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Unit 3. People around me. By the end of Unit 3 pupils will be able to: • ask for and give information about a family • ask and answer about other people’s names • ask and answer the question ‘Where are you from?’ • describe appearance • read family words, colours, numbers, countries Vocabulary My, his, her, your Africa, America, Belarus, Britain Mouth, nose, eyes, ears, hair Long, short, big, little Fair (hair) Baby, friend

Structures This is my mum. My name’s Liz. Where are you from? – I’m from Belarus. I’ve got fair hair. I’ve got grey eyes. He’s got short black hair. She’s got big blue eyes.

Lesson 1. This is my family. Aim To present and practice grammar structure Pronunciation [ð], [r] Letter secrets th = [ð], r = [r]

New language This is my mum. Baby Classroom language Read together. Answer the question. How many sounds/letters are there in this word? Listen and number.

Revision Family Letters and sounds. You will need Flashcards of family (with words for sight reading); a blindfold

5

I. Warm-up. • Alphabet chant • Revise letters and sounds. II. Grammar presentation and practice. Presentation Say that today Mike will visit Liz’s family. Ask pupils if they remember Liz’s family members. Show the flashcards as pupils name the people, arrange them one the board. Take the flashcard of Liz and say that she wants to introduce her family. Disquise your voice to sound like Liz and say, pointing with your hand: This is my mum. This is a baby. Etc. Checking understanding T: What does she say? Ps: M N G N N . Pronunciation T: [ð], [ð], [ð], this. Pupils repeat. T: [r], [r], [r], brother, granny, grandad. Pupils repeat. Recap the sentences: This is Liz’s … (elicit from Ps) mum. This is Liz’s … dad. When pupils are ready, give them a chance to produce the whole sentence. Practise the words and phrases in chorus and individually. Practice Pupils speak in a round. P1: This is Anton. I’m Kate. P2: This is Kate. I’m Dasha. Etc. Sight reading • Stand in the centre so that pupils can see the flashcards with pictures and words. Encourage pupils to read the words with you: Read together! Point to the letters in the words as pupils read them. • Then turn the side with words only and repeat the procedure. Keep your voice leading, allowing pupils to catch the word stress and feel safe. • Put the flashcard of Liz and draw a bubble: This is my … Put several cards as options, making sentences: This is my mum. Etc. Picture dictionary (PB p. 31, ex. 1) Pupils point to the picture and name the people in the photo. Then pupils put their fingers under each of the word and read them together. III.

Story. PB p. 31, ex. 2a Pre-listening Mike is visiting Liz’s family. T: This is Liz’s family. Who can you see? Elicit the answers from pupils. While-listening T: Listen and point. Tapescript: 6

1. Mike: Hello. Liz: Hello. 2. Liz: This is my dad. Dad: Hello, Mike! Mike: Hello! 3. Liz: This is my mum. Mum: Hello, Mike! Mike: Hello! 4. Liz: This is my grandad. Grandad: Good morning! Mike: Good morning! 5. Liz: This is my granny. Granny: Good morning! Mike: Good morning! 6. Liz: This is my sister. Sister: Hi, Mike Mike: Hi! 7. Liz: This is my brother. Brother: Hello! Mike: Hello! 8. Mike: Oh! A cat? 9. Liz: No! My baby brother! Shared reading (PB p. 32, ex. 2b) Tell pupils that you and they will read in unison: Read together, you and me. Insist that pupils put their finger on the text and follow it while they read. Read the text several times (two-three times). Divide the class into two big groups: ‘Liz’ and ‘Mike’. Say: All Lizes, read together. All Mikes, read together. Read the same text together with pupils, encourage pupils to join with their roles and read in unison. It is recommended to change the roles for the two big groups to give pupils more practice in reading. Divide the class into pairs, assign the roles: P1 is Liz, P2 is Mike. If pupils feel confident enough, let them read independently, without reading in unison with the class and you. Anyway, this stage should finish with “independent” reading when pupils read in their small groups without anyone’s help. Monitor the 7

