Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Lesson One Words

Objectives
 To identify types of food
 To understand a short story
Language
 Language focus: listening, reading
 Vocabulary: salad, noodles, pizza, milkshake, chicken
 Extra vocabulary: It’s OK, bad
 Pronunciation tip: Focus children on the /ts/ sound in pizza.
Resources and materials
 Student Book p. 20
 Workbook p. 20
 Audio Tracks 21, 27–29
 Flashcards 2429
 Story poster 3
 Story from Student Book p. 20 photocopied (set per group)
 Worksheet 1: My matching pairs (one copy per child)
 Colored pencils or scissors

Introduction
Weather report: Ask the class about today's weather.
Song: Play Track 21 from p. 16 to warm up the class and review the last lesson.
Warmer
 Tell children that today’s lesson is about food. In groups of three to four students, give them a piece of paper and tell
them they have three minutes to write down as many food words (in English) as they can think of.
 At the end of the time, count up how many they have and answer any questions.
 Ask them to compare their paper with the group next to them and cross out any words that are the same.
 They can then teach each other any extra words left on each piece of paper.
 Monitor and help with spelling and pronunciation.
Lead-in
 Use Flashcards to elicit the food vocabulary for this lesson. Hold them up one at a time for children to name the
different types of food. Model any words that children do not know.
 Hold the flashcards up in a different order and repeat.

Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to look at the pictures in their Student Books of the different kinds of food.
 Play the first part of the recording (Track 27) for children to listen and point to the pictures. Hold up the appropriate
flashcard as each word is said.
 Play the second part of the recording, pausing after each word for children to repeat.
 Play the recording all the way through for children to listen and point and then repeat the words.
 Hold up the flashcards in a random order and ask the class to say the words.
Transcript (Track 27)
Listen and point.
salad, noodles, pizza, milkshake, chicken
pizza, salad, chicken, noodles, milkshake
Listen and repeat.
salad, noodles, pizza, milkshake, chicken

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Pointing game
 Put Flashcards in different places around the room.
 Call out one word.
 Ask children to listen to the word and point to the correct flashcard as fast as possible. Have them repeat the word
when they point.
 Choose a child to say a word for the class to point at.
Listen and chant. (Exercise 2)
 Play the recording (Track 28) for children to listen to the chant.
 Play the chant a second time for children to repeat the words in the pauses. Repeat (more than once if necessary).
 Encourage the children to say the chant as a class, without the recording.
Transcript (Track 28)
salad, salad, salad
noodles, noodles, noodles
pizza, pizza, pizza
milkshake, milkshake, milkshake
chicken, chicken, chicken
Mime it!
 Divide the class into five groups, one for each type of food.
 Tell the children they have that kind of food in front of them, and they are about to eat (or dink) it.
 Play the recording for the children to do the chant again. When their food is mentioned, they mime eating or drinking
it.

Development
Listen and read. (Exercise 3)
 Use Story poster 3 to present the story. Talk about each frame one at a time with the class. Encourage predictions
about the story from different members of the class.
 Ask children to look at the story in their Student Books. Play the recording (Track 29) for them to listen and point to
the different speech bubbles as they hear the words.
 Ask questions to check comprehension, e.g., Where are Mom, Rosy, and Billy? Does Rosy give Billy a sandwich? Does
Billy eat the sandwich?
 Ask children to look at the story again. They find and point to the words from Exercise 1.
Make the story.
 Ask children to close their books.
 Give out the pictures from Student Book p. 20 with the numbers blanked out, photocopied and cut into cards.
 In groups of three or four students, ask children to put the story in the correct order.
 When they have finished, they can check in their books. Collect the cards at the end of the activity to use again in the
next class.

Consolidation
What’s missing?
 Tell the class that you are going to have a picnic, but there are some very angry birds in the trees. Put the food
flashcards on the board for the children to say what you have at your picnic.
 Ask the children to close their eyes (and put their heads down on the desk!). Remove one flashcard and rearrange the
others and ask the class to tell you what the birds have taken.
Worksheet 1: My matching pairs
 Ask children to look at the example cards for pizza on Worksheet 1.
 They should complete the rest of the cards by writing the word and drawing a picture of the target vocabulary
milkshake, noodles, salad, and chicken.
 When the cards are completed, ask children to cut them up and exchange cards with their partner. Their partner
should try to match the picture and the words of the new set of cards.

