Giáo án tiếng anh lớp 3 global success HKI theo cv 2345

Step 2: Play the recording again for pupils to listen and repeat.. Individual work Individual work Individual work/Whole class Fun corner and wrap-up: 5 minutes Option 1: Use sachmem, ha

Language By the end of the lesson, pupils will be able to:

- identify the numbers 1 to 10 through listening, speaking, reading and writing activities;

- listen and identify numbers by ticking the correct boxes

- read and match the relevant words with numbers

Attributes Kindness: help partners to complete learning tasks

Diligence: complete learning tasksHonesty: tell the truth about feelings and emotions

II RESOURCES AND MATERIAL

- Pupil’s book Page 7

PROCEDURE match – Fun corner and wrap-up

KNOWLEDGE CONSTRUCTION

Warm-up and review: 5 minutes

Greet the class

Option 1: Hello song

- Ask pupils to sing a Hello song

- Invite some of them to come to the board to role play, therest of the pupils will sing

Option 2:

- Introduce ways of greeting to the class:

+ Say the teacher’s and students’ names

+ Make eye contact

+ Use a friendly nonverbal greeting, such as ahandshake, high five, or thumbs-up…

- Give a few words of encouragement

Option 3:

Game: “Hello – Hi”

- Introduce “Hello” and “Hi” with an action: wave hands and say “Hello” Practise many times with the class/ groups/

- Make it more interesting by saying responsively: One says

“Hello”, the other has to say “Hi” and vice versa Givepoints to the pupils who can do that well

Activity 1 Listen, point and repeat 8 minutes

a Goal To listen, point at and repeat the numbers 1 − 10 correctly

b Input – Numbers 1 − 10

– Audio recording of the numbers 1 − 10

c Outcome Pupils can listen, point at and repeat the numbers 1 − 10 correctly.

d Procedure Step 1: Draw pupils’ attention to the numbers Tell them to

listen, point at the numbers and repeat Play the recording forpupils to listen to the numbers, and familiarise themselves withtheir stress and intonation

Step 2: Play the recording again for pupils to listen and repeat.

Remind them to point at the numbers while listening Do thisseveral times until they feel confident Correct theirpronunciation where necessary

Step 3: Put pupils into pairs to practise listening, pointing at and

repeating the numbers 1 − 10 Go around the classroom to offersupport

Whole class

Whole classWhole class/ Individual workPair workIndividual work

Activity 2 Listen and tick 9 minutes

a Goal To listen and identify numbers by ticking the correct boxes

b Input Numbers 1 − 10 with boxes for ticking

Audio script: three, five, eight, ten

c Outcome Pupils can listen to and identify the numbers by ticking the correct boxes

Key: 3, 5, 8, 10

d Procedure Step 1: Draw pupils’ attention to the numbers Tell them to

listen and tick the correct box under each number whilelistening Show an example with number three Play therecording and tick the box under the correct number

Step 2: Play the recording all the way through for pupils to

do the task Play the recording again for them to check theiranswers

Step 3: Tell pupils to swap their books with their partners,

then check answers together as a class

Write the correct answers on the board for pupils to correcttheir answers

Step 4: Play the recording again for pupils to double-check

their answers

Extension: If time allows, play the recording, number by

number, for the class to listen and repeat in chorus Correcttheir pronunciation where necessary

Whole class/ Individual work

Whole class/ Individual work

Pair work/ Individual work

Activity 3 Read and match 8 minutes

a Goal To read and match the relevant words with numbers

b Input Two columns: numbers in their word form and numeral form

c Outcome Pupils can read and match words with the relevant numbers

Key: 2 e 3 b 4 a 5 d

d Procedure Step 1: Draw two columns on the board like the input Tell Whole class/

pupils to read the words for numbers and draw lines tomatch with the target numbers Use number one as anexample: Have pupils read the word in chorus and draw aline to match with number 1.

Step 2: Give pupils time to do the task individually or in

pairs Go around the classroom to offer support wherenecessary

Step 3: Check the answers as a class Then invite a pupil to

come to the front and draw a line on the board to match thewords with the relevant numbers

Individual work

Individual work

Individual work/Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem, have pupils look at the words in the picture

of Activity 1 and repeat after the recording

Option 2:

Game: Let’s look and say the numbers!

Let the pupils say the numbers and the words

Click to each cloud of word to let it go below the numbers

Ask pupils to say the numbers and words again

Option 3: Ways to say goodbye!

Use the Goodbye and Bye greetings for real communication

to dismiss the class Say Goodbye to individual pupils and have them answer Goodbye or Bye as they leave.

Whole class

Individual work/Whole class

Individual work/Whole class.

Language By the end of the lesson, pupils will be able to:

- identify the letters of the alphabet by correctly pointing at, singing and

performing The alphabet song with the correct pronunciation.

- identify the alphabet letters and complete the missing ones

- count the letters in the target names

Core competencies Motivation, adaptability, problem-solving, integrity, communication,

planning and organization

General

competences Listening: listen, point and singCritical thinking: count the letters

Oral communication: practice speakingWritten communication: read and complete Problem-solving and creativity: do the task in groupsSociability: talk to each other, say good words to others

Attributes Kindness: help partners to complete learning tasks

Diligence: complete learning tasksHonesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skills

II RESOURCES AND MATERIAL

- Pupil’s book Page 8

- Audio Track 4

- Teacher’s guide Pages 14

- Website sachmem.vn

- Flashcards/pictures and posters (Unit starter)

- Computer, projector…

III PROCEDURE Warm-up and review – Listen, point and sing – Read and complete –

Count the letters – Fun corner and wrap-up

Warm-up and review: 5 minutes

Greet the class Encourage pupils to respond to your greeting

Option 1: Point to a pupil and have him/her stand up and say

Hi, I’m … Other pupils wave back and say Hi.

