Teacher''''''''s Book English 3 New

Sách giáo viên môn tiếng anh lớp 3 theo chương trình mới..

UNIT 1 - Hello

Competences

•Lesson 1: Greeting and self-introducing

•Lesson 2: Greeting and self-introducing (Review)

•Lesson 3: Saying goodbye

Language input

•Phonics: hello hi

•Vocabulary: hi, hello, bye (goodbye)

•Sentence Patterns: Hello I’m Mai

Hi, Mai

Bye (Goodbye)

Resources

•Student Book Tieng Anh 3, Unit 1, Pages 6 - 11

•Audio and visual aids: Recordings, handmade puppets,

flashcards or photographs of pupils

•Crayons, stickers, large pieces of paper for two chants

and a song

PROCEDURE LESSON 1

Duration: 2 periods Aim: Pupils will be able to greet and self-introduce

Warm-up: Say hello to the class and introduce yourself, using Hello,

I’ m + your name; ask pupils to answer Hello, Miss/Mr+ name Do that a few times Walk around the class to say hello again to some pupils and ask them to answer,

slapping on your hand held out

1 Look, listen and repeat.

•Whole class Have pupils turn their books to Page 6 Ask pupils the names of the

characters and what they say Tell them that they are going to hear Mai and Nam greet each other Use a poster or two character puppets to present the situation Explain the meaning of the language practised Play the recording all the way through for pupils to listen, and point to the appropriate line in their books

•Play the recording again for pupils to repeat the lines in the speech bubbles

Repeat the step a few times

• Note: Difference between Hi/Hello and Bye/Goodbye

Hi is very informal Pupils can use with friends but not with an adult, e.g a teacher

Hello is also informal and friendly but more formal than Hi It can be used with

teachers and other adults

Bye is a short form of goodbye and more informal It would be used between

friends

Goodbye can be used between friends, but also with people older than the

speakers Children are likely to say bye to friends but goodbye to their teachers

or to an unknown adult

2 Look and say.

•Have pupils look at Pictures a, b, c and d Ask them to identify the characters in the

pictures Use flashcards to teach the greetings in the speech bubbles Have pupils repeat the phrases a few times

•Model: Call on a pair and ask them to pretend to be Nam and Mai to act out the

greeting exchange Repeat the step but this time have the pair swap their parts Call on one more pair to act out as Nga and Phong, following the same way with Nam and Mai Have the class repeat all the phrases in this section

•Pairwork Pupils practise in pairs Monitor the activity, check the pronunciation

(stress, assimilation of sounds and intonation), and offer help when necessary

•Call on some pairs to perform the task at the front of the class The rest of the

class observe and give comments if possible

•Make a few questions to check pupils’ comprehension of the language.

•Have the whole class repeat all the phrases in chorus to reinforce their pronunciation.

3 Talk.

•Have pupils look at the pictures on Page 7 and ask them to identify the characters

in the pictures Then tell them that they are going to practise greeting and self-introducing Point to Picture a and ask pupils to guess what the girls would say to greet each other Fill the speech bubbles with the correct phrases

provided by pupils Then have them repeat the sentences in the bubbles a few times before letting them practise freely Pupils could use the names in their books or their real names to practise

•Pairwork Pupils practise acting out in pairs, using the pictures in their books or

the character puppets Monitor the activity and offer help when necessary Correct typical pronunciation error(s)

•Call on a pair to demonstrate at the front of the class The rest of the class watch

and comment

•Have the whole class repeat all the phrases to reinforce their pronunciation.

•Put the piece of paper with the chant from Page 7 written on it on the board Tell

pupils that they are going to chant Play the recording all the way through for pupils to listen as they read Clap the syllables

•Play the recording again for pupils to repeat each line of the chant and clap the

syllables

•Divide the class into two One group repeat each line of the chant, the other clap

the syllables Repeat the step but this time the groups swap their parts

•Groupwork Pupils practise reciting the chant in groups Monitor the activity;

offer help when necessary

•Call on some volunteers to recite the chant The rest of the class clap the syllables.

•Make a few questions to check pupils’ comprehension of the chant.

•Have the whole class repeat the chant to reinforce their pronunciation.

Follow-up

•Have pupils write a dictation of the chant

Summary

•In this lesson, pupils have learnt how to greet each other and self-introduce, using hello /

hi, I’m + name

Homelink

•Pupils recite the chant on Page 7 at home.

LESSON 2

Duration: 2 periods Aim: Pupils will be able to greet and self-introduce (Review).

Warm-up: Pupils recite the chant on Page 7, Lesson 1,

Student Book

1 Listen and repeat.

•Whole class Books open Turn to Page 8 of the Student Book Have pupils look at

the words hello and hi and notice the letters coloured differently in both words Tell them they are going to learn how to produce the sound of the letter h in the word hello and that of the letter i in the word hi Produce the sounds h and i a

few times Ask pupils to say what they think about when they hear these sounds Place the large piece of paper with the chant written on it on the board Play the recording all the way through for pupils to listen while they are reading the chant

on the board or in their books Clap the syllables.

•Call on a group of six to the front of the class Ask three of them to repeat each

line of the chant, and the other three clap the syllables Repeat the step but have the pupils swap their roles

•Groupwork Pupils practise saying the chant in groups and clapping the

syllables Monitor the activity and offer help Correct pronunciation error(s)

(stress, assimilation of sounds, intonation) when necessary

•Call on a group to recite the chant The rest of the class clap the syllables.

•Make a few questions to check pupils’ comprehension

•Have the whole class recite the chant to reinforce their pronunciation.

•Follow-up Have pupils circle all the words containing the focused sounds hello

and hi in the chant.

2 Listen and number.

•Have pupils look at Pictures a, b, c and d on Page 8 of the Student Book Elicit

the identification of the characters in the pictures and the characters’ words Tell pupils that they are going to listen to the recording and match the information they hear to the pictures They should number the boxes

•Play the recording all the way through for pupils to listen while they are looking

closely at the pictures in their books

•Play the recording again for pupils to listen and number the boxes

•Replay the recording for pupils to check their answers

•Have pupils trade their answers in pairs or groups for correction

•Ask some questions to ensure pupils’ comprehension of the listening text

Transcript

1 Hello I’m Nam

2 Hi I’m Phong

3 Hi I’m Quan

4 Hello I’m Hoa

Answers: 1 d 2 c 3 b 4 a

3 Read and match.

•Whole class Have pupils turn their books to Page 9 Elicit the names of the

characters in the pictures Tell pupils that they are going to read the sentences to get the information in order to match the pictures to the text

•Pupils read the sentences individually and do the task Monitor the activity and

•Pairwork Have pupils trade their answers in pairs for correction

•Call on some pupils to report their answers The rest of the class listen and give

comments

•Make a few questions to check pupils’ comprehension of the sentences.

