Sách giáo viên tiếng anh 3 theo chương trình mới của bộ giáo dục

Pupils look at the pictures to study the contextualized input language, listen to the teacher’s explanations and then to the recording for the first time.. •In teaching Phonics/Songs/Rhy

BỘ GIÁO DỤC VÀ ĐÀO TẠO

HOÀNG VĂN VÂN (Tổng Chủ biên) - PHAN HÀ (Chủ biên)

ĐỖ THỊ NGỌC HIỀN - NGUYỄN SONG HÙNG - ĐÀO NGỌC LỘCTRƯƠNG THỊ NGỌC MINH - NGUYỄN QUỐC TUẤNVới sự cộng tác của COL GILLESPIE và CARMEL HERON

(T¸i b¶n lÇn thø nhÊt)

Sách được Hội đồng Anh hỗ trợ chuyên môn, chuyên gia tư vấn Jaynee Moon góp ý, thẩm định độc lập.

Nhà xuất bản Macmillan Australia và Macmillan New Zealand phối hợp

biên soạn, biên tập và thiết kế

INTRODUCTION

Tieng Anh 3 is the first of the three-level English coursebooks for Vietnamese

primary school pupils learning English as a foreign language (EFL) The book follows a systematic, cyclical and theme-based syllabus, approved by the Ministry

of Education and Training in August, 2010, which takes a thorough development of skills, but gives particular emphasis to listening and speaking at the early stage.The whole coursebook reflects the carefully sequenced pedagogy of warm-up, presentation, practice, application and assessment to develop language and

developmental skills through four macro themes - Me and My Friends, Me and My

School, Me and My Family, and Me and the World Around

Twenty richly illustrated, cross-curricular and theme-based units focus on offering pupils motivation, memorable lessons and a joyful learning experience

of English Clear lessons follow a logical progression and include a wide range of learning styles with activities that help pupils develop coordination, critical thinking, pre-language skills as they learn to speak and understand English

Singing activities, total physical response (TPR) chants, and exciting games reinforce previously learnt vocabulary, motivate pupils and help them build confidence in communicating in English

Tieng Anh 3 - Student Book includes twenty units, four reviews and an interwoven sample assessment in the Teacher Book

Each unit offers pupils a sense of security through predictable activities which are systematically sequenced from listening to speaking, reading and writing

Each unit is organized around a familiar topic and consists of three lessons Each lesson provides materials for two periods (or eighty minutes) of class contact

After the warm-up step with a song or a game, conducted by the teacher, the presentation part of the unit begins with

Look, listen and repeat This part is

colourfully illustrated to set up the situation in which English is used

The input language is mostly presented

in speech bubbles to make the scene like comic script that motivates and engages pupils’ interest in their learning of English

Pupils look at the pictures to study the text, listen to the teacher’s explanations and repeat the language for the first time

This part provides the vocabulary for pupils to speak English using sentence patterns Specially chosen words are linked up with their meanings through a variety of appealing illustrations.This is an interractive activity that is conducted in pairs or groups

Finally, the pair or group demonstration in front of the class offers pupils the feelings

of security, achievement and confidence

in using the new language

This part provides pupils with an

opportunity to speak English freely,

using the recently practised language in

different contexts It also helps to reinforce

pupils’ understanding and memory

This part is designed especially to

give extra language for pupils to practise

listening, speaking, and performing

actions (TPR) Pupils learn the rhythm

of English by clapping hands as they

chant It is also a good way to develop

pupils’ pronunciation ability The

easy-to-understand language of the chant

provides motivation for enjoyable and

age-appropriate practice activities

Chants play a special role in introducing

new language or consolidating, recycling

and extending the contexts in which

structures and vocabulary already learnt

are used

This part aims to develop reading abilities.The reading text is often based on the vocabulary and structures that pupils have previously acquired to make the activity achievable Reading comprehension at this level is often checked by matching pictures

to texts and vice versa or completing the missing words in a sentence At this level, pupils are often required to read aloud at the after-reading stage to reinforce their pronunciation ability

This part is specially developed to provide additional material to keep pupils motivated and inspired after the reading activities