Repeat with other pupils Point faster and faster tomake this activity more fun

Option 2: Game: Numbers showing

Teacher says Numbers, numbers, then moves hand round and

round

Ask pupils to do like teacher

Teacher says a number randomly Pupils show their fingers incorrespondence with the numbers teacher says

Make it become more interesting by doing quicker and quicker

Whole class

Individual work/

Group work

Whole classIndividual work

Activity 1 Listen, point and sing 8 minutes

a Goal To identify the alphabet letters and complete the missing letters

b Input – The alphabet song lyrics

– Audio recording of The alphabet song

c Outcome Pupils can identify the letters of the alphabet by singing and performing The

alphabet song with the correct pronunciation

d

Procedure Step 1: Draw pupils’ attention to the title and lyrics of the song.Tell them about the activity

Model reading the title and the lyrics line by line for pupils torepeat Encourage them to point at the letters to reinforce their

Whole class

Step 2: Play the recording all the way through for pupils to

listen carefully to the pronunciation and the melody

Step 3: Play the recording again for pupils to listen and repeat.

Do this several times until they feel confident Correct theirpronunciation where necessary

Step 4: Play the recording all the way through for pupils to sing

along

Step 5: Show pupils actions to do while singing along with the

recording, for example, use a finger to draw the letters in the airwhile singing

Extension: Put pupils into groups to make up their own actions

for the song Invite groups to the front of the classroom to singand perform the song, while the rest of the class sings and / orclaps along Encourage the class to praise or cheer theperformers

Whole class

Whole class/ Individual work

Group work/ Individual work

Activity 2 Read and complete 9 minutes

a Goal To identify the alphabet letters and complete the missing letters

b Input The incomplete alphabet with three missing letters: F, J, and Z

c Outcome Pupils can identify the missing letters in the alphabet and write them out

Key: 1 F 2 J 3 Z

d

Procedure

Step 1: Draw pupils’ attention to the incomplete alphabet Tell

them about the activity

Show them how to do the task: point at the letters respectivelyfor pupils to read, elicit the first missing letter and givefeedback Write the answer on the board and have pupils read it

in chorus

Step 2: Give pupils time to do the task individually or in pairs.

Go around the classroom to offer support where necessary

Step 3: Invite a pupil to stand up and say the missing letters.

Correct their pronunciation where necessary Write the answers

on the board for the class to correct their answers

Extension: Have the class sing The alphabet song a few times

This can be conducted in groups

Whole class/ Individual work

Individual work

Whole class/ Group work

Activity 3 Count the letters 8 minutes

a Goal To count the letters in the target names

b Input Three names: BEN, MARY and LINDA

c Outcome Pupils can count the letters in three target names.

d

Procedure Step 1: Draw pupils’ attention to the target names Tell themabout the activity and show them what to do: Point at the first

name BEN and have pupils count the letters by reading thenumbers under the target name in chorus Point at Number 3and say that it is the total number of the letters in the nameBEN Get the class to count the letters again in chorus

Step 2: Give pupils time to do the task individually or in pairs.

Go around the classroom to offer support where necessary

Step 3: Invite a pupil to stand up and count the letters in the

names

Whole class/ Individual work

Pair work

Individual work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem, have pupils look at the words in the picture of

Activity 4 and repeat after the recording

Option 2:

Game: What’s missing?

Write a number of letters on the board Let the pupils say thenames of letters

Cover one letter Pupils have to say what’s missing (This can

be played between groups or individual)Check the answer If it’s correct, give points to the groups/

pupils

Ask pupils to say the name of missing letter again

Repeat the procedure with several other lettes

Option 3: SPELLING GOODBYE

Say I’m (your name) Spell and write teacher’s name on the board Say Bye and wave Ask the pupils to line up and do the

same, one by one, as they leave the classroom Wave back

Whole class

Group work/ Individual work

Individual work

Language By the end of the lesson, pupils will be able to:

- to review the numbers from one to ten by counting with fingers

- to review the numbers from one to ten and the alphabet letters by playing the

Listening: listen to the teachers and classmates

Oral communication: let’s play and talkSociability: talk to each other, say good words to others

Attributes Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

II RESOURCES AND MATERIAL

- Pupil’s book Page 9

PROCEDURE Warm-up and review – Count one to ten – Let’s play – Fun corner and wrap- up

Warm-up and review: 5 minutes

Greet the class

Option 1: Hello song

- Ask pupils to sing a Hello song

- Invite some of them to come to the board to role play

The other pupils will sing

Option 2: Game: Can you sing?

Let the pupils sing the song once Cover 4 letters at the end

of each line, ask them to say what’s missing

Sing the song again with the missing letters

Cover 4 more letters at the middle of each line, ask them tosay what’s missing

Sing the song again with the missing letters

Make it become more interesting with competition between groups

Option 3:

- Introduce ways of greeting to the class

+ Say the teacher’s and students’ names

+ Make eye contact

+ Use a friendly nonverbal greeting, such as ahandshake, high five, or thumbs-up…

- Give a few words of encouragement

Whole class

Individual work

Whole classIndividual work

Group work

Individual work/ Group work

Activity 1 Count one to ten 8 minutes

a Goal To review the numbers from one to ten by counting with fingers

b Input Picture cues of the hands showing numbers from one to ten

c Outcome Pupils can review the numbers from one to ten by using their fingers to

count

d Procedure: Step 1: Draw pupils’ attention to the pictures of the hands Tell

them about the activity Show the class how to use fingers tocount from one to ten a few times until they can feel confident

of using the same way to count

Step 2: Give pupils time to do the task individually or in pairs.