•Have the whole class read each sentence in chorus to reinforce their

pronunciation

Answers: 1 d 2 c 3 b 4 a

4 Let’s play.

Name Cards

•Explain how the game is played: Each pupil holds up one piece of paper on which

his/her name is written When he/she holds the piece of paper up in the air, he/she

introduces himself or herself, saying, e.g Hello I’m Van

•Groupwork Pupils play the game in groups Monitor the activity; offer help

when necessary

•When the time is up, call on some groups to demonstrate the game at the front

of the class The rest of the class observe and give comments

•Have the whole class repeat all the sentences practised to reinforce their

pronunciation

Summary

•In this lesson, pupils have learnt how to greet each other and self-introduce, using Hello

I’m + name and produce the sounds of the letters h in hello and i in hi

Homelink

•Recite the chant on Page 7 at home.

LESSON 3

Duration: 2 periods Aim: Pupils will be able to say goodbye

Warm-up: Pupils play the game on Page 9, Lesson 2.

1 Listen and repeat.

•Whole class Have pupils turn to Page 10 of their Student Books Elicit the

characters in the picture and what they are saying Tell pupils that they are going

to review phrases of saying hello and bye that they have previously learnt.

•Play the recording all the way through for pupils to listen, as they read the lines

in the speech bubbles

•Play the recording again for pupils to repeat the lines in the speech bubbles a

few times

•Divide the class into two Have one group repeat Mai’s part and the other Nam’s

part Repeat the step, but this time have the groups swap their parts

•Play the recording again for the whole class to repeat each line in the speech

bubbles to reinforce their pronunciation

2 Look and say.

•Have pupils look at Pictures a, b, c and d on Page 10 Elicit the characters in the

pictures and their names Ask pupils to guess and complete the speech bubbles

•Model: Call on a pair Allocate the parts of the characters Mai and Nam to the

pupils Ask them to act out dialogue 1 Repeat the step with some other pairs for Pictures b, c and d

•Pairwork Pupils practise acting out the dialogues, using the pictures in their

books Monitor the activity and offer help Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on some pairs to perform the task at the front of the class The rest of the

class observe and give comments

•Have the whole class repeat all the phrases in chorus to reinforce their

pronunciation

•Have pupils open their books to Page 11 Get them to identify the characters in

the pictures and what they are saying Tell pupils that they are going to read and get the information to write the missing word(s) in dialogues 1 and 2

•Pupils read individually silently and complete the dialogues.

•Pairwork or groupwork Pupils trade their answers within pairs or groups for

correction

•Ask some pupils to read their answers aloud to the class The rest of the class

listen and give comments

•Make a few questions to check pupils’ comprehension of the reading text.

•Have the whole class read each line of the dialogues chorally to reinforce their

pronunciation

Answers: 1 Hi; I’m 2 boy; girl

4 Let's sing

•Put the large piece of paper with The Hello Song, Page 11, written on it on the

board Tell pupils that they are going to sing The Hello Song.

•Play the recording all the way through for pupils to listen while they are reading

the song

Tune: Frère Jacques

Lyric

The Hello Song

Hello I’m Mai

Hello I’m Nam.

Hello I’m Peter

Hello I’m Tom.

•Play the recording again for pupils to repeat each line of the rhyme Have pupils

point to the corresponding words while they are repeating

•Call on a group of six to the front of the class As they repeat, have three of them

repeat each line of the chant, the other three do the actions Repeat the step, but this time have the pupils swap their parts

•Groupwork Pupils practise singing and doing the actions in groups Monitor the

activity; offer help when necessary Correct pronunciation error(s) when necessary

•Call on one group to perform the song at the front of the class The rest of the

class sing along and clap the rhythm

•Have the whole class sing the song again to reinforce their pronunciation

Follow-up

•Have pupils brainstorm all the phrases they have learnt related to greeting, self-introducing

and leave-taking

Summary

•In this lesson, pupils have been able to greet, self-introduce, and say goodbye, using

hello/hi + name, goodbye + name.

Homelink

•Pupils practise greeting or saying goodbye to their friends at home.

UNIT 2 - My Name Is

Competences

•Lesson 1: Making and responding to introductions

•Lesson 2: Greeting and saying goodbye (Review)

•Lesson 3: Spelling simple names

Language input

•Phonics: Linda Nam

•Vocabulary: how, spell, name, alphabet

•Sentence Patterns: − Hello, I’m Mai.

Hi, Mai I’m Nam.

− How do you spell Linda?

L-I-N-D-A.

Resources

•Student Book Tieng Anh 3, Unit 2, Pages 12-17

•Audio and visual aids: Recordings, handmade puppets,

flashcards or photographs of pupils

•Crayons, stickers, large pieces of paper for chants and a

song

Duration: 2 periods Aim: Pupils will be able to make and respond to introductions

Warm-up: Say hello to the class and ask them to reply Go around

the class to repeat the same greeting to some pupils, holding out your hand for them to slap on Ask pupils to

stand up and say hello; then sit down, and say goodbye a

few times

1 Look, listen and repeat.

•Whole class Have pupils turn to Page 12 of the Student Book Ask them to

identify the characters and what they are saying Tell them that they are going

to hear Nam and Mai greet each other Use a poster and two puppets to present the situation Play the recording all the way through for pupils to listen

•Play the recording again for pupils to repeat each line in the speech bubbles as

they point to it

•Call on one pair Allocate the lines of Mai and Nam to the pair Have one pupil

repeat Mai’s part and the other Nam’s part Repeat the step, but this time have the pair swap their part Have the whole class repeat all the phrases a few times

2 Look and say.

•Have pupils look at Pictures a and b Ask them to identify the characters in the

pictures Ask pupils what each character should say Then fill the bubbles and have pupils repeat the lines a few times

•Model: Assign a pair to pretend to be Mai and Tom in Picture a Have one pupil

repeat Mai’s part, the other Tom’s part Then have the pair swap their parts Repeat the step with a few more pairs

•Pairwork Pupils practise making and responding to introductions, using Pictures

a and b Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), offer help when necessary

•Call on some pairs to perform the task at the front of the class The rest of the

class observe and give comments if possible

•Have the whole class repeat the language that has been practised in chorus to

reinforce their pronunciation

3 Talk.

•Have pupils look at the picture on Page 13 of the Student Book and ask them to

identify the characters in the picture Point to Picture a and ask pupils what the girl should say to the boy and vice versa Fill the speech bubbles with the correct phrases prompted by pupils Then have them repeat these phrases a few times before letting them practise freely They can use the pictures in their books to practise or role-play the exchanges

•Pairwork Have pupils practise acting the greetings in pairs Monitor the activity

and offer help Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on a pair to give a demonstration at the front of the class The rest of the

class observe and comment

•Have the whole class repeat all the phrases to reinforce their pronunciation.

4 Let's chant

•Books open Turn to Page 13 Tell them that they are going to chant

•Put the large piece of paper with the chant written on it on the board Spell

M-A-I and N-A-M for pupils to repeat Play the recording for pupils to listen while they are reading the chants Clap the syllables

Chant

Hi! Hi! Hello! Hello!

I’m Mai I’m Nam.

I’m Mai I’m Nam.

•Play the recording again for pupils to repeat each line of the chants, clapping the

syllables Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Divide the class into two Have one group repeat each line of the chants, the

other clap the syllables Repeat the step but this time the groups swap their parts

•Groupwork Pupils practise saying the chants and clapping the syllables in

groups Monitor the activity and offer help

•Call on some volunteers to recite the chants The rest of the class observe and

clap the syllables

•Ask some questions about the chants to ensure pupils’ comprehension of the

•In this lesson, pupils have learnt how to make and respond to introductions, using

hi /hello, I’m + name

Homelink

•Pupils recite the chants on Page 13 at home.