class. Help those who need your help. Be patient. Learning to read is a long process but your pupils have already made very serious steps towards the success. Any ‘Shared reading” can finish with acting out the story as pupils have heard and read the text a lot of times. They are just ready to close their Pupil’s Books and act out the story in front of the class, but it is up to you to decide if you do it with your class or do a different activity instead. Please don’t always skip acting out; do it at least from time to time. IV. Moving activity (Blind man). One pupil is blindfolded. Other pupils greet him or her in turns:Ps: Hello, … (they can disguise their voices). ‘Blind man’: This is Tanya. Ps: Yes. / No. When ‘Blind man’ guesses a pupil, he/she becomes the ‘blind man’. V. Workbook activities. Listen and number (WB ex. 1A) T: Listen and number. Tapescript: Number 1. This is my mum. Number 2. This is my dad. Number 3. This is my grandad. Number 4. This is my baby sister. Number 5. This is my big sister. Number 6. This is my brother. Number 7. This is my granny. Number 8. This is my cat. Ex. 1B Explain to pupils that the sentences in ex. 1B describe the pictures in 1A. Tell them they need to read the sentences, find the appropriate picture and write its number next to the sentence. VI. Letter secrets. PB p. 32, ex. 3a ] and ask: How many sounds are there in this word? Elicit the • Pronounce [ answer from pupils: Three. • Then write the word ‘this’ and ask: How many letters are in this word? Elicit the answer: Four. • Ask: Why? Elicit: Two letters make one sound. Write it on the board: th= [ ]. • Read the phrase ‘This is my brother’ in the book and then practice reading it in different voices (fast, slowly, quietly, loudly, etc). Follow the same procedure with r = [ ] and My granny and my grandad are great! VII. Reading words. 8

PB p. 32, ex. 3b Write the words from ex. 3B on the board and read them together with pupils. Then set the reading for pair work. VIII. Workbook activities. Listen to the teacher and write the missing letters (WB ex. 2) Highlight the ‘th’ and ‘r’: put them on flashcards or write on the board in colour. Demonstrate the first example on the board and then read the words making pauses between words for pupils to write the missing letters: red, Rose, granny, brother, grandad, this. Allow pupils to check their answers in pairs and then check open class, eliciting the letters and writing them on the board. IX. Homework. PB p. 32, ex. 4; WB ex. 3; bring family photo(s). X. Round-up. T: What’s your favourite letter?

Lesson 2. What’s his name? Aim To present and practise grammar Pronunciation Rhythm Letter secrets a = [eK], a = [{]

New language My, his, her, your My name’s Liz. Classroom language Read together. How many syllables are there in this word?

Revision Family Letters and sounds You will need Flashcards of family with words for sight reading; pictures of children with names, pupils’ family photos

I. Warm-up. Put photos/pictures of boys and girls (from old magazines), invent and write their names (any names in the book, easy to read) and stick the pictures in different places around the room. Pupils walk around and make sentences: This is Ben. This is Jenny. Etc. Monitor their pronunciation. II. Checking homework. III. Grammar presentation and practice. Presentation T: My name’s Tatiana Ivanovna. What’s your name? 9

Take the pictures from the warm-up and ask: What’s his name? What’s her name? Pupils can just give the names. Put 2 pictures, of a boy and a girl, on the board and write the two questions with gaps: What’s … name? Elicit ‘his’ and ‘her’ from pupils and write them in, using coloured chalk. Checking understanding Ask around the class, pointing to different pupils: What’s his/ her name? Elicit the answers and write them on the board: His name’s Anton. Her name’s Alina. Pronunciation T: what-name; what’s his name; what-name; what’s her name. Keep the rhythm and make sure pupils don’t overstress ‘his’ and ‘her. Clap hands or snap fingers to help pupils with the rhythm. IV. Practice Pair work Show a picture and ask: What’s his name? or What’s her name? Then give out the pictures to pupils and let them ask and answer questions in pairs. Song (PB p. 33, ex. 1) Pre-listening Pupils count the boys and girls in the pictures. T: Listen to the song. What are their names? While-listening Tapescript: What’s your name? My name’s Liz. Hip, hip, hip, Hooray! What’s your name? My name’s Mike. Hip, hip, hip, Hooray! What’s his name? Hat’s his name? What’s his name? Andy! What’s his name” What’s his name? What’s his name? Sandy! 10

