Starter unit Grammar & words Teacher’s Notes Objectives 1 Match. To introduce the question words What and How • Ask children to look at exercise 1. Say Hello to elicit Hello. To ask and answer the questions What’s your name? and Show the line between the Hello and Hello in exercise 1.
How are you? • Point to What’s your name? and say it out loud. Ask Language children to find the correct response (My name’s Jamie. Questions and answers Ask children to draw a line between the question and What’s your name? My name’s … answer. How are you? I’m fine, thank you.
• Children complete the exercise individually. Materials • Ask different children to ask the questions and give One ball for every ten children the answers in the exercise for children to check their answers. Ask the class to repeat each question and Warmer answer and help with pronunciation. • Pick up the ball.
Say What’s your name? and throw the ball ANSWERS to a child. The child says My name’s (his/her name). The 2 My name’s Jamie. child then asks What’s your name? and throws the ball to 3 I’m fine, thank you.
another child, who does the same. Pair mingle (Optional activity) • Divide the class into groups of ten and give each group • Divide the class into pairs. Play some music. Children take turns asking What’s your name? and stand up and walk around in their pairs.
throwing the ball to another child who answers My • Stop the music suddenly. Each pair finds another pair to name’s …. Lead-in • Children take turns asking one child in the other pair • Draw two stick figures on the board, and write Minh and What’s your name? and How are you? They respond My Thu above the two stick figures. Draw a speech bubble name’s … and I’m fine, thank you.
from Minh’s mouth saying What’s your name? Draw a • Play the music again and continue in this way. speech bubble above Thu and elicit My name’s Thu. Read the story. • Ask children to read the story.
Then point to a picture of Alison to elicit Alison. • Divide children into groups of three. Introduce children to the boy in the picture and say This is Jamie. Ask them to act out the story.
Monitor and help with pronunciation. Question words • Draw attention to the box ain the center of the page. Show the What’s your name? question and answers. Ask a few children What’s your name? and get them to answer My name’s ….
• Point to the How are you? question. Smile, and point to your face. Hold your thumbs up and say I’m fine, thank you. Ask a few children How are you? to elicit I’m fine, thank you.
TIẾNG ANH 3 Family and Friends National Edition © Oxford University Press Printable Resources Teacher’s Notes: Starter unit 1 Permission granted to reproduce for instructional use. Starter unit Grammar & words Teacher’s Notes Objectives • Ask children to look at the second question and count To ask and answer the question How old are you? the number of candles on the cake (five). Ask them what To review numbers 1–10, colors, the alphabet and classroom the answer is (I’m five), find it, and draw a line. language ANSWERS 2 I’m five.
Language How old are you? I’m … Mingle (Optional activity) • Give each child a number between five and ten. Tell them Materials this is their new age. Ask children to get a small piece of One die per small group paper and a pen and move around the class. Colored pencils • Each child asks every other child in the class How old are Warmer you? and responds I’m … • Review question words by playing a dice game.
• Each time a child finds another child who is the same age • Divide children into small groups. Give each group a die. as they are, they draw a small line on their piece of paper. On the board write 1, 3 or 5: What’s your name? 2, 4 or 6: • At the end, children count how many children are the How are you? same age as they are.
• One child rolls the die. He/She checks which question the 3 Read and color. number on the die corresponds to and asks this question to the child on his/her right. • Ask children to look at exercise 3.
Point to and elicit the numbers (eight, ten, two, five, seven, three). • Children continue playing in this way until they have all asked all the questions. • Draw children’s attention to the coloring instructions. Read the first sentence to the class and ask What color is Lead-in number five? (red).
Repeat with the other sentences. • Review 1–10 by drawing a birthday cake on the board and ANSWERS adding one candle at a time for children to count. 8 brown 10 yellow 2 pink 5 red 7 blue 3 green • As you elicit each number, ask for the spelling and write it 4 Match. on the board.
• Draw attention to the example and elicit the name of the Read the story. • Ask children to count the number of candles on Alison’s • Point at the upper case E. Elicit the match lower birthday cake (three), and then to read and check. Make sure children understand the task.
Children • Elicit the question Alison is asked (How old are you?), and complete the activity. how she answers (I’m three.) Help with pronunciation if ANSWERS necessary. G g, E e, A a, D d, R r, Q q Question focus 5 Look and write. • Ask children to look at the box beneath the story.
Draw • Draw attention to the pictures and elicit the instructions. attention to the first picture, with the question How old are • Ask children to look at the box with the instructions. Read you? Ask children to count the candles and give the answer out the first instruction Don’t talk, please!. and ask Which (I’m five.) Children then look at the second picture to check.
picture? Children write the instruction under the picture. ANSWERS 1 Sit down. 3 Don’t talk, please! • Ask children to look at exercise 2. Ask children to read the first question and count the candles on the cake (six). Show children the line between the question and I’m six.