LESSON 2

Duration: 2 periods Aim: Pupils will be able to greet and say goodbye.

Warm-up: Pupils recite the chant of Lesson 1 on Page 13 of the

Student Book, replacing Mai and Nam by some real names of the pupils in the classroom

•Whole class Books open Turn to Page 14 Have pupils look at the words Linda

and Nam and notice the letters coloured differently in both words Tell them they are going to learn how to produce the sound of the letter l in the word Linda and that of the letter n in the word Nam Produce the sounds l and n a few times Ask pupils to say what they think about when they hear these sounds

•Teach the new phrase How do you spell + name?; then show pupils how to spell

Nam, Linda and some other names.

•Play the recording for pupils to listen while they are reading the chant on the

board or in their books Clap the syllables

•Call on a group of six to the front of the class Have three of them repeat each

line of the chant, and the other clap the syllables Repeat the step but this time have the pairs swap their parts Have the class repeat each line of the chant in chorus

•Groupwork Pupils practise saying the chant and clapping the syllables in

groups Monitor the activity and offer help when necessary Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on a group to recite the chant The rest of the class clap the syllables.

•Ask some questions about the chant to ensure pupils’ comprehension of the chant.

•Have the whole class recite the chant to reinforce their pronunciation.

•Have pupils look at each of the pictures on Page 14 of the Student Book Tell them

to identify the characters in the pictures and guess what they are saying Tell them that they are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture

•Play the recording for pupils to listen as they look closely at the pictures in their

books

•Play the recording again for pupils to listen and tick the correct pictures

•Replay the recording for pupils to check their answers

•Have pupils trade their answers in pairs or groups for correction

•Ask a few questions to ensure pupils’ comprehension of the listening text

Transcript

1 Mai: How do you spell your name?

Tony: T-O-N-Y.

Mai: Sorry?

Tony: Tony T-O-N-Y.

2 Phong: How do you spell your name?

Linda: L-I-N-D-A.

Phong: Sorry?

Linda: Linda L-I-N-D-A

Answers: 1 a 2.b

3 Read and match.

•Whole class Books open Turn to Page 15 of the Student Book Ask them to

identify the characters in the pictures Tell them that they are going to read the dialogues to get the information in order to match the pictures to the appropriate dialogues

•Have a revision of the language previously learnt How do you spell your name?

L-I-N-D-A.

•Pupils read the dialogues individually and do the task Monitor the activity and

offer help when necessary

•Pairwork Have pupils trade their answers in pairs for correction

•Call on some pupils to report their answers The rest of the class listen and give

•Tell pupils that they are going to sing The ABC Song.

•Put the large-sized piece of paper written The ABC Song on it on the board

Recall the letters in the alphabet

•Play the recording for pupils to listen while they are reading the song Clap the

Next time won’t you sing with me?

•Play the recording again for pupils to repeat each line of the rhyme Have pupils

point to the corresponding letters as they repeat

•Call on a group of eight to the front of the class Have four pupils repeat each

line of the rhyme, the other four clap the rhythm Repeat the step, but this time have the pupils swap their parts

•Groupwork Pupils practise singing the rhyme and clapping the rhythm in

groups Monitor the activity and offer help Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on one group to perform the song at the front of the class The rest of the

class sing along and clap the rhythm

•Ask a few questions to check pupils’ comprehension of the alphabet.

•Have the whole class sing the song, clapping the rhythm again to reinforce their

pronunciation

Follow-up

•Have pupils produce the sounds of the letters I in Linda and n in Nam Then get them to

circle other words having the focused sounds in the rhyme

Summary

•In this lesson, pupils have revised how to greet and say goodbye, say the letters in the

alphabet, using How do you spell your name?; and produce the sound of the letter I in Linda and that of the letter n in Nam.

Homelink

•Sing The ABC Song on Page 15 at home.

LESSON 3

Duration: 2 periods Aim: Pupils will be able to spell simple names

Warm-up: Pupils sing The ABC Song on Page 15, Lesson 2.

•Whole class Books open Turn to Page 16 of the Student Book Ask pupils to

identify the characters in the picture and what they are doing Tell pupils that they are going to learn how to spell names Recall the alphabet

•Use a poster or point to the picture in the Student Book to set up the situation

Play the recording all the way through for pupils to listen and read the dialogue

•Play the recording again for pupils to repeat each line of the dialogue.

•Divide the class into two Allocate the lines of Nam and Tom to the pupils of each

group Have one group repeat Nam’s part, the other Tom’s part Repeat the step, but this time have the groups swap their parts

•Play the recording again for the whole class to repeat each line of the dialogue a

few times to reinforce their pronunciation

2 Look and say.

•Have pupils look at Pictures a, b, c and d on Page 16 Ask pupils to identify the

characters in the pictures and their names Tell them that they are going to practise spelling names Ask pupils to guess and say the lines in the speech bubble Fill the bubbles with the correct phrases prompted by pupils Then have them repeat the line in each speech bubble a few times

•Model: Call on a pair Have them pretend to be the characters in the pictures

Ask the pair to act out the question and answer about spelling Repeat the step but have the pair swap their parts Continue the activity with some more pairs

•Pairwork Pupils practise asking and answering Monitor the activity and offer

help Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on some pairs to perform the task at the front of the class The rest of the

class observe and give comments

•Have the whole class repeat the questions and answers in chorus to reinforce

their pronunciation

3 Write.

•Books open Turn to Page 17 of the Student Book Get them to identify the

characters in the pictures Tell pupils that they are going to read and get the information to complete the missing word(s) in Tasks 1 and 2

•Pupils read individually and complete the sentences Monitor the activity and

offer help when necessary

•Pairwork or groupwork Pupils trade their answers within pairs or groups for

correction

•Ask some pupils to read their answers aloud.

•Ask a few questions to ensure pupils’ comprehension of the writing text.

•Have the whole class read each line of the dialogues in chorus to reinforce

pupils’ pronunciation

Answers: 1 Mai; Tony

2 L-I-N-D-A

4 Let's play.

Circle the names Lan, Linda, Phong, Nam and Tony.

•Explain how the game is played: Pupils look at the letters in the grid and circle

the names Lan, Linda, Phong, Nam and Tony that they have to search, e.g LAN.

•Groupwork Pupils play the game in groups Monitor the activity and offer help

•Have pupils brainstorm the letters of the alphabet, and spell the names of the classmates

or members of their family

Summary

•In this lesson, pupils have learnt to ask and answer about names, and to spell simple

names, using How do you spell your name?

•Pupils spell their own names and the names of their family members at home.

UNIT 3 - How Are You?

•Phonics: hello thanks

•Vocabulary: how, thank, thanks, fine, and

•Sentence patterns: − How are you?

I’m fine, thank you And you?

I’m fine, thanks.

Resources

•Student Book Tieng Anh 3, Unit 3, Pages 18 - 23

•Audio and visual aids: Recordings, handmade puppets,

flashcards

•Crayons, stickers, 3 large-sized pieces of paper for two

chants and a song

Duration: 2 periods Aim: Pupils will be able to say goodbye (Review).