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

 Tell the children they can practice this matching game at home with their family, but they should bring the cards back
to use again in the next lesson.
Exercises: Workbook p. 20
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Lesson Two Grammar

Objectives
 To ask and answer questions about what people have
 To write short answers to questions
 To act out the story
Language
 Language focus: listening, speaking, writing
 Vocabulary:
Do you have a milkshake? Yes, I do. / No, I don’t.
Does he have a sandwich? Yes, he does. / No, he doesn’t.
Resources and materials
 Student Book p. 21
 Workbook p. 21
 Audio Tracks 23, 29–30
 Flashcards 2529
 Story poster 3
 Story cards (from the previous lesson)
 Word-picture pairs students made from the previous lesson

Introduction
Weather report: Ask the class about today's weather.
Song: Play the chant from p. 17 (Track 23) to energize the class and review the vocabulary.
Warmer
 Play a game of Pictionary. Ask children to work in pairs. One child starts to draw a food word. Their partner must
guess what it is and call out answers. When they have guessed correctly the children change roles.
Lead-in
 Hold up Story poster 3. Ask children what happened in the story. Prompt if necessary with questions, e.g., What
happens to Billy’s sandwich? (the birds eat it).
 Children check if they remembered correctly by looking at the poster.

Presentation
Order the story.
 Give out the Story cards from the previous lesson. Make sure that children keep their books closed.
 In groups of three to four students, they should try to put the story into the correct order. Then listen to Track 29 to
see if they are correct.
 If any cards are in the wrong order, they can change them around as they listen.
Listen to the story and repeat. Act. (Exercise 1)
 Ask children to turn to the story on p. 20 of their Student Books. Play the recording (Track 29), pausing after each line
of text for children to repeat.
 Ask children to look at the different actions that the people do in the story. As a class, decide on the actions for the
story (see suggestions below).
 Divide the class into groups of three to play the parts of Mom, Rosy, and Billy.
 Play the recording a second time for children to mime the actions as they listen.
 Children practice acting out the story in their groups. Monitor the activity, checking for correct pronunciation.
 Ask some of the groups to come to the front of the class to act out the story.
Story actions
Picture 1: Mom puts down the bag of food and Rosy takes her milkshake.

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Picture 2: Mom looks around for Billy. Rosy points to him. Billy is playing with a toy plane.
Picture 3: Mom holds up a sandwich. Rosy holds up a salad.
Picture 4: Rosy gives the food to Billy.
Picture 5: Billy bursts into tears. Mom and Rosy look concerned.
Picture 6: Mom pats Billy on the back to reassure him. Rosy scares away the birds.
Listen and say. (Exercise 2)
 Ask children to look at the pictures in the Let’s learn! box. Ask What can you see? Children identify the types of food.
 Play the recording (Track 30), pausing after each question and answer for children to point to the picture and repeat.
 Write the sentences and questions on the board. Play the recording again, miming the actions in the pictures to
reinforce meaning. Children repeat again.
 Erase the food words in each sentence and replace them with flashcards to elicit sentences with the same pattern,
e.g., Do you have chicken? Does he have salad? Does she have a milkshake? Children repeat the new sentences.
 Invite different children to change the food words to make new sentences and questions.