What’s her name? What’s her name? What’s her name? Polly! What’s her name? What’s her name? What’s her name? Molly! His name’s Andy! His name’s Sandy! Her name’s Polly! Her name’s Molly! Post-listening • Check pupils’ answers. • Do shared reading See the full instruction in Unit 3, Lesson 1, Activity 2. Insist that pupils put their index finger on the text and follow it as they read. First, boys read the questions and girls read the answers. Then they change their roles and read the song together one more time. After that they practice in pairs. Monitor pupils as they read. V. Grammar secret. PB p. 34, ex. 2 Presentation Write the pronouns ‘I’, ‘he’, ‘she’ and ‘you’ on the board, checking that pupils remember and understand them. Then elicit the corresponding possessive adjectives ‘my’, ‘his’, ‘her’ and ‘your’. After that read the sentences from the ex. 2 together with pupils. Practice (PB p. 34, ex. 3a) Tell pupils these are members of one family. Read the names together and allow pupils to speak in turns in pairs. Example: His name’s Dave. Role play (PB p. 35, ex. 3b) Tell pupils that the people in ex. 3A are Pat’s family (point to Pat’s picture). Read the model together, taking over the role of Pat. Then pupils work in pairs. Speak about you (PB p. 35, ex. 4) Pupils show their family photos and present their family members. Example: This is my mum. Her name’s Lena. Moving activity (Secret touch). P1 stands with his/her back to the others. P2 touches P1’s shoulder and P1 guesses: His/ her name’s… When the name is guessed, P2 stands with their back to the class and guesses. 11

Workbook activities. Listen and match the names with the pictures (WB ex. 1A) Pre-listening T: Look at the picture. Explain that these people are the boy’s family and their names are written in the box. Read the names together with pupils and demonstrate how to match by drawing a line from a picture to a name. While-listening T: Listen and match. Tapescript: I’ve got a mum. Her name’s Lena. I’ve got a dad. His name’s Ron. I’ve a granny. Her name’s Polly. This is my sister, her name’s Liza. And this is my baby brother, his name’s Ben. Post-listening Check pupils’ answers. Key: Liza – sister; Ron – dad; Polly – granny; Ben – baby brother; Lena – mum. Look at the picture in ex. 1A and fill in the gaps (WB ex. 1B) Explain to pupils that sentences in ex. 1B refer to the picture in ex. 1A. Elicit what words are missed. Give pupils time to write the words in the gaps. Let them check their answers in pairs. Monitor the class. VI. Letter secrets. PB p. 35, ex. 5a Remind pupils that the letter ‘A’ is a vowel and can correspond to 2 sounds. Read the funny phrases together with pupils, make sure they understand the meaning and practice reading them in funny voices. Introduce the idea of syllables: How many syllable are there in the word? Draw pupils’ attention that the silent letter ‘e’ makes a syllable. So is the syllable ends with ‘a’, the letter is pronounced [ ], it is free, not blocked. If the letter is ‘blocked’ by a consonant, it is pronounced [{], not free. PB p. 36, ex. 5b Read the words together with pupils and give them some time to read in pairs, while you monitor them closely. Workbook activities. Match (WB ex. 2) Pupils match the words, then check their answers in pairs and later open class. VII. Homework. PB p. 36, ex. 6; WB, ex. 3, 4. PB ex. 6. Key: 1. His name’s Peter. 2. Her name’s Susie. 3. His name’s Mike. 4. Her name’s Mrs. Read. 5. Her name’s Liz. 6. His name’s Lucky. 12

VIII. Round-up. Song ‘What’s his name?’

Lesson 3. Where are you from? Aim To present and practise vocabulary and grammar structure Pronunciation [r] Letter secrets h = [h], sh = [ʃ]

New language Africa, America, Belarus, Britain Where are you from? I’m from Belarus. Classroom language Read the words. Read together.

Revision My, his, her, your My name’s Liz. Family Letters and sounds You will need Flashcards for sight reading; a map of the world

I. Warm-up. Start a round. T: My name’s Tatiana Ivanovna. P1: Her name’s Tatiana Ivanovna. My name’s Anton. P2: Her name’s Tatiana Ivanovna. His name’s Anton. My name’s Dasha. Etc. Song ‘What’s his name?’ Sight reading of family members II. Checking homework. III. Vocabulary and grammar presentation Presentation Arrange the flashcards of the characters on the board and ‘speak’ to them. T: Mr. Compy, where are you from? T (for Mr. Compy): I’m from America. Peter, where are you from? T (for Peter): I’m from Africa. Mrs. Read, where are you from? T (for Mrs. Read): I’m from Britain. T: Children, where are you from? T (for pupils): We’re from Belarus. Show the countries on the map, and encourage pupils to repeat, recapping the countries. Checking understanding Check understanding the question and the answer in Russian. Pronunciation [r] – brother, granny, grandad, America, Britain, Africa, from, where are you from? Practice Sight reading 13