Warm-up: Say Hello to the class and have them reply Walk around

the class to greet some pupils, slapping on the hand of the greeted pupils

1 Look, listen and repeat.

•Whole class Books open Turn to Page 18 of the Student Book Ask them to

identify the characters and what they are saying Tell them that they are going

to review some phrases of greetings and learn some more Explain the situation

and the use of the titles Mr, Mrs and Miss

•Use a poster or two character puppets to present the situation Play the recording

all the way through for pupils to repeat each character’s part a few times

•Hold up the specific character puppet in the air or point to each character and

tell the whole class to say the appropriate line in the dialogue

•Have the whole class repeat the dialogue a few times to reinforce their

pronunciation

•Note : - Children do not tend to ask each other How are you?

That is something adults do to each other and to children, but not child to child

It is quite formal

- Thanks is an informal expression of thank you.

2 Look and say.

•Have pupils look at Pictures a and b on Page 18 Ask them to identify the

characters in the pictures Recall the greetings phrases Point to Picture a Ask pupils to guess what each character should say Then fill the speech bubbles with the correct phrases prompted by the pupils Have the whole class repeat the lines in the bubbles a few times

•Model: Call on a pair Tell them to pretend to be Tom and Mrs Lan Ask them to

act out the dialogue Repeat the step, but this time the pairs swap their parts

•Pairwork Pupils practise in pairs Monitor the activity and offer help when

necessary Correct pronunciation error(s) related to stress, rhythm and intonation

•Call on some pairs to demonstrate at the front of the class

•Have the whole class repeat all the phrases to reinforce their pronunciation.

3 Talk.

•Books open Turn to Page 19 of the Student Book Have pupils look at the

pictures Ask them to identify the characters in the pictures Recall the titles

Mr, Mrs and Miss Point to Picture a Ask what each character should say Then

fill the speech bubbles with the phrases prompted by the pupils Have pupils repeat the lines in the bubbles a few times before letting them practise freely Pupils can use the characters in their books to practise or role play the greetings phrases

•Pairwork Pupils practise in pairs Monitor the activity and offer help when

•Put the large piece of paper with the chant from Page 19 written on it on the

board Play the recording all the way through for pupils to listen while they are reading the chant Clap the syllables

Chant

Hello!

How are you?

Hello!

I’m fine, thanks.

How are you?

I’m fine.

Thank you.

•Play the recording again for pupils to listen and repeat each line of the chant,

as they clap the syllables Correct pronunciation error(s)

•Divide the class into two One group repeat each line of the chant The other

clap the syllables When the first round ends, repeat the step but the groups

•Groupwork Pupils practise saying the chant in groups Monitor the activity and

offer help when necessary

•Call on some volunteers to recite the chant The rest of the class clap the

syllables

•Ask some questions to ensure pupils’ comprehension of the chant

•Have the whole class repeat the chant to reinforce their pronunciation

they have learnt in the previous lesson

Warm-up: Pupils recite and clap the syllables of the chant on Page

19 of the Student Book

1 Listen and repeat.

•Whole class Books open Turn to Page 20 Have pupils look at the words hello

and thanks and notice the differently coloured letters in both words Tell them they are going to learn how to produce the sound of the letter l in the word hello and that of the letter a in the word thanks Produce the sounds l and a a few times Ask pupils to say what they think about when they hear these sounds

Put the large piece of paper with the chant written on it on the board Recall the

words and phrases: Tony, how are you, fine, thanks, and you, thank you.

hello thanks

Hello, Mr Loc.

How are you?

Hello, Tony.

I’m fine, thanks.

How are you?

I’m fine, thank you.

•Play the recording all the way through for pupils to listen while they are reading

the chant on the board or in their books Clap the syllables

•Play the recording again for pupils to repeat each line of the chant and clap the

syllables

•Call on a pair to the front of the class, have one pupil repeat each line of the

chant, and the other clap the syllables Repeat the step but this time the pairs swap their parts

•Groupwork Pupils practise saying the chant and clapping the syllables in

groups Monitor the activity and offer help Correct pronunciation error(s) when necessary

•Call on a group of volunteers to recite the chant The rest of the class clap the

syllables

•Ask some questions to ensure pupils’ comprehension of the chant.

•Have the whole class recite the chant to reinforce their pronunciation

•Have pupils look at the pictures on Page 20 of the Student Book Ask them to

identify the characters in the pictures and their relationship Tell them that they are going to listen to the recording to match the information they hear to the pictures and to tick the box in the corner of the correct picture

•Play the recording for pupils to listen as they look closely at the pictures in their

books

•Play the recording again for pupils to listen, select, and tick the correct pictures

•Replay the recording for pupils to check their answers

•Have pupils trade their answers in pairs or groups for correction

•Ask some questions to ensure pupils’ comprehension of the listening text

Transcript 1 Nam: Hello, Mr Loc How are you?

Mr Loc: I’m fine, thanks And you, Nam?

Nam: I’m fine Thank you, Mr Loc.

2 Tom: Hi, Mary How are you?

Mary: Hi, Tom I’m fine, thanks

Answers : 1 b 2 a

3 Read and match.

•Whole class Books open Turn to Page 21 of the Student Book Ask them to

identify the characters in the pictures Tell them that they are going to read the dialogues and to match each of them with the right picture Explain the situation in each picture

•Pupils read the dialogues individually and do the task.

•Monitor the activity and offer help when necessary.

•Pairwork Pupils trade their answers in pairs for the correction

•Call on some pupils to report their answers

•Make a few questions to check pupils’ comprehension of the dialogue.

•Have the whole class chorally read each line of the dialogues to reinforce their

pronunciation

Answers: 1 b 2 a

4 Let's play

Greetings

•Whole class Books open Turn to Page 21 Have pupils look at the pictures and

identify the characters and read the signs they have got Hello; Hi; Goodbye; I’m fine, thanks.

•When the speaker says How are you? the one who has got the right response I’m

fine, thanks, raises his/her own sign and replies or reads the sentences aloud as

it’s written

•Groupwork Pupils play the game in groups Monitor the activity; offer help

when necessary

•When the time is up, call on some groups to demonstrate the game at the front

of the class The rest of the class observe and give comments

•Have the whole class repeat all the sentences practised to reinforce their

pronunciation

Follow-up

•Have pupils produce the sound of the letter l in hello, Linda and that of the letter a in

thanks and thank you Then get them to circle other words having the focused sounds in

the chant

Summary

•In this lesson, pupils have learnt how to greet and express greetings phrases, using how

are you, fine, thank you/thanks; and you They have also learnt how to produce the sound

of the letter l in the word hello and that of the letter a in thanks.

Homelink

•Pupils recite the chant and clap the syllables on Page 20 of the Student Book at home.

LESSON 3

Duration: 2 periods Aim: Pupils will be able to greet (Review), using the language they

have learnt

Warm-up: Greet the class in the same way that the pupils have

learnt in Lesson 2 Have them reply Then get pupils to recite the chant on Page 20 of the Student Book

1 Listen and repeat.

•Whole class Books open Turn to Page 22 of the Student Book Ask pupils to

identify the characters in the picture of this part Make a few questions to check pupils’ comprehension of the dialogue Tell pupils that they are going to review

greetings phrases that they have learnt in the previous lessons.