Development
Look and say. (Exercise 3)
 Ask children to look at the picture on p. 21 in their Student Books and tell you what food the children have.
 Children read the answers in the word box. Read the questions the girl asks for the children to give the correct answer
from the two options.
 Drill the pronunciation of Yes, I do and No, I don’t.
 Allow time for children to work with a partner to ask and answer the questions.
 If you wish, have some of the pairs ask and answer the questions while the class listens.
Answers
1. Yes, I do.
2. No, I don’t.
Flashcard practice
 Invite five children to come to the front of the class and give them a food flashcard each. Ask them to face the class
and show them their flashcards.
 Ask the class Does he/she have salad/chicken/a milkshake?
 Give the flashcards to five different children. This time ask Do you have noodles/a pizza?
 The class should answer in chorus.
Look and write. (Exercise 4)
 Ask the class to look at the picture and tell you what food the children have.
 Children read the answers in the word box. Read the first question and have a child read the example answer.
 Allow time for children to read the questions and write the correct answers.
 Go over the answers with the class. Ask the questions for the class to answer.
Answers
1. No, he doesn’t.
2. Yes, he does.
3. Yes, she does.
4. No, she doesn’t.
5. No, he doesn’t.

Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble. Ask Does she have a sandwich? Have one student answer Yes,
she does.
 Have a pair of students ask and answer the same question.
 Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page.
Do you have…. Bingo!

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

 Ask children to write down (or draw) three food words from the unit. They should keep this secret.
 Put the children into pairs and ask them to play Bingo with their partner. Children take turns asking Do you have….?
and try to guess what their partner has written down. Their partner answers either Yes, I do or No, I don’t.
 The winner is the first child to guess all three of their partner’s foods.
Concentration game
 In groups of three or four, children take one of the sets of word-picture pairs they made in the previous lesson and
place all cards face down on the table in random order.
 One at a time, children turn over two cards and try to find a matching pair (a picture and a word). As each child looks
at the card, they should say the word they have turned over.
 If the cards match, the child keeps them and gets one point.
 Replay the game using different children’s sets of cards.
Exercises: Workbook p. 21
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Lesson Three Song

Objectives
 To learn the numbers 10–100
 To use the numbers in the context of a song
Language
 Language focus: listening, speaking
 Vocabulary: ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
 Extra vocabulary: start (v+n), easy, if, try, number, high, done
Resources and materials
 Student Book p. 22
 Workbook p. 22
 Audio Tracks 31–32
 Flashcards 2938
 Number cards 1–20
 Number word cards, one cut-up piece for each child
 Worksheet 2: Fill-in-the-blanks (one for each pair)

Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
 Review numbers 1–20 by counting around the class. Start the game yourself. Say one, and then point to the child
nearest you to say two. The next child says three, and so on.
 When you reach 20, start again.
Make a match.
 Display pictures on the board containing between 1 and 20 items. Call on individual children to count things in one
picture and find a flashcard with a matching number. Children place the pair together. The class should count the
items on each flashcard in chorus before making the match.
Lead-in
 Use Flashcards to introduce the new numbers. Hold up the cards one at a time and say the words for children to
repeat.
 Hold up the cards in a different order for children to say the numbers again.

Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to look at the numbers in their Student Books. Play the first part of the recording (Track 31) for children
to point to the pictures and say the words.
 Play the second part of the recording for children to repeat the words.
 Play the recording all the way through for children to listen and then repeat.
 Hold up Flashcards one at a time for individual children to say the words.
Transcript (Track 31)
Listen and point.
ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
forty, ninety, ten, fifty, twenty, seventy, one hundred, thirty, eighty, sixty
Listen and repeat.
ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
Order the flashcards.

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

 Ask ten children to come to the front of the class. Give each one a different number flashcard and ask them to stand
in the correct order.
 Say the numbers with the class. As each number is said, the person holding that flashcard takes a step forward and
then back again.
Listen and sing. (Exercise 2)
 Ask children to look at the pictures. Point to the numbers for the class to say aloud. Ask children to tell you what they
think the song is about (numbers).
 Play the recording (Track 32) all the way through once for children to listen to. Then play it again as they follow the
words in their books.
 Play each line of the song for children to repeat aloud.
 Play the recording again for children to sing along.

Development
Stand up game
 Give each student a number word card from the song. Play the song (Track 32).
 Each time children hear their word, they quickly stand up and sit down.
Sing and do. (Exercise 3)
 Divide the class into ten groups and give each group one of the Flashcards 10–100.
 Play the recording (Track 32) for children to sing and do the actions (see below).
 Change the cards around and play the song again.
 Children do new actions for their new number.
Song actions
When children hear their number, they follow the actions in the pictures, e.g., the group with the flashcard for number 10
holds up one hand as if waving the card; the group with number 20 holds the card in front of them, etc.