Go around the classroom to offer support

Step 3: Invite a few pupils to the front of the classroom to take

turns to perform the task

Get the class to vote for the best performer

Whole class

Pair workWhole class/ Individual work

Activity 2 Let’s play 9 minutes

a Goal To review the numbers from one to ten and the alphabet letters by playing

the game Bingo.

b Input Two 3 x 3 Bingo grids, one filled with nine numbers, another filled with

nine letters of the alphabet

c Outcome Pupils can review numbers from one to ten and the alphabet letters by

playing the game Bingo.

d Procedure Step 1: Draw a 3 x 3 Bingo grid on the board and get pupils to

do the same in their notebooks Tell pupils to complete theirgrids with any numbers from one to ten Explain how to playthe game:

You call out a number Every pupil that has that number in his

or her grid should cross it out

Continue to call out numbers (remember to keep a record!)

until someone shouts Bingo!

Check his / her grid to make sure that he or she has his or hergrid crossed out the numbers that you have called, then declarehim or her the winner

Step 2: Repeat the same procedure with the Bingo grid filled

with the letters of the alphabet

Extension: If time allows, have pupils count from one to ten,

and sing The alphabet song in chorus

Whole class/ Individual work

Whole class

Individual workWhole class

Whole class/ Individual work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem, have pupils look at the words in the picture

and repeat after the recording

Option 2:

Game: Who can write fast?

Divide the class into three/ four teams Call out a letter ofthe alphabet A pupil from each team writes that letter onthe board Give one point for each correct answer

Repeat with more letters or spelling names

Option 3:

Game: Birds come home

Tell pupils they are choosing birds with the right number

to come home Ask them look at the numbers to choose theright bird and click on that bird The bird with the correctnumber will fly to the nest

Give points to the teams/ pupils who can do it well

Whole class

Group work

Individual workGroup work

Divide the class into 2 or 4 groups Each group chooses aletter by reading its name Teachers clicks that letter toopen the box and see how many stars pupils will get forthe letter Repeat the procedure until the last letter

Groups having the most stars will win

Individual workGroup work

GV sử dụng filePPT đi kèm cho

I OBJECTIVES

Language By the end of the lesson, pupils will be able to:

- use the names Ben, Mai, Minh, Lucy, the words hello, hi.

- use Hello/ Hi I’m _ and Hello, / Hi, I’m _ to greet,

self-introduce and respond to greetings

- listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings”

Core Teamwork, reliability, motivation

., 2022

STARTERS

C – FUN TIME

Attributes: Kindness: help partners to complete learning tasks

Diligence: complete learning tasksHonesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

II RESOURCES AND MATERIALS

- Pupil’s book Page 10

Warm-up and review: 5 minutes

Greet the class

Option 1: Sing the song “Hello song”

- Ask pupils to sing the song

- Invite some of them to come to the board to role play, therest of the pupils will sing

Step 2: Give points to the pupils and encourage them

Review the numbers and the alphabet as the whole class

Activity 1 Look, listen and repeat 8 minutes

a Goal: To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on greetings, self- introducing, and responding to greetings

b Input: Context a: Ben: Hello I’m Ben Mai: Hi, Ben I’m Mai.

Context b: Minh: Hi I’m Minh Lucy: Hello, Minh I’m Lucy

c Outcome: Pupils can understand and correctly repeat the sentences in two communicative

contexts focusing on greetings, self-introducing, and respond to greetings

d Procedure: Step 1: Have pupils look at Pictures a and b and identify the

characters in the pictures

Step 2: Ask pupils to look at Picture a Play the recording

for them to listen

Step 3: Play the recording again for pupils to listen and

repeat in chorus, sentence by sentence Follow the sameprocedure with Picture b Correct their pronunciation wherenecessary

Step 4: Invite a few pairs to the front of the class to listen

and repeat the sentences in the recording

Step 5: Draw their attention to the sentences Hello I’m Ben

and Hi, Ben I’m Mai Tell pupils that these sentences are

used to greet, self-introduce and respond to greetings; and

that Hi is more friendly than Hello in conversation

Whole class

Whole class/ Individual workWhole class/ Individual work

Pair workWhole class/ Individual work

KNOWLEDGE CONSTRUCTION

Activity 2 Listen, point and say 9 minutes

a Goal: To correctly say the character names and use Hello /Hi I’m and Hello,/

Hi, I’m to greet, self-introduce and respond to greetings.

b Input: - Picture cues:

a Ben, a British male pupil and Mai, a Vietnamese female pupil greet each

other

b Minh, a Vietnamese male pupil and Lucy, a British female pupil greet each

other

- Speech bubbles: Hello./ Hi I’m _ Hello,/ Hi, I’m _.

Audio script: a Ben, Mai b Minh, Lucy.

A: Hello, I’m Mai

B: Hi, Mai I’m Ben

c Outcome: Pupils can correctly say the character names and use Hello./ Hi I’m _ and

Hello,/ Hi, _ I’m to greet, self-introduce and respond to greetings

d Procedure: Step 1: Draw pupils’ attention to the picture a and b Elicit

the name of each character

Step 2: Point at Picture a and the words Ben and Mai under

Whole classWhole class/

it Check comprehension and give feedback Play the

recording for pupils to repeat the words a few times Followthe same procedure with Picture b

Write the answer on the board until they feel confident Tellpupils to point at the relevant school thing in the picturewhen they are repeating the sentence

Step 3: Draw pupils’ attention to the bubble Explain the

meaning Elicit the missing words Play the recording forpupils to repeat the sentence a few times Divide the classinto halves to take turns to repeat each character’s speech inpicture a until they feel confident Remind pupils to point atthe relevant character in the picture when they are repeating

Step 4: Repeat the same procedure with picture b.