• Play the recording all the way through for pupils to listen and read the text

Mime the dialogue

•Play the recording again for pupils to repeat each line of the dialogue a few

times to reinforce their pronunciation

2 Look and say.

•Have pupils look at the pictures on Page 22 Ask pupils to identify the characters

in the pictures and say their names Tell them to guess and to respond to the first character Then fill the speech bubbles with the correct phrases prompted by pupils Have them repeat a few times

•Model: Call on a pair Tell them to pretend to be Linda and Miss Hien to act out

the dialogue Repeat the step but have the pair swap their parts

•Have the whole class repeat all the phrases.

•Pairwork Pupils practise in pairs Monitor the activity Correct pronunciation

error(s)

•Call on some pairs to perform the task at the front of the class The rest of the

class listen and comment

•Make a few questions to reinforce pupils’ comprehension of the exchange.

3 Write.

•Books open Turn to Page 23 Get pupils to identify the characters in the picture

Ask them to talk about the situation in the picture Tell pupils that they are going

to read and get the information to write the missing words in the dialogue, using those from the frame on the top of the page

•Pupils read individually and complete the dialogue.

•Pupils trade their answers within pairs or groups for correction

•Ask some pupils to read aloud their work to the class.

•Have the whole class chorally read each line of the dialogue to reinforce their

pronunciation

Answers: 1 Hi 2 How 3 thank 4 thanks

4 Let’s sing

•Put the large piece of paper with How are you? Page 23 written on it on the

board Play the recording all the way through for pupils to listen as they read the song Mime the rhyme

Tune: The ABC Song

Lyric

How are you?

Hello, Peter How are you?

I’m fine, thank you How are you?

Thank you, Peter I’m fine too.

Let’s go to school together.

How are you, Nam, Quan and Mai?

We’re fine, thank you, Ms Hien.

•Play the recording again for pupils to sing along each line of the rhyme and

point to the appropriate line as they sing

•Call on a group of six to the front of the class Have three of them sing along

each line of the rhyme and the other three do the actions Repeat the step, but this time have the group swap their parts

•Groupwork Pupils practise saying and miming the rhyme in groups Monitor the

activity and offer help Correct pronunciation error(s) when necessary

•Call on one group to perform the rhyme at the front of the class The rest of the

class sing along

•Have the whole class sing the rhyme again to reinforce their pronunciation

Unit 4 - What ’s Your Name?

Competences

Lesson 1: Asking and answering about someone’s name

Lesson 2: Introducing others

Lesson 3: Spelling someone’s name (Review)

Language input

•Phonics: this Tom

•Vocabulary: what, my, your, this, friend

•Sentence Patterns: − What’s your name?

•Student Book Tieng Anh 3, Unit 4, Pages 24 - 29

•Audio and visual aids: Recordings, handmade puppets,

to ask the names of some specific pupils Pupils sing the song on Page 23 of their books

1 Look, listen and repeat.

•Whole class Books open Turn to Page 24 of the Student Book Ask pupils to

identify the characters in this part and guess what the characters are saying Tell them that they are going to learn how to ask and answer about names

•Use a poster or 2 character puppets to present the situation Play the recording

all the way through for pupils to listen as they read the lines Mime the dialogue

•Play the recording again for pupils to listen and repeat each line of the text

Correct typical pronunciation error(s) when necessary

•Ask a few questions to ensure pupils’ comprehension of the text in the speech

bubbles

2 Look and say.

•Have pupils look at Pictures a, b, c and d on Page 24 Tell them to identify the

characters Ask pupils to repeat each name a few times Point to Picture a Ask

pupils what the character should say to respond to the question What’s your name? Fill the bubble on the left edge of the page with the phrase prompted by

the pupils Then have them repeat the question and answer a few times before going on with the other pictures

•Model: Call on a few pairs and allocate the characters in Pictures a, b, c and d

Have them pretend to be these characters to ask and answer

•Pairwork Pupils practise asking and answering in pairs Monitor the activity and

offer help Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on a pair to demonstrate at the front of the class The rest of the class

observe and comment

•Ask a few questions to check pupils’ comprehension of the language

•Have the whole class repeat all the questions and answers to reinforce their

pronunciation

3 Talk.

•Have pupils look at the pictures on Page 25 of the Student Book Ask them to

identify the characters Point to Picture a Ask pupils to pretend to be Hoa Then

ask them what they would say to respond to the question What’s your name? Fill

the empty bubble with the answer prompted by the pupils Then repeat the step with the other pictures

•Have the class repeat all the lines a few times before letting them practise freely.

They can use names of the characters in their books or their own names

•Pairwork Pupils practise talking in pairs Monitor the activity and offer help

Correct pronunciation error(s) when necessary

•Call on some volunteers to perform the task at the front of the class.

•Ask a few questions to check pupils’ comprehension of the language

•Have the whole class repeat all the phrases to reinforce their pronunciation.

4 Let's sing

•Put the large sheet of paper with the rhyme What Is Your Name? on Page 25

written on it on the board

Tune: Frère Jacques

Lyric What Is Your Name?

Hello! Hello! (2) What’s your name? (2)

My name is Linda (2) That’s my name (2)

•Play the recording all the way through for pupils to listen as they read the rhyme

Clap the rhythms

•Play the recording again for pupils to repeat each line and clap the rhythms

along with you

•Call on a group of six to the front of the class Play the recording Have three

of the group repeat the lines along the recording and the other three clap the rhythms Repeat this step Have pupils swap their parts

•Groupwork Pupils sing the song, clapping in groups Call on a group of six to

demonstrate the song at the front of the class

•Ask a few questions to reinforce pupils’ comprehension of the lyric

•Have the whole class sing the song, clapping the rhythms together to reinforce

•In this lesson, pupils have learnt to ask and answer about names, using What’s your name?

and My name’s + name; and memorise some specific foreign names.

Homelink

•Pupils show their drawings and sing the rhyme at home.

LESSON 2

Duration: 2 periods

Aim: Pupils will be able to introduce someone, using This is + name.

Warm-up: Greet the pupils Walk around the class to greet some

specific pupils and ask their names, using the previously learnt language in Lesson 1

1 Listen and repeat.

• Whole class Books open Turn to Page 26 Ask pupils to talk about the

characters in this picture Draw their attention to the letters coloured differently

in the words this and Tom Tell them they are going to learn how to produce the sound of the letters th in the word this and that of the letter T in the word Tom Produce the sounds th and t a few times, and ask pupils to say what they think

about when they hear these sounds Have pupils repeat the focused sounds a few times

•Put the large piece of paper with the chant written on it on the board Teach the

new words and phrases with this and that

this Tom

This is Tom.

This is Tony.

This is Linda.

•Play the recording all the way through for pupils to listen as they read the chant

Clap the rhythms

• Play the chant again Have pupils repeat each line and point to each line of the

chant

• Call on a group of six to the front of the class Have three pupils repeat each line

of the chant and the other three clap the focused sounds

• Groupwork Pupils practise saying the chant in the way described above

Monitor the activity and offer help when necessary Correct pronunciation error(s) when necessary

• Call on some groups to recite the chant and clap the focused sounds.

