Giao an tieng anh lop 3 cv2345 unit starter, unit 1, 2, 3

I. Objectives. By the end of the lesson, students 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. 1. Language focus: Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten Skills: Listening, reading, writing and speaking 2. Students’ qualities: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions 3. Students’ competences: Decision making, teamwork, problemsolving, communication, planning and organization. II. Methods: Communicative approach, teaching methods with game, teaching methods by visual, teaching methods by practicing. III. Teaching aids: Student’s book Teacher’s guide sachmem.vn Interactive board

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Week: 1 Preparing date: 1/9/2022

Period: 1 Teaching date:

Starter

A Numbers

I Objectives.

By the end of the lesson, students 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

1 Language focus:

- Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten

- Skills: Listening, reading, writing and speaking

2 Students’ qualities:

- Kindness: help partners to complete learning tasks

- Diligence: complete learning tasks

- Honesty: tell the truth about feelings and emotions

* Warm up: Greetings

(5’) - Greet the class by saying Hi - Introduce teacher’s name

- Encourage pupils to introducetheir names

- Show to pupils and introduceEnglish 3 – Student’s book Tellthem about the number of units inthe book, the number of lessons inone unit, the number of activities

in each lesson, …and how thebook is used

- Greet T

- Listen to T

- Introduce their names

- Look through the book

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- Have pupils open their books

and look at Stater, Part A.

Numbers.

- Open the book page 7

1 Listen, point and

repeat (10’) - Draw pupils’ attention to the

numbers Tell them to listen, point

at the numbers and repeat Playthe recording for pupils to listen tothe numbers, and familiarisethemselves with their stress andintonation

- Play the recording again forpupils to listen and repeat

Remind them to point at thenumbers while listening Do thisseveral times until they feelconfident Correct theirpronunciation where necessary

- Put pupils into pairs to practiselistening, pointing at and repeatingthe numbers 1 − 10 Go aroundthe classroom to offer support

- Have some pairs say thenumbers 1-10

- Look at the numbers andwords in the book Listen,point at the numbers andrepeat

- Listen and repeat theagain

- Listen and repeat thenumbers in pairs

- Some pairs say the letterand the words

2 Listen and tick (5’)

Audio script: three, five,

eight, ten

- Draw pupils’ attention to thenumbers Tell them to listen andtick the correct box under eachnumber while listening Show anexample with number three Playthe recording and tick the boxunder the correct number

- Play the recording all the waythrough for pupils to do the task

Play the recording again for them

to check their answers

- Tell pupils to swap their answerswith their partners, then checkanswers together as a class

- Write the correct answers on theboard for pupils to correct theiranswers

- Play the recording again for

- Listen to T

- Listen to the recording and do the task

- Swap their answers

- Correct the answers

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pupils to double-check theiranswers.

Extension: If time allows, play therecording, number by number, forthe class to listen and repeat inchorus Correct theirpronunciation where necessary

- Listen to the recording and check the answers

- Listen and repeat the numbers

3 Read and match (5’) - Have Ss look at 2 columns in the

book Tell pupils to read thewords for numbers and draw lines

to match with the target numbers

Use number one as an example:

Have pupils read the word inchorus and draw a line to matchwith number 1

- Give pupils time to do the taskindividually Go around theclassroom to offer support wherenecessary

- Check the answers as a class

Then invite a pupil to come to thefront and draw a line on theinteractive board to match thewords with the relevant numbers

- Listen to T

- Do the task individually

- Check and correct the answers

* Game (7’) Game: Let’s look and say the

- Play the game

* Consolidation (3’) - Have Ss count 1 – 10

- Tell Ss to show their parentshow to say 1-10 in English athome

- Tell Ss to prepare next lesson

- Count 1- 10

- Listen to T

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Week: 1 Preparing date: 27/9/2021Period: 1 Teaching date:

Starter

B The Alphabet

I Objectives.

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

- identify the letters of the alphabet by correctly pointing at, singing and performing Thealphabet song with the correct pronunciation

- identify the alphabet letters and complete the missing ones

- count the letters in the target names

- Skills: Listening, reading, writing and speaking.