Step 5: Give pupils time to work in pairs and take turns to

act out the role of each character in picture a and picture b

Step 5: Invite a few pairs to come to the front of the

classroom, point at the relevant character in each picture,and act out his/her role

Game:

Work in pairs with a partner using of Hello./Hi I’m .

and Hello,/Hi, _ I’m to greet, self-introduce and

respond to greetings Invite some pairs to perform

Encourage pupils to practise speaking English

Individual work

Whole class/ Individual work

Pair workPair work

PRACTICE

Activity 3 Let’s talk 8 minutes

a Goal To enhance the correct use of Hello./Hi I’m and Hello,/Hi, I’m

_ to greet, self-introduce and respond to greetings.

b Input – Picture cue: Lucy meets Minh in the school playground They greet,

self-introduce and respond to greetings

– Speech bubble: Hello./Hi I’m _.- _.

c Outcome Pupils can enhance the correct use of Hello./Hi I’m _ and

Hello,/Hi, I’m _ to greet, self-introduce and respond to

greetings

d Procedure Step 1: Draw pupil’s attention to the picture Ask questions

to help them identify the context ( see Input) Elicit themissing words in the bubbles Complete them Get pupils tosay the completed sentences

Step 2: Put pupils into groups of four Encourage them to

greet, self-introduce and respond to greetings Go around theclassroom to offer support where necessary

Game: Let’s say “Hello”!!!

Whole class/ Individual work

Group work

Divide the class into 2 groups: boys and girls Ask eachpupil from one group to come and practise greeting, self-introducing and responding to greetings with one pupil fromthe other group Give points to the groups, praise the pupils.

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem, have pupils look at the words in the pictures

of Activities 1, 2 and repeat after the recordings

Option 2:

Game: Can you say this?

Divide the class into groups of four Ask pupils of eachgroup to come to the board and practise saying theconversation of the characters Give points to the groups

Option 3: Preparation for the project:

Tell pupils about the project on page 15 Ask them toprepare it at home by making a pupil card with their personalinformation on a piece of paper, and bring their work to theclassroom at the project time to present it Show them asample and guide them how to fill the information

., 2022

Unit 1: HELLO Lesson 1 – Period 1

1 Words:

Hello

Hi

2 Model sentence:

Hello I’m Ben

Hi, Ben I’m Mai.

I OBJECTIVES

Language By the end of the lesson, pupils will be able to:

- use the names Ben, Mai, Minh, Lucy, the words hello, hi.

- use Hello/ Hi I’m _ and Hello, / Hi, I’m _ to greet,

self-introduce and respond to greetings

- listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings”

Core

competencies

teamwork, motivation, adaptability, communication

General

Competences Listening: listen and recognize the characters, then repeatCritical Thinking: self-introducing

Self-control & independent learning: perform listening tasksCommunication and collaboration: work in pairs or groups

Attributes Kindness: help partners to complete learning tasks

Diligence: complete learning tasksHonesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skills

II RESOURCES AND MATERIAL:

- Pupil’s book Page 11

PROCEDURE Warm-up and review – Listen and circle – Look, complete and read – Let’s sing – Fun corner and wrap-up

activities

Note Warm-up and review: 5 minutes.

Greet the class

Option 1: Sing the song “Hello song”

- 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: Game: Play A, B, C.

Step 1: Divide the class into 4 teams

Whole class

Group work

Step 2: Set rule: Pupils go to the monitor/screen and touch/clickthe correct letter in the tree that is the same to the letter thatMary says.

Step 3: Encourage pupils to join the game

Step 4: Give points to the teams and encourage them

(Please see the PowerPoint file for reference.)

PRACTICE

Activity 4 Listen and circle 8 minutes

a Goal To listen, understand and circle the correct pictures relevant to two

communicative contexts (pictures) in which two pupils greet, self-introduce and respond to greetings

b Input Picture cues:

1a Lucy and Ben first meet each other

1b Lucy and Minh first meet each other

2a Ben and Mai first meet each other

2b Ben and Lucy first meet each other

Audio script:

1 Lucy: Hello I’m Lucy.

Minh: Hello, Lucy I’m Minh.

2 Ben: Hi I’m Ben.

Mai: Hi, Ben I’m Mai.

c Outcome Pupils can listen, understand and circle the correct pictures relevant to two

communicative contexts in which two pupils greet, self-introduce and respond

pupils to give the answer Circle the letter b in Picture 1b play

the recording a third time for pupils to double- check theiranswers

Step 2: Play the recording for Question 2 for pupils to do the

task

Step 3: Get pupils to swap books with a partner Play the

recording again to check answers together as a class Write theanswers on the board for pupils to correct their answers

Step 4: Play the recording all the way through for pupils to

double-check all the answers

Extension: If time allows, play the recording, sentence by

sentence, for the class to listen and repeat in chorus Correcttheir pronunciation where necessary

Whole class

Whole classPair work

Whole classWhole class

Activity 5 Look, complete and read 9 minutes

a Goal To complete the gapped sentences and read them aloud with the help of the

picture cues

b Input Four picture cues and four incomplete sentences

c Outcome: Pupils can complete the gapped sentences and read the completed sentences

aloud

Key: 1 Hello/Hi 2 Hello/Hi 3 I’m 4 Hello/Hi; I’m

d

Procedure

Step 1: Get pupils to look at the pictures Get them to identify

the characters (Ben, Lucy, Mai and Ben, Minh and Lucy)

Step 2: Have pupils look at the four incomplete sentences.

Draw their attention to the missing words in the sentences

Step 3: Model with sentence 1 Ask them what is missing in the

sentence (Hello/ Hi) Have them look at the picture and

complete the gap, then read the completed sentence in chorus

Step 4: Follow the same procedure with sentence 2,3 and 4.