Consolidation
Bingo
 Ask the children to draw a grid, three by three (or three by two) squares. In each of the squares, they write a different
word from the vocabulary (numbers ten to one hundred).
 Call out the words from the vocabulary set in any order, keeping a record of the words used so students don’t hear
them twice. The children cross off the words as they hear them. The first child to complete a line of three shouts
Bingo!
Worksheet 2: Fill-in-the-blanks
 Ask children to keep their books closed and give out Worksheet 2.
 In pairs, ask them to try to remember the words missing from the song and write them in the blanks.
 After a few minutes, play the recording (Track 32) so they can check their answers.
 If there are any they are still not sure about, they can open their books to check.
Exercises: Workbook p. 22
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Lesson Four Phonics

Objectives
 To pronounce words made by the letter combinations gr, br, and fr
 To differentiate between the sounds /gr/, /br/, and /fr/
Language
 Language focus: listening, speaking, reading
 Vocabulary: grass, grapes, brush, bread, frog, frisbee
Resources and materials
 Student Book p. 23
 Workbook p. 23
 Audio Tracks 32, 33–35
 Phonics cards 1012

Introduction
Weather report: Ask the class about today's weather.
Song: Play the song Let’s count to one hundred! (Track 32) to energize the class and review the previous lesson.
Warmer
 Play I’m having a picnic. Write on the board I’m having a picnic and I’m taking…. Say to the class I’m having a picnic
and I’m taking pizza.
 Nominate a child to go next and tell them they must repeat your sentence and add one item, e.g., I’m having a picnic
and I’m taking pizza and bread.
 When children understand the game split them into small groups to play. The sentence is continued until a child
makes a mistake or cannot remember the next item.
Lead-in
 Teach the sounds and letters for this lesson using the phonics cards.
 Hold up the first card and say Letters g and r make the sound /gr/. Say the sound again for children to repeat.
 Repeat the procedure with the phonics cards for /br/ and /fr/.
 Hold up each card one at a time and say the words for children to repeat.

Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to look at the pictures in their Student Books. Tell them that they are going to hear a recording of the
different sounds.
 Play the first part of the recording (Track 33) for children to listen and point to the pictures.
 Play the second part of the recording for children to repeat the sounds.
 Play the recording all the way through for children to point and then repeat.
Transcript (Track 33)
Listen and point.
/gr/ grass /gr/ grapes /br/ brush /br/ bread /fr/ frog /fr/ frisbee
/br/ brush /gr/ grass /fr/ frog /gr/ grapes /fr/ frisbee /br/ bread
Listen and repeat.
/gr/ grass /gr/ grapes /br/ brush /br/ bread /fr/ frog /fr/ frisbee
What’s the word?
 Hold up each of the phonics cards one at a time, showing only the picture.
 Ask the class for the sound and the word.
Listen and chant. (Exercise 2)

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

 Play the recording (Track 34) for children to listen to the chant.
 Play the chant once more, stopping the recording after each line for children to repeat. Repeat, and encourage
children to follow the chant in their book.
Where’s the sound?
 On three separate pieces of paper, write the letter combinations gr, br, and fr in large letters.
 Display the papers on different walls in the classroom, making sure everyone can see them.
 Play the chant again. Whenever children hear a word beginning with one of the sounds, they point to the appropriate
piece of paper.