Like chants, songs are natural, spontaneous, and enjoyable ways to learn English Pupils like music and learning popular rhymes can help them to develop their awareness of English stress, rhythm and intonation This activity also enables

an interaction and cooperation among individual pupils in the same class

This part gradually introduces pupils

to the sounds of English through a

phonics chant that presents two sound

features at a time Phonics provides a

useful tool for pupils to rely on when

they come across new vocabulary

in listening, speaking, reading and

spelling Troublesome sounds to

Vietnamese pupils are carefully selected

from the material in each unit to be

focused on, and presented in a chant

for pupils to practise speaking in a

natural and motivating fun way

This part provides the development of

listening skills The activity is designed

to provide a reason and purpose for

listening It is also a flexible means of

checking pupils’ comprehension The

activity requires pupils to put a tick

in the chosen box as they listen After

that, they trade their performance in

pairs or groups for correction Finally, a

few individuals are selected to report

their work at the front of the class The

activity can be reinforced by choral

repetition

This part is specially developed to

provide additional material to keep pupils

motivated and activated after the writing

activities Games are enjoyable and useful

tools to encourage pupils to participate in

the use of English for entertainment They

also help to develop pupils’ social skills

such as taking turns, cooperating, listening

to others, and observing the rules of the

game Many games can help to develop the

The writing part follows the listening and

speaking activities in the previous sections

to reinforce the learnt material Writing

activity at this level of English learning is

aimed to support and consolidate oral and

aural activities That is a reinforcement of

the understanding and spelling of familiar

vocabulary and sentence patterns Pupils

are required to write the missing words in

structures that are previously learnt or to

write simple answers with “yes”, “no” or a

single word, e.g a noun, a preposition, and

a verb

This part provides the practice of additional language input Pupils practise speaking, using the new material to recall and memorise vocabulary and structures

in an expanding network of meanings

As structured, this is an interractive activity in pairs or groups It is followed

by a pair or group report to the class that promotes the pupils’ feelings of security, achievement and confidence in using English

This part provides additional language input for listening and speaking

activities New vocabulary, e g plural form of nouns, pronouns, or verbs, is presented in already learnt sentence patterns

Pupils look at the pictures to study the contextualized input language, listen

to the teacher’s explanations and then

to the recording for the first time After that, they listen again and repeat the texts in the speech bubbles or each line

of the dialogue

SKILLS AND LANGUAGE TEACHING

in Tieng Anh 3

I Teaching Listening

In Tieng Anh 3, listening is one of the two communicative skills to receive more emphasis

Through listening, pupils become familiar with the sounds, rhythms and intonation of English When listening to English, children are actively engaged in constructing meaning and making sense of what they hear, using their knowledge and the clues provided by the context So it is very important to teach pupils to be aware of

the

 reason and purpose for which they are listening,

the content of the listening text,



the spe

 aker’s voice

There is a three-staged plan in teaching listening: before, while, and after listening

•Before listening aims

to motivate and engage pupils in the listening activity;



to estab

 lish a reason for listening;

to encourage pupils to predict the listening content, using a poster or situational



illustrations in the coursebook such as puppets, realia and flashcards; and

to introduce new language or vocabulary which occurs in the listening text



•While listening aims to help pupils

 say the words and or the sentences correctly;

 understand spoken English; and

 develop a sub-listening skills such as listening for gist or listening for details

•After listening aims

to help pupils show their listening comprehension at the front of the class; and



to provide a follow-up spoken / written activity such as speaking, or writing down



what pupils have listened

II Teaching Speaking

Speaking in Tieng Anh 3 is of two forms: spoken interaction and spoken production

The first refers to the ability to ask and answer questions and handle exchanges with others The second refers to pupils’ ability to produce language appropriately and

correctly Speaking in Tieng Anh 3 includes:

•Pronunciation, which is learnt through dialogues, games, rhymes and songs Through

these forms pupils get familiar with the stress, rhythm and intonation patterns of English

in a natural way It is crucial to provide pupils with lots of models and to build up

their confident acceptance of approximate pronunciation Insistence on correct

pronunciation with young English learners is likely to bring about a counter-effect

•Repetition helps pupils memorise vocabulary and 'chunks' of language Repetition

and classroom routines build up an expanding repertoire of English that helps pupils understand and respond to a situation as a part of communicative interaction in class The best strategy is to provide lots of opportunities for pupils to practise with a secure feeling through choral repetition of action rhymes and games It is also important

to establish some classroom routines such as greetings and saying goodbyes at

the beginning and the end of the lessons, asking for permissions, saying common

classroom expressions such as I don’t understand; Could you say it again, please? ; May

I ask you a question? or in answering a question, I don’t know; I think/guess ; and Perhaps.