III Teaching aids:

- Student’s book, teacher’s guide, sachmem.vn, interactive board

IV Procedures:

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Teacher: ……… School year: 2022-2023

* Warm up: Game

(5’) - Greet the class Game: Numbers showing

- Teacher says a numberrandomly Pupils show theirfingers in correspondence withthe numbers teacher says

- Make it become moreinteresting by doing quickerand quicker

- Have pupils open their books

and look at Stater, Part B The

Alphabet

- Greet T

- Listen to T and playthe game

- Open the book page 8

1 Listen, point and sing.

(10’) - Draw pupils’ attention to the

title and lyrics of the song Tellthem about the activity

- Model reading the title andthe lyrics line by line for pupils

to repeat Encourage them topoint at the letters to reinforcetheir understanding

- Play the recording all the waythrough for pupils to listencarefully to the pronunciationand the melody

- Play the recording again forpupils to listen and repeat Dothis several times until they feelconfident Correct theirpronunciation where necessary

- Play the recording all the waythrough for pupils to singalong

- Tell pupils to use a finger todraw the letters in the air whilesinging

- Put pupils into groups to singthe song

- Invite some groups to thefront of the classroom to singand perform the song, while therest of the class claps along

Encourage the class to praise orcheer the performers

- Look at the title andthe song

- Listen to T

- Listen to the song

- Listen and repeat thesong

- Listen to the song andsing along

- Draw the letters in theair

- Sing the song in groups

- Some groups performthe song

2 Read and complete

(5’)

- Draw pupils’ attention to theincomplete alphabet Tell themabout the activity

- Show them how to do thetask: point at the letters

- Look at the incomplete alphabet

- Listen to T

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Starter

C Fun time

I Objectives.

- 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 game Bingo

- Vocabulary: one to ten, the alphabet

- Skills: Listening, reading and speaking

* Warm up: Singing

(5’) - Have the class sing the Alphabetsong - Sing the song.

1 Count one to ten (5’)

- Draw pupils’ attention to thepictures of the hands Tell themabout the activity Show the classhow to use fingers to count fromone to ten a few times until theycan feel confident of using thesame way to count

- Give pupils time to do the task inpairs One student will say the

- Look at the pictures andcount and do the actions

- Work in pairs

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number and another will do theaction, then swap the role Goaround the classroom to offersupport.

- Invite a few pupils to the front ofthe classroom to take turns toperform the task

- Get the class to vote for the bestperformer

- Some pupils perform thetask

- Vote for the bestperformer

2 Let’s play (15’)

- Draw a 3 x 3 Bingo grid on theboard and get pupils to do thesame in their notebooks Tellpupils to complete their grids withany numbers from one to ten

Explain how to play the game

-Call out a number Every pupilthat has that number in his or hergrid should cross it out

- Continue to call out numbersuntil someone shouts Bingo!

- Check his / her grid to make surethat he or she has his or her gridcrossed out the numbers that youhave called, then declare him orher the winner

- Repeat the same procedure withthe Bingo grid filled with theletters of the alphabet

- Play the game

* Game (7’) Game: Who can write fast?

- Divide the class into four teams

Call out a letter of the alphabet Apupil from each team writes thatletter on the board Give one pointfor each correct answer

Repeat with more letters orspelling names

- Play the game

* Consolidation (3’) - Tell Ss to count 1 – 10 and sing

the Alphabet song at home

- Tell Ss to prepare next lesson

- Count 1-10 and sing the song

- Listen to TWeek: 1 Preparing date: 27/9/2021

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Period: 2 Teaching date:

2A (29/9/2021)2B (30/9/2021)2C (01/10/2021)

Unit 1: Hello Lesson 1 (1,2,3)

I Objectives.