Development
Read the chant again. Circle the sounds gr, br, and fr. (Exercise 3)
 Ask children to look at the chant again. Write the first line of the chant on the board. Ask children to find examples of
sounds they have looked at in this lesson. Ask a child to come to the board to circle the gr in grapes and br in bread.
 Allow time for children to read the rest of the chant and circle the other examples in their books.
 Go over the answers with the class.
Answers
There are grapes and bread,
And juice in a glass.
Friends together,
In the green, green grass.
Play with a frisbee,
Play with a ball.
The friends have fun
With the big, brown ball.
Listen and complete the words. (Exercise 4)
 Tell children you are going to play a recording (Track 35). They have to listen and fill in the missing sounds below the
words.
 Children look at the first picture. Play the recording for them to listen to the first word. Ask What’s the word? (grapes).
Draw attention to the example letters gr that complete the word.
 Play the rest of the recording for children to write in the other missing sounds and complete the words.
 Play the recording again for children to complete or check their answers.
 Go over the answers. Ask children to say the missing sounds followed by the words.
Transcript (Track 35)
1. /gr/ grapes
2. /br/ brown
3. /gr/ green
4. /fr/ frog
5. /br/ brush
Answers
1. grapes
2. brown
3. green
4. frog
5. brush

Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble.
 Have two students demonstrate the question in the speech bubble by asking Does he have grapes? and miming
plucking grapes and eating them. The second student answers the question.
 Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page.

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

What things are green?

 On the board draw four columns with the headings green, brown, red, black.
 Write these categories on the board: green, brown, red, black. Encourage children to think of one item to go in each
column, e.g., green – frog, brown – chocolate, red – apple, black – pen.
 Put children into small groups and set a time limit of five minutes for them to think of as many items as possible to go
under each column.
 Find out which group can think of the most items. Ask them to call out some examples.
Exercises: Workbook p. 23
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Lesson Five Skills Time!

Objectives
 To read and understand a caption story
 To find specific information in a text
Language
 Language focus: listening, reading
 Vocabulary: chicken, bananas, noodles, soup, juice
 Extra vocabulary: much, Are you sure?
 Structures: review
Resources and materials
 Student Book p. 24
 Workbook p. 24
 Audio Tracks 34, 36
 Picture cards – food (six sets)
 “Lunchboxes” or small cardboard boxes, five-six
 Large blank paper, enough for one per group of six students
 Colored pencils
Culture note: Take-out food
Vietnam is famous throughout the world for its take-out food, which is usually cooked and eaten on the street. All
kinds of dishes are available from the traditional pho (noodle soup) to fried or fresh spring rolls, and a huge variety of
rice and noodle meals. Take-out food in Vietnam is usually freshly cooked at small stalls on the street, using healthy
ingredients. You can sit outside the stall or pull up on your motorcycle and take the food home in a plastic bag or box.

Many restaurants in the United States offer take-out food. People call in their order and then pick it up at the
restaurant and bring it home. Many restaurants deliver the food to homes. Sometimes there is an extra charge for
this, but it is often free for orders over ten dollars.

Almost any kind of food can be take-out food, especially in bigger cities. People can order a simple meal like
sandwiches or a fancier meal like steak and salad. The most popular types of take-out food in the US are pizza and
Chinese food. There are many pizza places and Chinese restaurants that only offer takeout —they don’t have a place
to sit and eat. Today, some take-out food can even be ordered on the Internet.

When people order food in places that offer takeout and have places to sit, they usually say if they want their order
“for here” or “to go.”

Introduction
Weather report: Ask the class about today's weather.
Song: Sing the chant on p. 23 (Track 34) to energize the class and review the phonics lesson.
Warmer: Forwards and backwards
 Review the number vocabulary from the last lesson and write the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, and 100
on the board.
 Make sure the students are sitting in rows so they can count around the room.
 Ask the children to start counting, with each child in turn saying the next number.
 Before they get to 100, say Change! The children have to then start counting backwards from whatever number they
have reached.
 Say Change! again and the children start counting forwards again.
 If the class is ready, try to play without looking at the numbers on the board.