TIẾNG ANH 3 Family and Friends National Edition © Oxford University Press Printable Resources Teacher’s Notes: Starter unit 2 Permission granted to reproduce for instructional use. Starter unit Unit test Teacher’s Notes Testing and evaluation There are 12 one-page Unit tests which cover the vocabulary and grammar content presented in each core unit. Each test contains vocabulary activities and grammar activities. The Unit tests can be administered at the end of each unit.
Administering a test Testing is an important part of the teaching / learning process. Children can become anxious about tests, so it is important to create a calm and supportive environment. Before giving a test, have a quick warm-up session on the language to be covered in the test. Explain the scoring system to the class so that they feel responsible for their own learning process.
All the Unit tests in Tiếng Anh 3 Family and Friends National Edition have a total of 15 points. Grading for Unit tests is as follows: 14–15 Excellent 11–13 Very good 7–10 Good 4–6 Satisfactory 0–3 Needs further work 1 How many? Count and circle. ANSWERS 2 five 3 seven 4 two 5 ten 2 Write. ANSWERS 2 old 3 Don’t 4 Stand 3 Match.
ANSWERS 1 Stand up, please! 2 Sit down, please! 3 Don’t talk, please! 4 Close your books, please! 4 Circle the colors. ANSWERS orange green brown blue TIẾNG ANH 3 Family and Friends National Edition © Oxford University Press Printable Resources Teacher’s Notes: Starter unit 3 Permission granted to reproduce for instructional use. Unit 1 Grammar & words Teacher’s Notes Objectives ANSWERS The possessive adjectives my and your 2 teddy bear – Alison (girl) 3 doll – Alison (girl) 4 car – Jamie (boy) Focus on is as a form of the verb be, and its position in the sentence in statements with this 2 Circle my and your. Language • Ask children to look at exercise 2.
Draw their attention to Jamie’s first sentence, This is my ball. Show them that Toy vocabulary: ball, car, doll, kite, teddy bear, train, bike Jamie is holding the ball to himself, and the circled my. Statements with be (This is …) Ask them to look at the teddy bear that Jamie is holding Possessive adjectives my and your out, and say My or your? to elicit your. Ask children to find British English American English your in the sentence, and circle it.
teddy teddy bear ANSWERS This is your teddy bear. Materials Flashcards 18–24 This is my doll. This is your car. A pencil 3 Write my or your.
Warmer • Ask children to look at exercise 3. Ask them to look at the • Play a game of Listen, point, and say to review toy vocabulary. second picture and say Who is speaking? (Jamie). • Place Flashcards 18–24 around the classroom.
• Draw children’s attention to the first sentence. Ask them • Call out a vocabulary word, e. The children point to to look at the ball in the second picture. Then ask them the correct flashcard or object.
to find the same ball in the picture above (next to Jamie). Show them the word my in the sentence. • Now point to the flashcard or object. The children say the word.
• Draw children’s attention to the second sentence, and ask them to find the toy word (teddy bear). Ask them to find Lead-in the same teddy bear in the picture above, and say Is the • Hold up a toy flashcard and ask What’s this? Children teddy bear next to Jamie or Alison? (Jamie). Say My or your? respond It’s a (ball / car / doll / kite / teddy bear / train / bike). Ask them to write my in the sentence.
• Repeat, this time asking individual children to answer the ANSWERS questions. 2 This is my teddy bear. 3 This is your car. 4 This is your kite. 5 This is your train. Read the story. 4 Write my or your and complete the words.
• Ask children to look at and read the story. • Draw children’s attention to the explanation in the box • Ask children to look at exercise 4. Ask them to look at the picture and say Who is speaking? (Alison) below. Hold a pencil to your chest, and say This is my pencil.
Pick up a child’s pencil and hold it toward them, • Draw children’s attention to the first sentence, and ask and say This is your pencil. what the toy word is (train). Ask them to look at the train in Alison picture. Then ask them to find the same train in 1 Match.
the picture above (next to Jamie). Show them the word • Ask children to look at exercise 1. Focus their attention on your in the sentence. the picture of the ball.
Ask them to look at the ball in the • Draw children’s attention to the second sentence, and ask story and show Jamie saying This is my ball. Show children them what the toy word is (teddy bear). Ask them to find the line between Jamie and the ball in exercise 1. the same teddy bear in the picture above, and say Is the • Ask children to look at the picture of the teddy bear.
Ask teddy bear next to Jamie or Alison? (Alison). Say My or your? them to look at the teddy bear in the story and show (my). Ask them to write my in the sentence.