- 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 thetopic “Greetings”

- Vocabulary: hello, hi, I’m

- Sentence pattern: Hello/ Hi I’m …

=> Hello/ Hi, … I’m ……

- Skills: Listening and speaking

* Warm up: Singing

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- I’m: tôi là (miming) - Read the word three times.- Call Ss to repeat and give

feedback

- Write the word on the board

- Ask Ss to copy down

- Repeat the same procedurewith the rest of the words

- Have Ss repeat the words andtheirs meaning chorally andindividually

- Play Rub out and Remember to

check vocabularies

new word

- Repeat

- Copy down the words

- Repeat the words

- Play game

2 Look, listen and

repeat (7’) - Tell pupils to look at Part 1 onpage 10

- Have pupils look at Pictures a and b and identify the characters in

the pictures

- Ask pupils to look at Picture a.

Play the recording for them tolisten

- Play the recording again forpupils to listen and repeat inchorus, sentence by sentence

Follow the same procedure with

Picture b Correct their

pronunciation where necessary

- Have Ss work in pairs andpractice saying the dialogue

- Invite a few pairs to the front ofthe class to say the dialogue

- 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, introduce and respond to greetings;

self-and that Hi is more friendly than

Hello in conversation.

- Look at Part 1

- Look at the picture

- Listen to the recording

- Listen to the recordingand repeat the sentences

- Work in pairs and practicesaying the dialogue

- Some pairs perform thedialogue

- Draw pupils’ attention to the

picture a and b Elicit the name of

each character

- Point at Picture a and the words

- Look at Part 2 page 10

- Look at the pictures

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Ben and Mai under it Check

comprehension and give feedback

Play the recording for pupils torepeat the words a few times

Picture b.

- Draw pupils’ attention to thebubble Explain the sentencepattern Elicit the missing words

Play the recording for pupils torepeat the sentence a few times

Divide the class into halves to taketurns to repeat each character’sspeech in picture a until they feelconfident Remind pupils to point

at the relevant character in thepicture when they are repeating

- Repeat the same procedure with

Complete them Get pupils to saythe completed sentences

- Put pupils into groups of four

Encourage them to greet, introduce and respond to greetings

self-Go around the classroom to offersupport where necessary

- Call some pairs in groups togreet, self-introduce and respond

- Look at part 3 on page 10

- Listen to T

- Practice in groups

- Some pairs perform the task

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self Prepare the next lesson

- Do the task

- Listen to T

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2A (29/9/2021)

I Objectives.

- 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

- Vocabulary: hello, hi, I’m

1 Listen and circle - Tell pupils to look at part 4 on page - Look at part 4

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Lucy: Hello I’m Lucy.

Minh: Hello, Lucy I’m

Minh

2

Ben: Hi I’m Ben

Mai: Hi, Ben I’m Mai

11

- Draw pupil’s attention to Pictures

1a and 1b Tell them about the

activity Use Pictures 1a and 1b as

an example Elicit the names of thecharacters in each picture Point atthe pictures respectively to explainthe context Play the recording forquestion 1 for pupils to listen Playthe recording again Elicit pupils togive the answer Circle the letter b inPicture 1b Play the recording a thirdtime for pupils to double- check theiranswers

- Play the recording for Question 2

for pupils to do the task

- Get pupils to swap their answerswith a partner Play the recordingagain to check answers together as aclass Write the answers on the boardfor pupils to correct their answers

- Play the recording all the waythrough for pupils to double-checkall the answers

- If time allows, play the recording,sentence by sentence, for the class tolisten and repeat in chorus Correcttheir pronunciation where necessary

- Listen to T and say the context

- Listen to the recording and

do the task

- Check the answers

- Repeat the sentences

2 Look, complete and

4 Hello / Hi; I’m

- Tell pupils to look at part 5 on page11

- Get pupils to look at the pictures

Get them to identify the characters

(Ben, Lucy, Mai and Ben, Minh and

Lucy)

- Have pupils look at the fourincomplete sentences Draw theirattention to the missing words in thesentences

- Model with sentence 1 Ask themwhat is missing in the sentence

(Hello/ Hi) Have them look at the

picture and complete the gap, then

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read the completed sentence inchorus.