Draw the pupil’s attention to the gap in sentence 2, and 3;

particularly, the two gaps in sentence 4 Tell pupils to thinkabout the appropriate word to fill each gap

Step 5: Have pupils complete the sentences individually and

ask a few pupils to stand up and read them aloud

Game: Role play

Step 1: Divide the class into 2 teams

Step 2: Invite 1 student in each team to go to the board and roleplay

Step 3: Give points to each team

Step 4: Encourage students to role play to practise speakingEnglish

Whole classWhole class

Whole class/ Individual work

Individual workGroup work

PRACTICE

Activity 6 Let’s sing 8 minutes

a Goal To sing the song Hello with the correct pronunciation and melody

b Input The lyrics and the recording of the song Hello.

c Outcome Pupils can sing the song Hello with the correct pronunciation and melody.

d

Procedure

Step 1: Draw pupil’s attention to the title and lyrics of the song.

Check comprehension of the lyrics and give feedback Play therecording for pupils to listen to the whole song Have themrepeat the title and lyrics line by line Tell pupils to point at therelevant character while singing his or her name

Whole class

Step 2: Play the recording all the way through for pupils to

listen to the whole song again Tell them to pay attention to thepronunciation and melody

Step 3: Play the recording line by line for pupils to listen,

repeat and point at the relevant character Correct theirpronunciation where necessary

Step 4: Introduce actions for pupils to do while singing along

with the recording, for example, using hand movements togreet, introduce and respond to greetings Play the recording allthe way through for pupils to sing and do actions

Step 5: Give pupils time to practice singing and doing actions

in pairs or groups

Extension: Put pupils into groups to make up their own actions

for the song Invite groups to the front of the classroom toperform the song and the rest of the class sings and/ or clapsalong the song

Whole class

Individual work/ Whole class

Group work

Group work/ Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem, have pupils look at the words in the picture of

Activity 4 and repeat after the recording

Option 2: Game: Sing and do Then stop!

Divide the class into 4 teams: Apple, Banana, Orange,Watermelon Set the rules: Teacher plays the music, pupils willsing and do the actions of the song Then the teacher stops themusic, pupils stop doing Those who cannot make it have to sitdown The team with more pupils left and more beautifuldancing is the winner Give points to pupils

Whole class

Whole class/ Group work

BOARD PRESENTATION

., 2022

Unit 1: HELLO Lesson 1 – Period 2

1 Listen and circle.

1 b 2 a

2 Look, complete and read

Hello I’m Ben

Hi I’m Mai.

3 Let’s sing.

I OBJECTIVES

Language By the end of the lesson, pupils will be able to:

- understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, responding to greetings and saying goodbye

- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello, / Hi, I’m _.; How are you? and Fine, thank you in relation to the topic “Greetings”.

– use Hello / Hi I’m and Hello, / Hi, I’m _ to greet,

self-introduce and respond to greetings

– use Hi How are you? and Fine, thank you to greet others, respond to greetings and use Goodbye / Bye to say goodbye.

Attributes Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skills

II RESOURCES AND MATERIALS

- Pupil’s book Page 12

Greet the class

Option 1: Point to a pupil and have him/her stand up and

say Hi, I’m … Other pupils wave back and say Hi.

Repeat with other pupils Point faster and faster tomake this more fun

Option 2: Game: Picking coconut

Step 1: Divide the class into 4 teams: A, B, C, D

Step 2: Set the rules: Teacher says (or plays the recordingof) a number and let the teams take turns to answer Pupilshave to click the correct number on the screen If theanswer is correct, 1 point is given to that team

- Encourage pupils to join the game

- Give points to the teams and encourage the students

Whole class

Group work

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 greetings, responding to greetings and saying goodbye

b Input Context a: Ben: Hi, Mai How are you? Mai: Fine, thank you

– Context b: Ben: Goodbye, Mai Mai: Bye, Ben.

c Outcome Pupils can understand and correctly repeat the sentences in two

communicative contexts (pictures) focusing on greetings, responding to greetings and saying goodbye

d Procedure: Step 1: Have pupils look at Pictures a and b and identify Whole

the characters in the pictures.

Step 2: Ask pupils to look at Picture a Play the recording

for them to listen Play the recording again, sentence bysentence, for pupils to listen and repeat Follow the sameprocedure with Picture b Correct their pronunciationwhere necessary

Step 3: Play the recording again for pupils to listen and

repeat in chorus, sentence by sentence

Step 4: Invite a few pairs to the front of the class to listen

and repeat the sentences in the recording

Step 5: Draw pupil’s attention to the sentences Hi, Mai.

How are you? Fine, thank you and Goodbye/ Bye Tell pupils that the sentences are used to greet, respond too

greetings, and say goodbye

classWhole class/ Individualwork

Pair work

Whole class

KNOWLEDGE CONSTRUCTION

Activity 2 Listen, point and say 9 minutes

a Goal: To correctly say the words and use Hi How are you? Fine, thank you

to greet, respond to greetings and Goodbye./ Bye to say goodbye.

b Input: – Picture cues: a Ben and Mai meet each other again

b Minh and Lucy say goodbye to each other

– Speech bubble:

Hi How are you? - _, _.

Goodbye -

Audio script:

a Fine, thank you b Goodbye/ Bye.

A: Hi How are you? - B: Fine, thank you

A: Goodbye - B: Bye.

c Outcome: Pupils can correctly say the words and use Hi How are you? Fine,

thank you to greet, respond to greetings and Goodbye./ Bye to say

goodbye

d Procedure: Step 1: Draw pupils’ attention to the pictures a-b Tell

them about the activity Elicit the name of each character

Step 2: Point at Picture a and the sentence Fine, thank you.

under it Check comprehension and give feedback Play the

recording for pupils to repeat the sentences in both bubbles

a few times Remind pupils to point at the relevantcharacter in the picture when they are repeating Repeat thesame procedure with picture b

Step 3: Draw pupils’ attention to the first bubble Explain

the meaning Elicit the missing words in the second bubble

Play the recording for pupils to repeat the sentences in bothbubbles a few times Remind pupils to point at the relevant

Whole class/ Individualwork

character in the picture when they are repeating Repeat thesame procedure with Picture b.