•Speaking activities are designed to foster active listening Pupils learn to take turns

and respect others’ opinions when practising in pairs and or groups It is advisable to remember the following sequences when conducting a speaking activity

Make clear the purpose of a speaking activity Elicit pupils to talk about the context



of the speaking activity, using a poster or pictures from the coursebook, realia, etc Model the focused language in the speech bubbles several times, using a



demonstration pair and the vocabulary sets provided in the coursebook

Have pupils repeat in chorus

rhythm and intonation Offer help, when necessary, to make pupils feel secure and

promote their confidence in speaking

•After speaking includes some remedial work as well as follow-up activities in the form

of a writing or a reading task or an integrated activity

III Teaching Reading

•In developing reading skills in English, pupils are taught to read aloud, following

the pictures and the texts in the stories and coursebooks This provides an implicit opportunity for pupils to get familiar with conventions of print and text

•The reading text is based on familiar texts which have been orally/aurally practised,

and the use of a whole-word sign recognition as well as phonics The use of phonics is

usually most effective when embedded in a context such as a rhyme or a chant 

•Explanations should be given to pupils when they do not understand the meaning

of a word Some reading strategies such as focusing on familiar words, guessing

unfamiliar words in a logical context, and looking at cued pictures for meaning should

be taught to pupils

•The reading activities in Tieng Anh 3 aim to help pupils to develop sub-skills such as

skimming for gist and scanning for detail Teaching reading, like teaching other skills,

can be staged into before, while and after reading

•Before reading prepares a motivating and interesting atmosphere Elicit from pupils

before they are going to read a text, using a poster, puppets, the pictures from the coursebook, realia, etc Encourage pupils to guess what the text is about before

•While reading helps pupils

link the pictures and the clues with the meaning of the text



understand the main idea of the text (

understand the details of the text (

•After reading aims to consolidate pupils’ understanding of the text and reinforce their

pronunciation through a follow-up activity either in spoken or in written form

IV Teaching Writing

•Writing in Tieng Anh 3 aims to develop pupils’ elementary writing skills in English

Pupils are taught to coordinate hand, eye and subtle motor skills They need to have the effort and concentration which go into forming letters and words Initial writing emphasis is on supporting and reinforcing oral/aural work, particularly the spelling of familiar vocabulary and sentence patterns

•Before writing aims to help pupils to understand why they write and provides them

with the language materials to express their ideas in English

•While writing aims to help pupils to work independently under the teacher’s guidance

and supervision

•After writing helps pupils to consolidate their writing skills through a follow-up activity

such as copying the text onto pupils’ notebooks or on a clean sheet of paper, focusing

on neatness, spelling and punctuation

V Teaching Pronunciation

•Teaching pronunciation in Tieng Anh 3 consists of teaching Phonics and Songs/

Rhymes/Chants Phonics enables pupils to recognise the relationship between letters

or letter combinations and the sounds they make With the knowledge of phonics, pupils are able to improve their speaking and reading skills because they can identify the spelling and pronunciation patterns of listening new words and decode them quickly Focus pupils’ attention on the letter(s) and its (their) sounds in words, and model the new sound(s) a few times for pupils to repeat

•In teaching Phonics/Songs/Rhymes/Chants , it is advisable that the teacher should

introduce the songs/rhymes/chants in which the new sounds are embedded; teach new vocabulary, using flashcards, realia, pictures, etc; and mime the lines if possible; focus the attention on the letter(s) and its/their sound(s) in words; model the new sound(s) a few times for pupils to repeat;

play the recording a few times, having pupils repeat each line of the song/rhyme/



chant and clap the words containing the focused sounds;

organise pupils to work in pairs and groups to practise the song/rhyme/chant; and



call on some volunteers to perform the song/rhyme/chant at the front of the class



and have the rest of the class clap the rhythm of the chant

VI Teaching Vocabulary

•Teaching vocabulary helps pupils to understand, memorise and use the words

appropriately in their specific contexts

•Young pupils learn chunks of English which combine vocabulary and grammatical patterns in an unanalysed way Therefore, it is crucial to give pupils plenty of time to

practise, memorise, recycle, and extend their vocabulary and grammar in meaningful contexts