• Ask some questions about the chant to ensure pupils’ comprehension.

• Have the whole class chant again to reinforce their pronunciation.

2 Listen and tick.

• Whole class Books open Have pupils look at the pictures on Page 26 Have

them identify the characters in these pictures and tell them that they are going

to listen to the recording and match the information they hear to the correct picture and tick the box in the correct picture

• Pupils should look closely at the pictures as they listen to the recording.

• Play the recording all the way through Have pupils listen and look at the

pictures

• Play the recording again Pupils perform the task.

• Choose one or two pupils to share their answers with their classmates

• Play the recording for pupils to check their answers

• Have pupils trade their answers in pairs or groups for correction.

• Ask some questions to make sure that pupils understand what they have

listened

Transcript

1 Girl: Hi, Nam This is Peter.

Boy: Peter? How do you spell that?

Girl: Peter P-E-T-E-R.

2 Boy: Hi, Linda This is Mai.

Girl: Mai? How do you spell that?

Boy: Mai M-A-I.

Answers: 1 b 2 a

3 Read and match.

•Whole class Books open Turn to Page 27 of the Student Book Have pupils look

at Pictures a and b Tell them that they are going to read the text and use the information to match each text to the correct picture

•Ask pupils to identify the characters and the details in each picture to find out

the differences between these two pictures

•Pupils read the text individually and do the task Move around the class to help

pupils with the activity

•Pairwork Have pupils trade their answers in pairs for correction

•Call on one pupil to report the answer The rest of the class listen and give

comments

•Ask a few questions to check pupils’ comprehension

•Have the whole class repeat each line of the text to reinforce their

pronunciation

Answers: 1 b 2 a

4 Let ’s play.

Stand up When You Hear …

Aim: To recall the sounds learnt in the Student Book, and to have pupils interact and

take turns in pairs

Language focus: Specific sounds learnt in the Student Book

•Explain how the game is played The class is divided into 3 or 4 teams of 8 or

10 pupils Say “Stand up when you hear the sound th, and sit still if you hear other sounds.” Then produce words: hello, this, Mary, Peter, etc Pupils in each group

should follow the instructions Otherwise, they would be out Other sounds learnt in the previous units can be chosen

•The team that has more pupils remain sitting will be the winner.

Follow-up

•Have pupils produce the sound of the letters th in this and that of t in Tony.

•Have pupils recite the rhyme What Is Your Name? and circle the words having th and t

sounds in the rhyme

Summary

•In this lesson, pupils have learnt to introduce someone, using This is + name; and

to produce the sound of the letters th in this and that of the letter t in Tony.

Homelink

•Pupils recite the rhyme What Is Your Name? on Page 25 at home.

LESSON 3

Duration: 2 periods

Aim: Pupils will be able to spell someone’s name, using How do you

spell your name?

Warm-up: Pupils recite the rhyme What Is Your Name? on Page 25.

•Whole class Have pupils turn to Page 28 of their books Ask them to identify the

characters in the picture Tell them that they are going to recall how to spell

someone’s name and say the alphabet letters Teach pupils to spell some specific

names and sing the Alphabet Song

•Play the recording all the way through for pupils to listen as they read the

dialogue

•Play the recording again for pupils to repeat each line of the text a few times

Ensure their correct pronunciation (sentence stress, the assimilation of sounds, and intonation)

2 Look and say.

•Have pupils look at Pictures a, b, c and d on Page 28 Tell them to identify the

characters and spell the name in each picture Recall the sentence pattern that

they have already learnt How do you spell your name?

•Model: Tell pupils to pretend to be Mary Point to Picture a Ask How do you spell

your name? Have pupils repeat the answer M-A-R-Y Then tell them to repeat the

question and the answer Repeat the step with the other names

•Pairwork Pupils practise asking and answering in pairs Monitor the activity and

offer help Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on a pair to demonstrate at the front of the class The rest of the class

observe and comment

•Ask a few questions to check pupils’ comprehension of the language.

•Have the whole class repeat all the questions and answers to reinforce their

pronunciation

3 Write.

•Whole class Books open Turn to Page 29 Have pupils look at the pictures to

identify the characters Tell them that they are going to choose the right word from the frame to complete the missing words

•Pupils read individually and do the task.

•Pairwork Pupils trade their answers in pairs for correction

•Ask some pupils to read the complete sentences aloud to the class.

•Ask a few questions to reinforce pupils’ comprehension of the text.

•Have the whole class read the complete sentences aloud to reinforce their

pronunciation

Answers: 1 this 2 What 3 spell

4 Let’s chant

•Put the large sheet of paper with the chant from Page 29 written on it on the

board Tell pupils that they are going to chant Have pupils repeat the names

of the characters in the chant and spell them Play the recording all the way through for pupils to listen as they read the chant Point to each line and mime

Chant

Meet My Friends

Meet my friends, Peter and Mary.

Meet my friends, Tom and Tony.

Play with my friends.

Yeah! Yeah! Yeah!

•Teach the new phrases, meet my friends and play with my friends

•Play the recording again for pupils to listen and repeat each line Mime the

chant Correct typical pronunciation error(s) (stress, assimilation of sounds, and intonation) when necessary

•Groupwork Have pupils read the chant several times Move around the class to

offer help when necessary

•Call on some volunteers to recite the chant.

•Ask some questions about the chant to ensure pupils’ comprehension of the

•In this lesson, pupils have learnt how to spell someone’s name, using How do you spell your

name? and say the alphabet letters.

Homelink

•Pupils practise singing the rhyme What Is Your Name? at home.

UNIT 5 - Our Friends

Competences

•Lesson 1: Identifying someone

•Lesson 2: Asking and answering about someone’s name

•Lesson 3: Asking and answering about someone’s name

(Review)

Language input

•Phonics: Tony yeah

•Vocabulary: yes, no, he, she, new, that

•Sentence Patterns: Who’s that? − It’s + name.

Is this/that Tony? − Yes, he is./No, he isn’t

Is he/she + name?− Yes, he/she is.

− No, he/she isn’t.

Resources

•Student Book Tieng Anh 3, Unit 5, Pages 30-35

•Audio and visual aids: Recordings, handmade puppets,

flashcards or photographs of pupils

•Crayons, stickers, large pieces of paper for chants and a song

Duration: 2 periods Aim: Pupils will be able to identify someone.

Warm-up: Pupils sing the song What Is Your Name? on Page 25 of

the Student Book

1 Look, listen and repeat.

•Whole class Have pupils turn to Page 30 of the Student Book Ask them to

identify the characters Tell them that they are going to hear Mai and Phong

talk about Tony Use a poster and two puppets to present the situation Explain

the new language and the use of this and that Play the recording all the way

through for pupils to listen as they read the dialogue They should point to the appropriate lines in their books

•Play the recording again for pupils to repeat each line of the dialogue Divide

the class into two groups Allocate the parts of Mai and Phong Have one group repeat Mai’s part and the other Phong’s part Repeat the step but have the pupils swap their parts

•Have the whole class repeat each line of the dialogue in chorus to reinforce their

pronunciation

•Note: Yeah is the informal form of yes.