Step 4: Give pupils time work in pairs to take turns to say

the role of each character in picture a and picture b

Step 5: Invite a few pupils to come to the front of the

classroom, point at the relevant character in each picture,and act out his/ her role

Game: Role play

Have pupils work in pairs, then change partners for severaltimes Invite pupils to go to the board and role play

Encourage pupils to practice speaking English

Pair work

Pair work/Whole classPair work

PRACTICE

Activity 3 Let’s talk 8 minutes

a Goal To enhance the correct use of Hi How are you? and Fine, thank you to

respond to greetings, and Goodbye./ Bye to say goodbye.

b Input – A picture of two pairs of pupils in the school playground One pair

greets and responds to each other’s greetings and the other says goodbye

to each other

– Speech bubble:

Hi How are you? - _, _.

Goodbye Bye - .

c Outcome Pupils can enhance the correct use of Hi How are you? Fine, thank

you to greet, respond to greetings Goodbye./ Bye to say goodbye.

d Procedure Step 1: Draw pupil’s attention to the picture Elicit the

context (see Input) and the missing words Write theanswers on the board Complete the sentences Invite twopupils to take turns to play each character’s role Correcttheir pronunciation where necessary Repeat the procedurewith the second exchange

Step 2: Put pupils into pairs to do the task Go around the

classroom to offer support where necessary

Step 3: Invite some pairs to the front of the classroom to

take turns to act out the exchanges

Game: Pass the ball

Step 1: Set the rules: Give 2 balls to pupils and turn on themusic Pupils pass the ball until the music stops The onewho is keeping the ball will talk with his/ her friends,asking “How are you?”, the others have to say the answers

Step 2: Encourage pupils to practise speaking

Step 3: Give point to the pupils

Whole class/ Individualwork

Pair work

Whole class/ Individualwork

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem, have pupils look at the words in the pictures

of Activities 1, 2 and repeat after the recordings

Group work

I OBJECTIVES

Language By the end of the lesson, pupils will be able to:

- listen to and understand four communicative contexts in which pupils greet each other, respond to each other’s greetings with thanks, and say goodbye

- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello / Hi I’m _.; How are you? and Fine, thank you in relation to the topic “Greetings”.

– use Hello / Hi I’m and Hello, / Hi, I’m _ to greet,

self-introduce and respond to greetings

– use Hi How are you? and Fine, thank you to greet others, respond to greetings and use Goodbye / Bye to say goodbye.

., 2022

Unit 1: HELLO Lesson 2 – Period 3

Attributes Kindness: help partners to complete learning tasks

Diligence: complete learning tasksHonesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skills

II RESOURCES AND MATERIALS

- Student’s book Page 13

Warm-up and review: 5 minutes

Greet the class

Option 1: Sing the song “Hello” song.

- Ask pupils to sing the song

- Invite some of them to come to the board to role play, therest of the pupils will sing

- Give points to the pupils and encourage them

Option 2: Game: Numbers

Divide the class into 4 groups Invite pupils to go to themonitor and touch to choose the numbers Pupils will getpoints for their teams if the answers are correct

Give points to the groups and encourage them

a Goal To listen to and understand four communicative contexts in which pupils

greet each other, respond to each other’s greetings with thanks, and say goodbye

b Input Four picture cues:

a Lucy and Minh meet each other again

b Lucy and Minh say goodbye to each other.

c Ben and Mai say goodbye to each other

d Ben and Mai first meet each other.

Audio script:

1 Ben: Hello I’m Ben

Mai: Hi, Ben I’m Mai

2 Ben: Goodbye, Mai.

Mai: Bye, Ben.

3 Lucy: Hello, Minh How are you?

Minh: Fine, thank you

4 Lucy: Goodbye, Minh

Minh: Bye, Lucy.

c Outcome Pupils can listen to and understand four communicative contexts in which

pupils greet each other, respond to each other’s greetings with thanks, andsay goodbye

Key: 1.d 2 c 3 a 4 b

d

Procedure Step 1: Draw pupils’ attention to the pictures Elicit thenames of the characters in each picture Tell them about

this activity and show them how to do the task Play therecording for the first conversation Elicit the answer andgive feedback Put number 1 in the box of Picture d Playthe recording again for pupils to check the answer

Step 2: Play the recording all the way through for pupils to

do the task with the rest of pictures: Picture a, Picture b,and Picture c Play the recording again for pupils to checktheir answers

Step 3: Tell pupils to swap books with a partner, then

check answers together as a class Say the correct answeragain for pupils to correct their answers

Step 4: Play the recording all the way through for pupils to

double-check all the answers

Extension: If time allows, play the recording, sentence by

sentence, for the class to listen and repeat in chorus

Correct their pronunciation, where necessary

Whole class

Whole class/Individual workPair work

Individual work

PRACTICE

Activity 5 Read and match 9 minutes

a Goal To read and match pairs of target sentence patterns

b Input Three pairs of sentence patterns, which together form simple exchanges

between two pupils

c Outcome Pupils can read and match pairs of target sentence patterns

Key: 2 c 3 a

d

Procedure Step 1: Draw pupils’ attention to Sentence 1 Tell themabout this activity, elicit the context and give feedback

Show them how to do the task Get pupils to read Sentence

1 in chorus Draw their attention to the line connectingSentence 1 with Sentence b Have pupils read Sentence b

in chorus

Step 2: Give pupils time to do the task Go around the

classroom to offer support where necessary

Step 3: Tell pupils to swap books with a partner, then

check answers together as a class Write the correctanswers on the board for pupils to correct their answers

Extension: Invite pairs of pupils to stand up and read

aloud the matched exchanges

Game: Pass the ball!