- Follow the same procedure withsentence 2,3 and 4 Draw the pupil’sattention to the gap in sentence 2,and 3; particularly, the two gaps insentence 4 Tell pupils to think aboutthe appropriate word to fill each gap

- Have pupils complete the sentencesindividually and ask a few pupils tostand up and read them aloud

- Draw pupil’s attention to the title

and lyrics of the song Checkcomprehension of the lyrics and givefeedback

- Play the recording all the waythrough for pupils to listen to thewhole song again Tell them to payattention to the pronunciation andmelody

- Play the recording line by line forpupils to listen, repeat and point atthe relevant character Correct theirpronunciation where necessary

- Introduce actions for pupils to dowhile singing along with therecording, for example, using handmovements to greet, introduce andrespond to greetings Play therecording all the way through forpupils to sing and do actions

- Give pupils time to practice singingand doing actions in groups

- Invite groups to the front of the

classroom to perform the song, usingtheir names and the rest of the classclaps along the song

- Look at the song

- Listen to the song

- Listen to the song and repeat the lyrics

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respond to greetings.

- Tell Ss to practice greeting, introducing, responding to greetingsand singing the song at home

self Prepare the next lesson

- Listen to T

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2A (29/9/2021)

I Objectives.

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

– use Hi How are you? and Fine, thank you to greet others, respond to greetings and use

Goodbye / Bye to say goodbye.

- Vocabulary: how are you?, fine, thank you, goodbye, bye

- Sentence pattern: + Hi How are you?

=> Fine, thank you

+ Goodbye => Bye

IV Procedures:

* Warm up: Singing

(5’) - Have the class sing the Hellosong - Sing the song.

1 Vocabulary (5’)

- how are you?: bạn khỏe

không? (translation)

- fine: khỏe, ổn (miming)

- thank you: cảm ơn

(miming)

- Elicit a new word

- Read the word three times

- Call Ss to repeat and givefeedback

- Listen to T and guess thenew word

- Repeat

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- goodbye: tạm biệt

(miming)

- bye: tạm biệt (miming)

- Have Ss repeat the words andtheirs meaning chorally andindividually

check vocabularies

- Repeat the words

- Ask pupils to look at Picture a.

Play the recording for them tolisten

- Play the recording again forpupils to listen and repeat inchorus, sentence by sentence

Picture b Correct their

- Have Ss work in pairs andpractice saying the dialogue

- Invite a few pairs to the front ofthe class to say the dialogue

- 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 togreetings, and say goodbye

- Look at Part 1

- Work in pairs and practicesaying the dialogue

- Draw pupils’ attention to the

picture a and b Elicit the name of

each character

- Point at Picture a and the words

Fine, thank you under it Check

comprehension and give feedback

Play the recording for pupils torepeat the words a few times

- Listen to the recordingand repeat the phrase

Hi How are you?

=> Fine, thank you

Goodbye/ Bye

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Picture b.

- Draw pupils’ attention to thebubble Explain the sentencepattern Elicit the missing words

Play the recording for pupils torepeat the sentence a few times

Remind pupils to point at therelevant character in the picturewhen they are repeating

Complete them Get pupils to saythe completed sentences

- Put pupils into groups of four

Encourage them to greet, respond

to greetings and say goodbye eachother Go around the classroom tooffer support where necessary

- Call some pairs in groups togreet, respond to greetings and saygoodbye each other

- Listen to T

- Practice in groups

- Some pairs perform the task

* Consolidation (3’) - Have Ss greet, respond to

greetings and say goodbye

- Learn by heart vocabulary andthe model sentence

- Prepare the next lesson

- Do the task

- Listen to T

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2A (29/9/2021)

I Objectives.

- 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.

- read and match pairs of target sentence patterns

- Vocabulary: how are you?, fine, thank you, goodbye, bye

=> Fine, thank you

+ Goodbye => Bye

IV Procedures:

* Warm up: Game

(5’)

- Have the class play Slap the

board, using words they have leant

- Play game

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* Suggested words: hello, goodbye,thank you, how are you?, I’m

1 Listen and number

- Play the recording for the firstconversation Elicit the answer and

give feedback Put number 1 in the box of Picture d Play the recording

again for pupils to check the answer

- Play the recording all the waythrough 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

- Tell pupils to swap the answerswith a partner

- Play the recording, sentence bysentence, for the class to listen,repeat in chorus and check theanswers Correct theirpronunciation, where necessary

- Look at Part 4

instructions

- Listen to the recordingand do the task

- Swap the answers

- Listen, repeat and checkthe answers

2 Read and match (7’) - Tell pupils to look at part 2 on

page 13

- Draw pupils’ attention to Sentence

1 Tell them about this activity, elicit

the context and give feedback Showthem how to do the task

- Get pupils to read Sentence 1 in

chorus Draw their attention to the

line connecting Sentence 1 with

Sentence b Have pupils read Sentence b in chorus.