2 Look and say.

•Have pupils look at Pictures a, b, c and d Ask them to identify the characters in

the pictures Point to Picture a Ask Who’s that? Wait for them to answer Fill the

bubble on the left with the correct answer Have pupils repeat the question and answer Repeat the step with Pictures b, c and d

•Have pupils repeat all the questions and answers a few times

•Pairwork Pupils practise asking and answering, using the pictures in their books

Monitor the activity, check pupils’ pronunciation (stress, assimilation of sounds and intonation) and offer help when necessary

•Call on two pairs to perform the task at the front of the class The rest of the class

observe and give comments if possible

•Ask a few questions about the characters and the language to check the pupils’

comprehension of the language

•Have the whole class repeat all the language practised in chorus to reinforce

their pronunciation

3 Talk.

•Have pupils look at the pictures on Page 31 and ask them to identify the

characters in the pictures Point to a specific character in Picture a and ask Who’s that? Wait for pupils to answer Then complete the speech bubbles with the

correct sentences

•Have the class repeat the lines a few times before letting them practise or role

play freely

•Pairwork Pupils practise in pairs Monitor the activity and offer help Correct

typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on a pair to demonstrate at the front of the class The rest of the class

observe and comment

•Ask a few questions to check the pupils’ comprehension of the language and

characters

•Have the whole class repeat all the questions and the answers to reinforce their

pronunciation

4 Let ’s chant

•Put the piece of paper with the chant from Page 31 written on it on the board

Tell pupils that they are going to chant Ask pupils to talk about the characters

and the language Review the pronunciation of this, that, Tom and Tony Play the

recording all the way through for pupils to listen as they read Clap the syllables

Yes, she is

Come on.

Let’s play together.

Yeah, yeah.

•Play the recording again for pupils to listen and repeat each line of the chant,

clapping the syllables Correct typical pronunciation error(s) (stress, assimilation

of sounds, intonation) when necessary

•Divide the class into two One group repeat each line of the chant The other

clap the syllables Repeat the step but this time the groups swap their parts

•Groupwork Pupils practise reciting the chant and clapping the syllables in

groups Monitor the activity and offer help when necessary

•Call on some volunteers to recite and clap the chant The rest of the class

observe and give comments

•Ask some questions about the chant to ensure pupils’ comprehension of the

Student Book

1 Listen and repeat.

•Whole class Books open Turn to Page 32 Have pupils look at the words Tony

and yeah and draw their attention to the letters coloured differently in both

words Tell them they are going to learn how to produce the sound of the letter

t in the word Tony and that of the letter y in the word yeah Produce the sounds

t and y a few times Ask pupils to say what they think about when they hear these sounds Play the recording for pupils to listen as they read the chant on the

board or in their books Clap the rhythm

•Call on a group of six to the front of the class Have three of them repeat each

line of the chant, and the other three clap the rhythm Repeat the step but this

time have the pupils swap their parts

•Groupwork Pupils practise reciting and clapping the chant in groups Monitor

the activity and offer help Correct typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on a group of six to recite the chant The rest of the class clap the rhythm.

•Ask some questions about the chant to ensure pupils’ comprehension of the

chant

•Have the whole class recite the chant to reinforce their pronunciation.

Follow-up

•Have pupils produce the sound of the letter t in Tony and that of the letter y in yeah Then

get them to circle other words in the chant having the focused sounds

•Have pupils look at each pair of the pictures on Page 32 of the Student Book Ask

them to identify the characters in the pictures Tell them that they are going to listen to the recording, match the information they hear to the pictures and tick the box in the correct picture Draw pupils’ attention to the pointing hands

•Play the recording all the way through for pupils to listen as they look closely at

the pictures in their books

•Play the recording again for pupils to listen and tick the correct pictures

•Replay the recording for pupils to check their answers

•Have pupils trade their answers in pairs or groups for correction

•Ask some questions to ensure pupils’ comprehension of the recording

Transcript

1.

A: Hi, Mai Who’s this?

B: It’s Nga.

A: Is Nga your friend?

B: Yes, she is.

3 Read and match.

•Whole class Books open Turn to Page 33 of the Student Book Ask pupils to

identify the characters in the pictures Tell them that they are going to read the dialogues to get the information to match them to the pictures

•Review the language learnt in the previous section

•Pupils read the dialogues individually and do the task Monitor the activity and

offer help when necessary

•Pairwork Have pupils trade their answers in pairs for correction

•Call on some pupils to share their answers with their classmates Have the whole

class read each dialogue chorally to reinforce their pronunciation

Answers: 1 b 2 a

4 Let’s sing

•Put the large piece of paper with the rhyme My Friends from Page 33 written on

it on the board Tell pupils that they are going to sing a rhyme

•Play the recording all the way through for pupils to listen as they read the rhyme

Mime the rhyme

Tune: Frère Jacques Lyric

My Friends

This is Linda.

This is Linda.

She’s my friend (2) Come and sing a song now (2)

La, la, la (2)

•Play the recording again for pupils to repeat each line of the rhyme Have pupils

point to the corresponding words as they repeat

•Call on a group of eight to the front of the class Have four pupils repeat each line

of the rhyme and the other four do actions Repeat the step, but this time have the pupils swap their parts

•Groupwork Pupils practise singing the song and doing the actions in groups

Monitor the activity and offer help Correct typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on one group to perform the song at the front of the class The rest of the

class sing along and do the actions

•Ask a few questions to ensure pupils’ comprehension of the song

•Have the whole class sing the song again to reinforce their pronunciation

Summary

•In this lesson, pupils have learnt to ask and answer about someone’s name, using Is this/

that ? and produce the sound of the letter t in Tony and that of the letter y in yeah.

Homelink

•Pupils practise singing the song on Page 33 at home.

LESSON 3

Duration: 2 periods Aim: Pupils will be able to ask and answer about someone’s name

(Review)

Warm-up: Pupils sing the song on Page 33, Lesson 2.

•Whole class Books open Turn to Page 34 of the Student Book Ask pupils to

identify the characters in the picture Tell them that they are going to hear

Tony and Tom ask and answer about Linda, using Is he/she + name? Explain the

situation

•Play the recording all the way through for pupils to listen as they read the

dialogue

•Play the recording again for pupils to repeat each line of the dialogue

•Divide the class into two Have one group repeat Tony’s part and the other

Peter’s Repeat the step, but this time have the groups swap their parts

•Ask a few questions to check pupils’ comprehension of the language.

•Play the recording again for the whole class to repeat each line of the dialogue

to reinforce their pronunciation

2 Look and say.

•Have pupils look at the speech bubbles on Page 34 Ask pupils to guess and say

the lines in the bubbles Then tell pupils that they are going to practise asking and answering, using these sentence patterns Have pupils repeat each line in the bubbles a few times Have pupils identify the characters in Pictures a, b, c and d

•Model: Point to Picture a Explain the situation Ask pupils what Mai should say

to ask about the girl in front of her, and what Nam should answer Fill the

bubbles with the phrases prompted by the pupils Repeat the step with the other pictures Then have pupils repeat all the phrases a few times

•Pairwork Pupils practise asking and answering, using the pictures in their books

Monitor the activity and offer help Correct typical pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary

•Call on some pairs to perform the task at the front of the class The rest of the

class observe and give comments

•Have the whole class repeat the phrases practised in chorus to reinforce their

pronunciation

3 Write.

•Have pupils turn their books to Page 35 Get them to identify the characters in

the pictures Ask them to talk about the dialogue Tell pupils that they are going

to read and get the information to complete the missing word(s) in the dialogue

•Pupils read individually and do the task.