Step 1: Give 2 balls for pupils

Step 2: Turn on the music and have students pass the ball

Then stop the music Have students stop to pass the ball

The pupils who have the ball must stand up and practisespeaking with their friends

Step 3: Give point to pupils

Step 4: Encourage pupils to practise speaking English

Whole class/ Individual work

Whole class/ Individual workPair work

Whole class/ Individual work

PRODUCTION

Activity 6 Let’s play 8 minutes

a Goal To practise using target sentence patterns by playing the game Hello and

Procedure Step 1: Tell pupils about the activity Elicit the languagethat pupils need to greet, self-introduce, respond to

greetings and say goodbye Write the language on theboard Get the class to read the sentences in chorus

Step 2: Invite two groups of four to the front of the

classroom to model the two contexts

– Context 1: Three players are sitting and talking together.

One player pretends to be a newcomer, goes to the place,

greets the group, and introduces himself or herself (Hello./

Hi I'm _.) The group responds to his/ her greetings

Whole class/ Individual workGroup work

(Hello, / Hi, _.) Then he/ she sits down to join the

group One of the previous sitters stands up and goes out topretend to be a newcomer He/ She repeats the procedure

One by one, each member of the group repeats theprocedure until the last one

– Context 2: Four players are sitting together talking

happily One of them stands up to leave He/ She says

goodbye to the group (Goodbye./ Bye.) The group responds to the leaver (Goodbye./ Bye.)

One by one, each member of the group repeats theprocedure until the last one

Step 3: Give pupils time to play the game Move around

the classroom to offer support where necessary Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem, have pupils look at the words in the picture

of Activity 4 and repeat after the recording

Option 2: Game: Find a partner Step 1: Divide the class into 2 teams: boys and girls.

Prepare the name tags

Step 2: Set the rules: Make a circle, then ask 1 pupil to

come stand in the circle and choose a name tag

The one whose name is called will come to the circle and

practise speaking by saying Hi, I’m _.

Step 3: Encourage students to join the game.

Whole class

Group work

BOARD PRESENTATION

., 2022

Unit 1: HELLO Lesson 2 – Period 4

1 Listen and number.

HH 1.d 2.c 3.a 4.b

2 Read and match.

2.c 3.a

3 Let’s play.

I OBJECTIVES

Language By the end of the lesson, pupils will be able to:

- to correctly repeat the sounds of the letters h and b in isolation, in the words hello and bye, and in the sentences Hello, Ben and Bye, Ben with the

correct pronunciation and intonation

- to identify the target words hello and bye while listening

- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello, / Hi, I’m _.; How are you? and Fine, thank you in relation to the topic “Greetings”.

– use Hello / Hi I’m and Hello, / Hi, I’m _ to greet,

self-introduce and respond to greetings

– use Hi How are you? and Fine, thank you to greet others, respond to greetings and use Goodbye / Bye to say goodbye.

Attributes: Kindness: help partners to complete learning tasks

Diligence: complete learning tasksHonesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skillsSecure and organized: keep school things in the right ways

II RESOURCES AND MATERIAL

- Student’s book Page 14

- Audio Tracks 12, 13, 14

- Teacher’s guide, Pages 25, 26

Greet the class

- Give a few words of encouragement

Option 2: Game: Numbers

Divide the class into 4 groups Invite pupils to go to themonitor and touch to choose the numbers Pupils will getpoints for their teams if their answers are correct

Give points to the groups and encourage them

Whole classIndividual work

Individual work/

Group work

KNOWLEDGE CONSTRUCTION

Activity 1 Listen and repeat 8 minutes

a Goal To correctly repeat the sounds of the letters h and b in isolation, the words

hello and bye, and the sentences Hello, Ben and Bye, Ben with correct

pronunciation and intonation

b Input – The letter h, the word hello and the sentence Hello, Ben.

– The letter b, the word bye and the sentence Bye, Ben

c Outcome Pupils are able to correctly repeat the sounds of the letters h and b in

isolation, the words hello and bye, and the sentences Hello, Ben and Bye, Ben with correct pronunciation and intonation.

d Procedure Step 1: Draw pupils’ attention to the letter h, the word

hello and the sentence Hello, Ben Tell pupils about the

activity Play the recording for the letter h Encourage

pupils to point at the letter/ word/ sentence while listening

Play the recording again and encourage pupils to listen andrepeat Do this several times until pupils feel confident

Correct their pronunciation where necessary

Whole class

Step 2: Repeat the procedure of Step 1 for the letter b. Whole class

PRACTICE

Activity 2 Listen and circle 9 minutes

a Goal To identify the target words hello and bye while listening.

b Input Two gapped sentences with answer options

Audio script:

1 Hello, Ben 2 Bye, Ben.

c Outcome Pupils can identify the words hello and bye while listening

Key: 1 c 2 a

d Procedure Step 1: Draw pupils’ attention to the sentences and the

gap-fill options Tell them about the activity Check theircomprehension and give feedback

Step 2: Play the recording for the Sentence 1 for pupils to

listen Play the recording again for them to listen and circlethe correct options Play the recording a third time forpupils to check their answers

Step 3: Repeat the procedure of Step 2 for Sentence 2.

Step 4: Tell pupils to swap books with a partner, then

check the answers together as a class Write the correctanswers on the board Play the recording for pupils tocheck their answers again

Extension: Invite one or two pupils to stand up, listen and

repeat the completed sentences

Game: Pass the ball.