- Give pupils time to do the task Goaround the classroom to offersupport where necessary

- Tell pupils to swap the answerswith a partner, then check answers

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together as a class Write the correctanswers on the board for pupils tocorrect their answers.

- Invite pairs of pupils to stand up

and read aloud the matchedexchanges

- Some pairs read aloudthe sentences

3 Let’s play (8’) - Tell pupils they are going to play a

game

- Tell pupils about the activity Elicitthe language that pupils need togreet, self-introduce, respond togreetings and say goodbye Writethe language on the board Get theclass to read the sentences in chorus

- Invite two groups of four to thefront of the classroom to model thetwo contexts

– Context 1: Three players aresitting and talking together Oneplayer pretends to be a newcomer,goes to the place, greets the group,and introduces himself or herself(Hello./ Hi I'm _.) The groupresponds to his/ her greetings (Hello,/ Hi, _.) Then he/ she sits down

to join the group One of theprevious sitters stands up and goesout to pretend to be a newcomer

He/ She repeats the procedure One

by one, each member of the grouprepeats the procedure until the lastone

– Context 2: Four players are sittingtogether talking happily One ofthem stands up to leave He/ Shesays goodbye to the group(Goodbye./ Bye.) The groupresponds to the leaver (Goodbye./

Bye.)

One by one, each member of thegroup repeats the procedure until thelast one

- Give pupils time to play the game

- Listen to T

- 2 groups model the contexts

- Act out the contexts

- Play the game

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Move around the classroom to offersupport where necessary.

* Consolidation (3’) - Have Ss greet, respond to greetings

and say goodbye

- Learn by heart vocabulary and themodel sentence

- Do the task

- Listen to T

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2A (29/9/2021)2B (30/9/2021)2C (01/10/2021)

I Objectives.

- 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.

- identify the target words hello and bye while listening.

- say the chant with the correct rhythm and pronunciation

- Vocabulary: how are you?, fine, thank you, goodbye, bye, hi, hello, I’m

=> Fine, thank you

+ Goodbye => Bye+ Hello/Hi, I’m …

=> Hello/Hi,… I’m…

IV Procedures:

* Warm up: Game

(7’) - Have the class play Slap the board, using words they have - Play game

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* Suggested words: hello,goodbye, thank you, how areyou?, I’m

1.Listen and repeat: (6’)

h – hello – Hello, Ben

b – bye – Bye, Ben

- Tell Ss to look at Part 1 page 14

- Tell Ss that they are going topractice saying the letters, wordsand sentences in the book

- Put the phonics letters h and b

on the board, play the recordingand ask Ss to repeat the letters

- Play the recording and prompt

Ss to say the words andsentences, paying attention to thetarget phonics letters Encouragepupils to point at the letter/ word/

sentence while listening

- Do choral repetition of theletters, words and sentences

- Listen to T

- Repeat the letters

- Listen and repeat the words and sentences

- Repeat the letters,words and sentences

2 Listen and circle (7’)

- Tell Ss to look at Part 2 page 14

- Tell Ss that they are going tolisten to the recording, circle thecorrect options and then write thewords in the blanks

- Give them a few seconds to readthe sentences in silence and guessthe words to fill the gaps

- Have Ss listen to the recordingand circle the appropriate options

- Allow them time to do the taskindependently If necessary, have

Ss listen to the recording morethan twice

- Go around and offer help, ifnecessary

- Have them swap their answersbefore checking as a class

- Play the recording for pupils tocheck their answers again

- Gives feedback and ask them tocopy down the correct answers

- Ask Ss to read the sentences

- Read the text

- Listen to the tape

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aloud - Read the sentences

aloud

3 Let’s chant: (12’) - Tell Ss to look at Part 3 page 14

- Tell Ss that they are going tosay a chant

- Guide Ss to read each line of thechant and check theircomprehension

- Play the recording all the waythrough for pupils to listen to thewhole chant Encourage them tolisten carefully to the rhythm andpronunciation Draw pupils’

attention to the sounds of the

letters h and b and the words

Hello and Bye.