Stand in the central position with the flashcards of countries. First, pupils read the words from the side ‘picture-and-word’; then, they read from the side ‘word only’. Pupils read aloud, in unison. Picture dictionary (PB ex. 1) Read the words together and then set up reading in pairs. IV. Practice Pair work Give out the flashcards of characters to different pupils and demonstrate a short conversation with a confident pupil. T: Hello, Mrs. Read, where are you from? P: I’m from Britain. Etc. Story (PB p. 36, ex. 2a) Pre-listening Introduce the situation. Nikita, a Belarusian boy, meets Mike and they get acquainted. T: What questions do they ask? While-listening T: Listen and point. Tapescript: 1. Mike: Hello. What’s your name? Nikita: My name’s Nikita. What’s your name? Mike: I’m Mike. 2. Mike: Where are you from? Nikita: I’m from Belarus. Peter: I’m from Belarus! I’m from Belarus! 3. Mike: No, Peter. You’re from Africa. He’s from Belarus. 4. Peter: I’m from Africa! I’m from Africa. Post-listening T: Is Peter from Belarus or from Africa? Shared reading See the full instruction in Unit 3, Lesson 1, Activity 2. Insist that pupils put their index finger on the text and follow it as they read. Make your voice emotional and keep the English rhythm. Divide pupils into three groups: Mike, Nikita and Peter. Choose a role and read (PB p. 37, ex. 2b) Pupils read the text in groups of three. 14

V. Grammar secret. PB p. 37, ex. 3 Read the sentences together with pupils. Read and match (PB p. 38, ex. 4) Read the sentences with numbers and then with letters. Demonstrate how to do the task and arrange that pupils write the answers in their exercise-books. Pait work (PB p. 38, ex. 5) Pupils work in pairs. They speak in turns about the children in the pictures. Example: Her name’s Alina. She’s from Belarus. Moving activity. Give out slips of paper with different countries. While you clap your hands, pupils mingle around the classroom. When you stop clapping, they stop and speak to the nearest classmate. P1: Hello, where are you from? P2: I’m from Britain. Where are you from? P1: I’m from Africa. Then you clap again and pupils start mingling. Workbook activities. Listen and tick (WB ex. 1A) Pre-listening Elicit the names of the book characters: Winnie-the-Pooh, Bonifatsiy, Alice, Alyonka, Mickey Mouse, Pilipka. While-listening T: Listen and tick. Tapescript: 1. Hello! My name’s Winnie-the-Pooh. I’m from Britain. 2. Hi! I’m Bonifaciy. I’m from Africa. I love Africa. 3. Hello. My name’s Alice. I’m from Britain. 4. Hello! I’m Alyonka. I’m from Belarus. 5. Hi! I’m Mickey Mouse. I’m from America. 6. Hello! I’m Pilipka. I’m from Belarus. Post-listening Check pupils’ answers. Use the clues in ex. 1A and complete the sentences (WB ex. 1B) Explain to pupils that the numbers of the sentences correspond to the pictures in ex. 1A. 15

VI. Letter secrets. PB p. 39, ex. 6a Say several words starting with [h]: Help, how, hello, he, her, his. Ask pupils to say what sound is similar in all these words. Write the letter ‘h’ on the board. Ask: What’s the letter secret? Elicit from pupils: Letter Hh – sound [h]. Write h = [h]. T: [s]-[ :]-[ʃ]-[ə]. How many sounds are there in this word? Ps: Four. Write ‘Sasha’ on the board and ask: How many letters are there in this word? Ps: Five. T: Why? Ps: Two letters make one sound. Write on the board: sh = [ʃ]. Read the funny phrases in ex. 6A together and make sure pupils understand the meaning. Then practice reading the phrases in different voices. Reading words (PB p. 39, ex. 6b) Read the words together. Then set it up for pair practice. Monitor the class. Workbook activities. Listen to the teacher and write the missing letters (WB ex. 2) Pupils listen to the teacher and complete the gaps: hi, she, Sasha, hello, Pasha, her. Give out the flashcards of characters to different pupils and demonstrate a short conversation with a confident pupil. T: Hello, Mrs. Read, where are you from? P: I’m from Britain. Etc. VII. Homework. PB p. 39, ex. 7; WB ex 3. PB ex. 7. Key: 1. Her name’s Sharon. She’s from America. 2. His name’s Harry. He’s from Africa. 3. His name’s Henry. He’s from Britain. 4. Her name’s Natasha. She’s from Belarus. VIII. Round-up. T: Who’s you favourite character? Where’s he from?

16

English 3 Teacher Unit 3.1-3.pdf

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