Step 1: Give 2 balls for pupils

Step 2: Turn on the music and have students pass the ball

Then stop the music Have students stop passing the ball

The pupils who are having the balls will stand up andpractise speaking with their friends

Step 3: Give points to the pupils

Step 4: Encourage pupils practice speaking English

Whole class/

Individual work

Whole class/

Individual work

Whole class

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 correct rhythm and pronunciation

d Procedure Step 1: Draw pupils’ attention to the lyrics of the chant.

Check comprehension

Whole class

Step 2: Play the recording all the way through for pupils to

listen to the whole chant Encourage them to listencarefully to the rhythm and pronunciation Draw pupils’

attention to the sounds of the letters h and b and the words Hello and Bye.

Step 3: Play the recording, line by line, for pupils to listen

and repeat Correct their pronunciation where necessary

Step 4: Play the recording all the way through for pupils to

chant Encourage them to clap along while chanting

Extension: Divide the class into two or more groups to

take turns listening and repeating the chant while the rest

of the class claps along

Whole class

Whole classWhole classGroup work

Fun corner and wrap-up: 5 minutes

Game: Sing, do actions, then stop!

Step 1: Divide the class into 4 teams.

Step 2: Have pupils sing and dance with the lyrics and

rhythm of the chant

Step 3: Invite each team to sing and do actions When the

music stops, all of them have to stop doing actions (freeze)

Who can freeze longer will win

Step 4: Encourage pupils to join the game.

Give points to teams

1 Listen and repeat.

2 Listen and circle.

1.c

2.a

3 Let’s chant.

I OBJECTIVES

Language By the end of the lesson, pupils will be able to:

- read four sentences and choose the correct responses

- read, understand and complete three exchanges with their personal information

- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello, / Hi, I’m _.; How are you? and Fine, thank you in relation to the topic “Greetings”.

– use Hello / Hi I’m and Hello, / Hi, I’m _ to greet,

self-introduce and respond to greetings

– use Hi How are you? and Fine, thank you to greet others, respond to greetings and use Goodbye / Bye to say goodbye.

Core competencies: teamwork, reliability, motivation

General competences: Critical thinking: self-introducing

Communication and collaboration: work in pairs or groups

Attributes: Kindness: help partners to complete learning tasks

Diligence: complete learning tasksHonesty: tell the truth about feelings and emotionsResponsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skills

II RESOURCES AND MATERIAL

- Student’s book Page 15

- Teacher’s guide Pages 26, 27

corner and wrap-up

Warm-up and review: 5 minutes

Greet the class

Option 1: Ask two pupils to come up to the front of the

classroom to to practice introducing themselves, greetingeach other Repeat with other pairs

Option 2: Review the chant with some missing words

Step 1: Read the chant out loud

Step 2: Cover some words, one by one Let the pupilsremember what they are

Step 3: Say the chant with the lyrics

Step 4: Say the chant without the lyrics

Option 3:

Greet the class and encourage them to respond to yourgreeting Spend a few minutes revising the previous lesson

by having the class say the chant on page 14

– Get the class to open their books on page 15 and look atActivity 4 Tell them what they will learn in this lesson

Whole class/ Pair workWhole class

Whole class/

Individual work

PRACTICE

Activity 1 Read and circle 8 minutes

a Goal To read four sentences and choose the correct responses

b Input Four sentences, each with two options

c Outcome Pupils can read four sentences and choose the correct responses.

Key: 1 b 2 a 3 a 4.b

d Procedure Step 1: Draw pupils’ attention to the first sentence Tell

them about the activity Get pupils to read the first numbertogether as a class Elicit the answer and give feedback

Circle the letter b.

Step 2: Give pupils time to do the task Go around the

classroom to offer support where necessary

Step 3: Tell pupils to swap books with a partner, then check

answers together as a class Write the correct answers on theboard for pupils to correct their answers

Whole class

Individual workWhole class

PRODUCTION

Activity 2 Let’s write 9 minutes

a Goal To read, understand and complete three exchanges with their personal

information

b Input Three short, two-person exchanges with target sentences to complete.

c Outcome Pupils can read, understand and complete three exchanges with their

personal information

d Procedure: Step 1: Draw pupils’ attention to three two-person

exchanges Tell them about the activity

Write the first exchange on the board:

Lucy: Hi I’m Lucy.

You: Hello, Lucy I’m

Elicit the context and the missing words and give feedback

Complete the sentences Invite two pupils to role-play theexchange

Step 2: Give pupils time to do the task Go around the

classroom to offer support where necessary

Step 3: Get pupils to swap books with a partner, then check

the answers together as a class

Write the correct answers on the board for pupils to correcttheir answers

Game: Chinese whispers

Step 1: Divide the class into 4 groups Ask them to stand on

4 lines

Step 2: Say a sentense to the first pupil at each line

Step 3: Pupils speak quietly one by one The one at the back

of each line has to say the sentence out loud

Step 4: Give points to the groups who can make it well

Encourage pupils to practise speaking English

Whole class/

Individual work

Individual workPair work

Individual workGroup work

PRODUCTION

Activity 3 Project 8 minutes

a Goal To make a pupil card for pupils to use, and use their work to practise

talking to their classmates

b Input – A sample of a pupil card with the following information to complete:

Name, Class, School– Materials: white or coloured cards, scissors, felt-tip pens, coloured pencils, etc

c Outcome Pupils can make their pupil cards and use them to practise talking with their

classmates

d Procedure Step 1: Tell pupils about the activity Stick the pupil card

sample on the board Write the presentation language on theboard Check comprehension and give feedback Havepupils repeat the sentences until they can say the sentences

by themselves Model the presentation a few times

Whole class

Individual