- Play the recording, line by line,for pupils to listen and repeat

Correct their pronunciation wherenecessary

- Play the recording all the waythrough for pupils to chant

Encourage them to clap alongwhile chanting

- Tell Ss to work in groups ofsix, sit face to face and practicechanting when listening to thechant

- Go around to offer help, ifnecessary

- Call two groups to the front ofthe class to chant

- Look at the chant onpage 14

- Read the chant

- Listen to the recordingand repeat the chant-Say the chant

- Work in groups tochant

- Two groups say thechant

* Consolidation: (3’) - Practice saying the chant at

home

- Ask Ss to prepare for the nextlesson

- Listen to T

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2A (29/9/2021)

I Objectives.

- read four sentences and choose the correct responses

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

- make a pupil card for pupils to use, and use their work to practise talking to their classmates

- Vocabulary: how are you?, fine, thank you, goodbye, bye, hello, hi, I’m

=> Fine, thank you

+ Goodbye => Bye+ Hello/Hi, I’m …

=> Hello/Hi,… I’m…

- Skills: Reading, writing and speaking

- Say the chant

1 Read and circle (7’)

- Look at Part 4

- Read and choose answerfor the first sentence

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number together as a class Elicit theanswer and give feedback Circle the

letter b.

- Tell pupils to swap the answerswith a partner, then check answerstogether as a class

- Do the task

- Swap the answers

- Correct the answers

2 Let’s write (7’) - Tell pupils to look at part 2 on

page 15

- Draw pupils’ attention to threetwo-person exchanges Tell themabout the activity Write the firstexchange on the board:

Lucy: Hi I’m Lucy.

You: Hello, Lucy I’m

- Elicit the context and the missingwords and give feedback Completethe sentence Invite two pupils torole-play the exchange

- Get pupils to swap books with apartner, then check the answerstogether as a class

- Listen to T

- Complete the sentenceand role -play theexchange

- Do the task

- Swap the answers

- Copy down

3 Project (8’) - Tell pupils about the activity Stick

the pupil card sample on the board

Write the presentation language onthe board Check comprehensionand give feedback Have pupilsrepeat the sentences until they cansay the sentences by themselves

Model the presentation a few times

- Put pupils into groups to maketheir own pupil cards and rehearse

- Listen to T

- Make their pupil cardsand talk about them

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their pupil card presentation Goaround the classroom to offersupport where necessary.

- Invite a few pupils from differentgroups to show and talk about theirpupil cards in front of the classroom

- Create a class display of pupilcards and vote for the best decoratedone

- Show and talk abouttheir pupil cards in front

of the classroom

- Play the game

* Consolidation (3’) - Have Ss greet, respond to greetings

and say goodbye

- Learn by heart vocabulary and themodel sentence

- Do the task

- Listen to T

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2A (29/9/2021)2B (30/9/2021)2C (01/10/2021)

Unit 2: Our names Lesson 1 (1,2,3)

I Objectives.

- use the words what, your, name, my in relation to the topic “Our names”;

- use What’s your name? – My name’s to ask and answer questions about names;

- listen to and demonstrate understanding of simple communicative contexts in relation to thetopic "Our names";

- Vocabulary: what, your, name, my.

- Sentence pattern: What’s your name?