•Pairwork or groupwork Pupils trade their answers in pairs or groups for

•Ask some pupils to read their work aloud to the class Have the rest of the class

listen and give comments

•Have the whole class repeat each line of the dialogue to reinforce their

pronunciation

Answers: 1 he 2 Is 3 I

4 Let's play.

Physical Line-Up •Explain how the game is played: Pupils play in groups of six Each group has one

set of six pieces of paper On each of which one of the four words is written, e.g

this, is, my, friend and one of the character’s names that they have learnt (Linda

or Tony or Tom or Mary) Each group member picks up one piece of paper Then

the pupils in each group put their pieces of paper together in order to make a

sentence, e.g This is my friend Linda.

• Groupwork Pupils play the game in groups Move around to help with the

activity

• When the time is up, call on two groups to demonstrate the game at the front of

the class The rest of the class observe and give comments

• Have the whole class repeat all the sentences to reinforce their pronunciation

•Have pupils brainstorm and spell the names of their classmates/friends

Summary

•In this lesson, pupils have learnt how to ask and answer about someone’s name (review),

using Is he/she + name?

Homelink

•Pupils tell their parents the names of their friends.

Review 1

Aim: Pupils will be able to perform their abilities in

listening, speaking, reading and writing related to the

topics from Units 1 – 5, using the phonics, vocabulary and

sentence patterns they have learnt

Duration: 2 periods

Period 1: Summary

Period 2: Review 1 (Student Book, Pages 36-41)

Resources

- Three pieces of white paper with the phonics, the

vocabulary and the sentence patterns written on them

- Audio and visual aids: audio cassettes and flashcards

A SUMMARY Aims: To review the phonics, the vocabulary and the sentence

patterns from Units 1- 5

Duration: 1 period

Me and My Friends

Unit 1 Hello

Competences

• Greeting and self-introducing

• Greeting and self-introducing

• Hello I’m Mai.

– Hi, Mai I’m Nam.

• How do you spell Linda?

– L-I-N-D-A.

Vocabulary

how, spell, name, alphabet

• How are you?

– I’m fine, thank you And you?

Vocabulary

how, thank, thanks, fine, and

Phonics

hel l o

th a nks

Unit 4 What’s Your Name?

• Asking and answering about

someone’s name (Review)

Aim: To review the phonics, the vocabulary and the sentence

patterns from Units 1- 5

I Phonics

• Whole class Put the piece of paper with the phonics written on it on the board and play the

recording Pupils follow the recording and read aloud Draw pupils’ attention to the sounds

that are difficult to pronounce such as this, thanks, yeah.

• Pairwork Pupils practise reading the words aloud Have some pairs demonstrate Correct

their pronunciation when necessary

• Call on some pairs to demonstrate at the front of the class Have the rest of the class

observe and give comments

II Vocabulary

•Whole class Put the vocabulary sheet of paper on the board Pupils recall the meanings

of the words by reading aloud or playing a game (Name Cards, Stand up When You Hear, Physical Line-up, … ) using flashcards.

• Pairwork/Groupwork Pupils say the words aloud again Encourage them to group the

words into categories: words to indicate greetings, names, friends, such as hello, hi; bye, goodbye; this, that…

•Have pupils make sentences with some of the words they have learnt

III Sentence patterns

• Whole class Put the sheet of paper which contains the sentence patterns on the board

Pupils repeat the patterns aloud as they follow the text on the board

• Pairwork/Groupwork Pupils make short dialogues with the sentence patterns Have some

pairs act out their dialogues at the front of the class The rest of the class listen and comment

B REVIEW 1 Aim: Pupils do Review 1 in class.

Duration: 1 period Procedure (Parts I – V)

• Have pupils turn to Page 36 in the Student Book.

• Pupils work individually to complete Parts I – V Then have them

trade their work for correction

• Call on some volunteers to read their answers Elicit comments

from the rest of the class

• Correct pupils’ work on Parts I – V.

I Complete each word Say it aloud.

Key

1 hi 2 goodbye 3 friend 4 spell 5 name

6 thanks 7 that 8 this 9 how 10 hello

II Write the missing letters.

Key

1 Hello 2 name 3 friend 4 Goodbye

III Listen and tick.

Play the recording twice

Transcript

1 Girl: Hi, I’m Mai.

Boy: Hello, Mai I’m Nam.

Girl: Hi, Nam.

2 Boy: What’s your name?

Girl: My name’s Mary.

Boy: Your name’s Mary?

Girl: Yes My name’s Mary.

3 Girl 1: This is my friend She’s Linda

Boy: Hi, Linda How do you spell your name?

Girl 2: L-I-N-D-A.

Boy: L-I-N-D-A?

Girl 2: Yeah That’s my name.

4 Girl: That’s my friend

Boy: What’s his name?

Girl: Tony.

Boy: How do you spell Tony?

Girl: T-O-N-Y

5 Girl: Is the boy new?

Boy: No, he isn’t.

Girl: What’s his name?

Boy: Tony.

Girl: How do you spell that?

VI Look and talk.

(Notes: This section should be done separately if there is enough time or it could be

integrated into the process of teaching each unit)

Procedure

- Ask pupils to look at each picture to speak as required

- Have pupils work in pairs or in groups Remind pupils to use the sentence patterns provided in Units 1 - 5

- Call on some volunteers to speak aloud Elicit comments from the rest of the class

- Correct pupils’ answers when necessary

UNIT 6 - My School

Competences

•Lesson 1: Introducing school names

•Lesson 2: Asking and answering about schools

•Lesson 3: Asking about the name of a school

Language input

•Phonics: which school

•Vocabulary: primary school, it, which, one

•Sentence Patterns: − It’s Thang Long Primary School.

− Which is your school?

This one./That one.

− What school is it?

Park Primary School

Resources

•Student Book Tieng Anh 3, Unit 6, Page 42 - 47

•Audio and visual aids: Recordings, handmade puppets,

photographs or pictures of schools

•3 large sheets of paper for two chants and a song to be

written

Duration: 2 periods Aim: Pupils will be able to introduce their school names.

Warm-up: Pupils sing the rhyme My Friends on Page 33 of the

Student Book

1 Look, listen and repeat.

•Whole class Have pupils turn to Page 42 of their books Ask them to identify the

characters in the picture Tell them that they are going to hear Mai talk to Tony

about her school Give the meaning of primary school.

•Use a poster to present the situation and the language Play the recording all the

way through for pupils to listen as they read the dialogue Mime the lines

•Play the recording again for pupils to listen and repeat each line a few times

Correct pronunciation error(s) when necessary

•Ask some questions to check pupils’ comprehension of the language.

•Have the whole class repeat all the lines a few times to reinforce their

pronunciation

2 Look and say.

•Have pupils look at Pictures a, b, c and d on Page 42 Tell them to identify the