•In learning vocabulary, pupils need to learn the form of the word (sound and spelling)

as well as its meaning and other related aspects of words such as grammatical

changes in forms and collocations

•Regular recycling of vocabulary helps pupils meet the same words embedded in

different contexts and activities again and again

•When teaching vocabulary, it is important to help pupils recognise, practise and

memorise vocabulary by responding to a puppet/real object or a flashcard or

associating words, meanings and pictures/real objects/facts These can be done byplaying the recording for pupils to listen and repeat the word;



explaining its meaning, using definitions, pictures, flashcards, realia and translation



if necessary; and getting pupils to practise, using the word with a range of spoken or written



activities which can be done individually or in pairs

VII Teaching Grammar

•Teaching grammar helps pupils to use correctly grammatical patterns to express their

ideas in specific contexts

•Young learners of English begin their English grammar learning based on formulaic

sequences and unanalysed chunks of language met in the context of dialogues, readings, chants, rhymes, stories, songs and games Through activities, pupils develop

a sense of achievement and gradually transfer chunks to new contexts and use them creatively

•One way to enable pupils’ language awareness is drawing their attention to specific

language patterns or features of grammatical forms and, if necessary, comparing

or contrasting these with other patterns and forms in Vietnamese The appropriate techniques to be used to teach pupils are:

focusing pupils’ attention on the new grammatical pattern in the texts;



playing the recording for pupils to listen and follow in their books, and asking



them some questions to check their comprehension;

playing the recording again for pupils to listen a second time;

VIII Optional Activities

At the early stage, encourage pupils to make their guess of the meaning of the word(s)

or to ask a classmate Spelling the word(s) would be fun and motivating The

followings are some suggested techniques:

1 Writing. Give a list of focused words which you want pupils to spell correctly Select some pupils to read the words aloud Individually, pupils look at each word, say it, then write it down into their notebooks Pupils trade their work in pairs or groups for correction

2 Spelling Focused words are written on the board Assign one word to each

pupil to copy it onto a small piece of paper Collect the pieces of paper, mix them up and put them into a box Have two teams take turns to pick out a word and say it to their opposing team member This pupil must spell it correctly to score a point

3 Dictation. Pupils work in pairs or in groups, taking turns to dictate the focused words to each other Then they check each other’s spelling

4 Word cards Prepare word cards for the focused words you wish to check Have two teams of four pupils to be involved in the activity Pupils from each team take turns

to come to the front of the class, picking a card They act out the word on the card for their team, who have to guess the word, up to five tries, to score a point

5 Bingo Draw a word grid on the board and ask pupils to copy it Pupils tell you the

words they have studied in their lessons List them on the board Pupils choose the words from the list to copy them into their grid While they are doing this, copy each word onto a piece of paper, put the pieces of paper into the bag, and mix them up

Select pupils to pick out a piece of paper and to call out the word Pupils with that word in their grid put a cross on it Continue the game until there is a pupil who has

the words on a straight line crossed out

6 Total Physical Response (TPR) TPR is used throughout the course to associate the

language with the movement and actions to provide pupils with a strong support for language comprehension It provides a physical and fun context for the successful understanding of key language, without the need to produce accurate English at an early stage of learning The procedure is as follows:

Presentation

•Play the recording or say the text Do the actions associated with the text

•Repeat the step

•Play the recording again without actions.

Review

•Play the recording or say the text Do the actions associated with the text.

•Repeat the step.

•Ask pupils to share ideas with a group to see how much of the text they can

remember

•Say the text again without actions.

7 Chants, Rhymes and Songs. There is a link between the theme or topic and the content of the chants, rhymes or songs In terms of teaching procedure, the following alternatives should be considered instead of merely singing.

•Use puppets or finger puppets to react the rhyme or song with pupils.

•Have pupils copy the text and draw a picture for it.

•Groups of children create a tune for a rhyme, and sing it.