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Passing the lunchboxes

 Place sets of food picture cards into five or six “lunchboxes” or small cardboard boxes.
 Give the lunchboxes out to the children in the class.
 Turn on some music and ask the children to pass the lunchboxes around the class to each other.
 Stop the music. Ask the children who have the lunchboxes to open them, take out one card, and make a sentence
with I have / I don’t have…
 Repeat the activity.
Lead-in
 Talk about food with the class. Ask Do you like noodle soup (pho)? Spring rolls? Beef with rice? Seafood? Encourage
children to tell you what their favorite food is. Ask Do you like Western food like pizza / burgers?
 Ask the children to look at the pictures on p. 24 in their Student Books and make predictions about what they are
going to read, e.g., It’s a story. A boy is at a noodle soup stall.
 Explain that they are going to read and listen to a story and find out what happens when a boy goes to a noodle soup
stall to buy some food and drink.

Presentation
Look at the pictures. What food do they have? (Exercise 1)
 Ask children to look at the pictures on p. 24 in their Student Books and tell you all the kinds of food they can see.
Listen and read. (Exercise 2)
 Tell children that they are going to hear a recording of the text. They should listen and read carefully.
 Play the recording (Track 36) for children to listen and follow silently in their books.
 Play the recording a second time. Answer any questions they have.
 Ask questions to check comprehension, e.g., Where is the boy? Does the woman have a lot of food? Why not? What
food does the boy buy? What drink does the boy buy? What’s his favorite soup?
Act it out.
 Ask children to work in pairs. One child is the boy and one child is the woman from the noodle soup shop.
 Children practice reading the dialogue from the story together.
 Monitor and help with pronunciation.
 Switch partners and change roles.

Development
What food do they have? Write  or . (Exercise 3)
 Explain that children are going to read the text again and see what foods the man in the noodle soup shop has.
 Read the list of words together. Draw attention to the first food. Ask Do they have chicken? (No). Draw attention to
the example  in the box. Explain that they are going to do the same for the other foods, adding checks () where
they have a kind of food and s where they don’t.
 Allow time for children to reread the text to find out what food they have / don’t have and write a  or an  for each
box.
 Go over the answers with the class.
Answers
chicken , bananas , rice , noodles 
Design your own menu!
 Divide the class into groups of six. Tell children that they are the owners of a take-out stall, and they are going to
design a new menu.
 Children discuss as a group what kind of foods they are going to sell. Encourage them to use their imaginations.
 Give each group a large piece of paper and some colored pencils. Children write their menu and illustrate it with
pictures.
 Ask a child from each group to show their menu to the class and read it aloud.
 Ask the children which new menu they would most like to try.
Two the same, one different

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

 Put children into pairs and tell them they must find two foods that they both like and one that they both don’t like.
 They do this by asking Do you like….? and answering yes or no. When they find a food they both like or dislike they
write it down.
 The first pair to finish raises their hands and can feedback to the teacher, for example We both like apples and pizza,
we both don’t like bananas.

Consolidation
Island hopping game
 Children work in groups of three-four students. Give each group a pile of food cards face down on the desk. Each
group should have the same number of cards in their pile.
 Say Go! and have children in each group take turns turning over the top card and making a sentence that features
that word, e.g., I have / don’t have…
 They put the card face down on the desk after saying the sentence.
 The first group to finish all their cards wins!
Exercises: Workbook p. 24
Story time: A reader of your choice

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Lesson Six Skills Time!

Objectives
 To listen and identify food items in a store
 To ask and answer questions with Do you have…
 To write which foods you like and don’t like
Language
 Language focus: listening, speaking, writing
 Vocabulary: review
 Extra vocabulary: buy
 Structures: review
Resources and materials
 Student book p. 25
 Workbook p. 25
 Audio Track 37
 Worksheet 3: Jumbled letters

Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer: Shopping game
 Children write down three different types of food from this unit.
 Have children work in pairs. One child is the customer and the other is the store employee. The customer uses his/her
words to ask questions with Do you have…? The store employee looks at his/her list of words and answers the
questions.
Lead-in
 Ask children what they can remember about the story from the previous lesson. Ask What does the boy want? Does
the man have noodles / chicken / bananas? What is the boy’s new favorite soup?
 Ask children to look at the picture in Exercise 1 p. 25 in their Student Books and tell you what they can see (different
kinds of fruit). Ask them to predict what they are going to hear.

