzzle
- Divide the class into groups of four. Give each group a sentence Group work
that is broken/cut into pieces. Ask them to arrange the words
to make a complete sentence, then read it aloud.
- The group that makes it first will be the winner. Option 3:
- Play game in the powerpoint for Unit 15 – lesson 3 – period 6
- Divide the class into 2 teams to play “ Memory Matching Group work Games”.
- Have pupils turn any two cards picture-side-up.
- Give pupils points If the two cards turned picture-side-up are
identical and miss turn if the cards are not identical.
- The game continues until all cards have been matched.
- The team that gets the most points is the winner. BOARD PRESENTATION
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Unit 15 - AT THE DINING TABLE Lesson 3 – Period 6 Review: Bean fi sh meat Juice egg chicken Water milk rice Read and complete:
1. dining 2. drinks 3. like 4. some 5. rice Project:
The survey about their friends’ favourite food and drinks.