=> My name’s …

* Warm up: Singing

(5’)

- Sing a song from Youtube (https://www.youtube.com/watch?

v=tVlcKp3bWH8)

- Ask pupils to sing a song

- Sing the song

1 Vocabulary (5’)

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- what: cái gì (translation)

- your: cuả bạn

(explanation)

- name: tên (visual)

- my: của tôi (explanation)

- Elicit a new word

- Read the word three times

- Call Ss to repeat and give feedback

- Have Ss repeat the words and theirsmeaning chorally and individually

check vocabularies

- Listen to T and guess the new word

- Repeat

- Repeat the words

- Play game

2 Look, listen and repeat.

(7’) - Tell pupils to look at Part 1 on page

16

- Have pupils look at Pictures a and b

and identify the characters in thepictures

- Ask pupils to look at Picture a Play

the recording for them to listen

- Play the recording again for pupils tolisten and repeat in chorus, sentence bysentence Follow the same procedurewith Picture b Correct their

- Have Ss work in pairs and practicesaying the dialogue

- Invite a few pairs to the front of theclass to say the dialogue

- Draw their attention to the question

What’s your name? and the answers

My name’s Ben and My name’s Mary.

Tell pupils that they are a question andanswers about the character names

- Look at Part 1

- Work in pairs andpractice saying thedialogue

- Listen to T

3 Listen, point and say

(7’) - Tell pupils to look at Part 2 page 16- Draw pupils’ attention to the picture a

and b Elicit the name of each

- Listen to the recording and repeat the namesWhat’s your name?

=> My name’s ……

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Picture b.

- Draw pupils’ attention to the bubble

Explain the sentence pattern Elicit themissing words Play the recording forpupils to repeat the sentence a fewtimes Divide the class into halves totake turns to repeat each character’sspeech in picture a until they feelconfident Remind pupils to point at therelevant character in the picture whenthey are repeating

picture b.

- Give pupils time to work in pairs andtake turns to act out the role of each

character in picture a and picture b.

- Invite a few pairs to come to the front

of the classroom, point at the relevantcharacter in each picture, and act outhis/her role

- Some pairs perform thetask

4 Let’s talk (8’) - Tell Ss to look at part 3 on page 16

- Draw pupil’s attention to the picture

Ask questions to help them identify thecontext Elicit the missing words in thebubbles Complete them Get pupils tosay the completed sentences

- Put pupils into groups of four Havepupils practise asking and answeringthe questions about their own names ingroups Go around the classroom toobserve and provide help

- Call some groups to practise askingthe question and giving the answer infront of the class

- Do the task

- Listen to T

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2A (29/9/2021))

Unit 2: Our names Lesson 1 (4,5,6)

I Objectives.

- use the words what, your, name, my in relation to the topic “Our names”;

- use What’s your name? – My name’s to ask and answer questions about names;

- listen to and demonstrate understanding of simple communicative contexts in relation to thetopic "Our names";

- read and write about people’s names;

- Vocabulary: what, your, name, my.

- Sentence pattern: What’s your name?

=> My name’s …

* Warm up: Game

(5’)

- Have Ss play the game Pass the ball

- Divide the class into 3 teams

- Each team has 1 sticky ball - Play the game

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- Play the music Pupils in each teamtake turns to pass the ball When themusic ends, 3 pupils who have the ballwill stand up and say their names, usingthe model sentences.

1 Listen and tick (8’)

Key:

1 b 2 a

Audio script:

1

Minh: Hi I’m Minh

What’s your name?

Mary: Hello, Minh My

name’s Mary

2

Mai: Hi I’m Mai

What’s your name?

Bill: Hello, Mai My

name’s Bill

- Tell pupils to look at part 4 on page17

- Ask pupils some questions about

Activity 4 (e.g How many pictures are

there? Who can you see? What are they doing?) Ask them to say about the

difference between Picture 1a and

Picture 1b.

- Play the recording twice for question

1 for pupils to listen and tick the correctbox

- Play the recording for Question 2 for

pupils to do the task

- Get pupils to swap their answers with

a partner Play the recording again tocheck answers together as a class

Write the answers on the board forpupils to correct their answers

- Play the recording all the way throughfor pupils to double-check all theanswers

- If time allows, play the recording,sentence by sentence, for the class tolisten and repeat in chorus Correcttheir pronunciation where necessary

- Check the answers

- Repeat the sentences

2 Look, complete and

- Model with sentence 1 Ask themwhat is missing in the sentence Havethem look at the picture and completethe gap, then read the completed

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