•Pupils sing or chant as a round

8 Pairwork/Groupwork. Pupils should be given clear and repeated instructions about what they are expected to do and say The followings are some suggested teaching steps

• Whole class Elicit/Teach/Model then write the focused language (words/phrases/

questions/answers) that pupils need on the board

•Model Perform the focused materials yourself or have a demonstration pair at the front

of the class Help and guide them to interact in a reasonably structured manner This will enable the freer stage of independent class pairwork/groupwork that will follow

•Repeat the step with a new demonstration pair.

•Pupils practise in pairs or groups Monitor the activity and offer help if necessary.

•Ask a confident pair or some volunteers to perform the task for the rest of the class.

•Whole class At the end of the activity, there should be some consolidation or

reinforcement in written forms

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?

– I’m fine, thanks.

Vocabulary

how, thank, thanks, fine, and

– Asking and answering about

someone’s name (Review)

Me and My School

Unit 6 My School

Competences

– Introducing school names

– Asking and answering about

schools

– Asking about the name of a

school

Sentence Patterns

• It’s Thang Long Primary School.

• Which is your school?

– This one./That one

• What school is it?

– Park Primary School.

Unit 7 Places in My School

Competences

– Naming school rooms

– Describing school rooms

– Asking and answering about

– Naming school things

– Describing school things

– Asking and answering about

Phonics

pe ns penci ls

• Sit down, please.

• Open/Close your book.

• May I come in?

– Yes, you can./No, you can’t.

Vocabulary

sit (down), stand (up), open, close, come (in), go (out)

– Naming games and activities

– Saying the names of games/

activities at break time

– Asking and answering about

games and activities at break

time

Sentence Patterns

• What do you do at break time?

– I play hide-and-seek.

• I like playing football/ badminton.

• Do you like playing chess?

– Yes, I do./No, I don’t.

Vocabulary

break time, hide-and-seek, badminton, chess, chat, football, puzzle, volleyball

Phonics

br eak

pl ay

Review 2

Me and My Family

Unit 11 My Family

Competences

– Identifying family members

– Asking who someone is

– Asking and answering about

names of family members

• What’s his name?

– His name’s Peter.

Vocabulary

family, father, mother, grandmother,

grandfather, brother, sister, grandpa, grandma, who

Phonics

fa th er moth er

Unit 12 How Old Are You?

Competences

– Asking and answering about

ages

– Counting 1-20

– Asking and answering about

ages of family members

Sentence Patterns

• How old are you?

– I’m nine years old.

• How old is he?

– He’s eight years old.

Vocabulary

year, old, how, both, numbers 1 - 20

– Identifying rooms in the house

– Talking about rooms in the

• There is a living room.

• There are two bedrooms.

Vocabulary

house, living room, kitchen, dining room, bathroom, bedroom, garden

Phonics

kit ch en bed r oom

Unit 14 Our Room

Competences

– Identifying things in the room

– Specifying location of things

in the room

– Describing a bedroom

Sentence Patterns

• Where is it?

– It’s in your bedroom.

• Where are the chairs?

– They’re behind the desk

• It is nice and tidy.

Vocabulary

table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice, on, above, under, behind, near

– Describing on-going activities

– Asking and answering about

family activities in progress

robot, children, read,

do, cook, sing, skate, jump, run

Phonics

sk y skippi ng

Review 3

Me and the World Around

Unit 16 The Weather

Competences

– Identifying the weather

– Describing the weather

– Asking and answering about

– Identifying outdoor activities

– Asking and answering about

outdoor activities

– Describing on-going activities

Sentence Patterns

• What are they doing?

– They’re playing with paper boats.

• What are they playing?

– They’re playing football.

Vocabulary

fly, kite, play football, badminton, cycle, boy, girl, boat

• I’ve got a cat.

• I haven’t got a dog.

• Where’s your cat?

He’s chasing a rat

• How many tortoises have you got?

– I’ve got three tortoises.

Vocabulary

pet, cat, dog, bird, tortoise, parrot, rabbit, goldfish, fish, have got, do how many

– Talking about quantities of toys

– Specifying location of toys

Sentence Patterns

• He’s/She’s got a new doll

• You’ve got two dolls.

• Where are your robots?

– They’re over there, on the chair.

Vocabulary

doll, robot, ball, ship, car, yo-yo new

Phonics

f our

fi ve

Review 4

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.

4 Let's chant

•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

•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

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

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.

•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

PROCEDURE LESSON 1

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

•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

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

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

PROCEDURE LESSON 1

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

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

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

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

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