Presentation
Listen and write Yes or No. (Exercise 1)
 Tell children that they are going to hear a recording of a boy and girl buying fruit. They need to listen carefully and say
which fruits the store has and which ones it doesn’t have.
 Play the recording (Track 37) for children to listen and point to the fruit as they hear it mentioned.
 Play the recording a second time for children to write Yes for the food the store has and No for the food the store
doesn’t have.
 Play the recording again for children to complete their answers.
 Go over the answers with the class.
Transcript (Track 37)
Boy: I like fruit.
1 Girl: So do I. Let’s buy fruit. Do you have apples?
Assistant: Yes, we do.
Girl: Two apples please.
2 Boy: And do you have bananas?
Assistant: Sorry, we don’t have any bananas.
3 Girl: Ok. What about grapes?
Assistant: No we don’t have any grapes.

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4 Assistant: But we have pears.

Girl: Ok. Two pears, please.
5 Assistant: And we have mangoes. Do you like mangoes?
Boy: Yes we do. Two mangoes, please.
6 Boy: Do you have oranges?
Assistant: Sorry, no, we don’t. Here is your fruit.
Boy and girl: Thank you!
Answers
1. Yes
2. No
3. No
4. Yes
5. Yes
6. No
Point, ask, and answer. (Exercise 2)
 Ask children to look at the picture in their Student Books. Ask them to tell you the different kinds of food they can see
at the stand.
 Explain that they are going to practice asking for fruit at a fruit market. Focus attention on the example question and
answer. Invite a child to come to the front of the class. Read the question and answer in the speech bubbles together
for the class to repeat in chorus.
 Ask children to work in pairs. They take turns pointing to the different fruits in the pictures and asking and answering
questions using the words in the box.
 Monitor the activity and model the words where necessary.
 Ask some pairs to ask and answer questions for the class.

Development
Write a question mark or a period. (Exercise 3)
 Ask children to look at the first sentence in Exercise 3. Ask Is this a sentence or a question? Elicit that it is a question.
 Ask children What goes at the end of a question? (a question mark).
 Then ask children to look at the next sentence. Again, ask children Is this a sentence or a question? Determine with
the class that it is a sentence and that it ends with a period.
 Show children the sample answers.
 Explain that children will work with a partner and continue reading. They should decide if each is a sentence or a
question. Then they write in a question mark or a period for each.
 Monitor and help where needed.
Answer the questions from 3. (Exercise 4)
 Point out the first question and ask one student Do you like apples? Have the student answer.
 Have children work with a partner to read the questions and write answers that are true for them.
 Explain that they can also write Yes or No for each of the sentences.

Consolidation
Worksheet 3: Jumbled letters
 Ask children to look at the worksheet and work in pairs to rearrange the jumbled letters to make words.
 When they have finished, they can color the pictures.
Exercises: Workbook p. 25
Story time: A reader of your choice

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Make the story.

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Worksheet 1: My matching pairs

pizza

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Worksheet 2: Fill-in-the-blanks

Let’s count to one hundred!

Let’s count to one hundred.

It’s ________ to start.

10, 20, 30 …

Yes, good ________!

Let’s count to one hundred.

It’s _________ to do.

40, 50, 60 …

Yes, _________ you!

Let’s count to one hundred.

It’s easy if you ________.

70, 80 …

The numbers are ________.

Let’s count to one hundred.

__________ is fun!

90, 100.

Now we are ________.

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Stand up game: Number word cards

ten twenty thirty

forty fifty sixty

seventy eighty ninety

one
ten twenty
hundred

thirty forty fifty

sixty seventy eighty

one
ninety
hundred
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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Passing the lunchboxes: Picture cards – food

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 Family and Friends Special Edition Grade 3– Unit 3: Do you have a milkshake?

Worksheet 3: Jumbled letters

zipza
__ __ __ __ __

dalas
__ __ __ __ __

nhccike
__ __ __ __ __ __ __

oodlens
__ __ __ __ __ __ __

rnoagse
__ __ __ __ __ __ __

anananbs
__ __ __ __ __ __ __

ksiImkahe
__ __ __ __ __ __ __ __ __ __

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