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

School:
Grade:
Teacher:
Date of teaching:
Attendance:

____________________
____________________
____________________
____________________
____________________

STARTER
A - Numbers
I. OBJECTIVES
Language

By the end of the lesson, pupils will be able to:
- identify the numbers 1 to 10 through listening, speaking, reading and writing
activities;
- listen and identify numbers by ticking the correct boxes.
- read and match the relevant words with numbers.
Core
Decision making, teamwork, problem-solving, integrity, communication, planning
competencies
and organization.
General
Listening: Listen, point and repeat
Competences
Critical thinking: Listen and tick
Oral communication: Say the numbers

Written communication: Read and match
Self-control & independent learning: Perform listening tasks
Sociability: Talk to each other, say good words to others.
Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
II. RESOURCES AND MATERIAL
III.
PROCEDURE

Pupil’s book Page 7
Audio Tracks 2,3
Teacher’s guide Pages 13-14
Website sachmem.vn
Flashcards/pictures and posters (Unit Starter)
Computer, projector…

Warm-up and review – Listen, point and repeat – Listen and tick – Read and
match – Fun corner and wrap-up.


Procedure

Pupils’
activities

Teacher’s activities

KNOWLEDGE CONSTRUCTION

Warm-up and review: 5 minutes
Greet the class.
Option 1: Hello song
- Ask pupils to sing a Hello song.
- Invite some of them to come to the board to role play, the
rest of the pupils will sing.
Option 2:
- Introduce ways of greeting to the class:
+ Say the teacher’s and students’ names.
+ Make eye contact.
+ Use a friendly nonverbal greeting, such as a
handshake, high five, or thumbs-up…
- Give a few words of encouragement.
Option 3:
Game: “Hello – Hi”
- Introduce “Hello” and “Hi” with an action: wave hands
and say “Hello”. Practise many times with the class/ groups/
individuals.
- Introduce “Hi” with action: make a V-sign with two fingers
and say “Hi”. Practise many times with the class/ groups/
individuals.
- Divide the class into 4 groups. Let pupils say the greeting
in groups.
- Make it more interesting by saying responsively: One says
“Hello”, the other has to say “Hi” and vice versa. Give
points to the pupils who can do that well.

Whole class

Group work

Individual work/
Group work

Group work
Individual work/
Group work

Activity 1. Listen, point and repeat. 8 minutes
a. Goal

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

b. Input

– Numbers 1 − 10
– Audio recording of the numbers 1 − 10

c. Outcome

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

Note


d. Procedure

Step 1: Draw pupils’ attention to the numbers. Tell them to listen,
point at the numbers and repeat. Play the recording for pupils to
listen to the numbers, and familiarise themselves with their stress
and intonation.

Step 2: Play the recording again for pupils to listen and repeat.
Remind them to point at the numbers while listening. Do this
several times until they feel confident. Correct their
pronunciation where necessary.
Step 3: Put pupils into pairs to practise listening, pointing at and
repeating the numbers 1 − 10. Go around the classroom to offer
support.

Whole class

Whole class
Whole class/
Individual work
Pair work
Individual work

Activity 2. Listen and tick. 9 minutes
a. Goal

To listen and identify numbers by ticking the correct boxes.

b. Input

Numbers 1 − 10 with boxes for ticking
Audio script: three, five, eight, ten
Pupils can listen to and identify the numbers by ticking the correct boxes.
Key: 3, 5, 8, 10

c. Outcome
d. Procedure

Step 1: Draw pupils’ attention to the numbers. Tell them to
listen and tick the correct box under each number while
listening. Show an example with number three. Play the
recording and tick the box under the correct number.
Step 2: Play the recording all the way through for pupils to
do the task. Play the recording again for them to check their
answers.
Step 3: Tell pupils to swap their books with their partners,
then check answers together as a class.
Write the correct answers on the board for pupils to correct
their answers.
Step 4: Play the recording again for pupils to double-check
their answers.
Extension: If time allows, play the recording, number by
number, for the class to listen and repeat in chorus. Correct
their pronunciation where necessary.
Activity 3. Read and match. 8 minutes
a. Goal
To read and match the relevant words with numbers.

Whole class/
Individual work

Whole class/
Individual work
Pair work/
Individual work

b. Input

Two columns: numbers in their word form and numeral form.

c. Outcome

Pupils can read and match words with the relevant numbers.
Key: 2. e 3. b
4. a 5. d
Step 1: Draw two columns on the board like the input. Tell Whole class/
pupils to read the words for numbers and draw lines to Individual work
match with the target numbers. Use number one as an

d. Procedure


.

example: Have pupils read the word in chorus and draw a
line to match with number 1.
Step 2: Give pupils time to do the task individually or in Individual work
pairs. Go around the classroom to offer support where
necessary.
Individual work/
Step 3: Check the answers as a class. Then invite a pupil to Whole class
come to the front and draw a line on the board to match the
words with the relevant numbers.
Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem, have pupils look at the words in the picture
of Activity 1 and repeat after the recording.

Option 2:
Game: Let’s look and say the numbers!
Let the pupils say the numbers and the words.
Click to each cloud of word to let it go below the numbers.
Ask pupils to say the numbers and words again.
Option 3: Ways to say goodbye!
Use the Goodbye and Bye greetings for real communication
to dismiss the class. Say Goodbye to individual pupils and
have them answer Goodbye or Bye as they leave.

Whole class

Individual work/
Whole class

Individual work/
Whole class


BOARD PRESENTATION
......., .................. 2022
STARTER
A – NUMBERS
1. Words:

2. Read and match:


School:
Grade:

Teacher:
Date of teaching:
Attendance:

____________________
____________________
____________________
____________________
____________________

STARTER
B – THE ALPHABET
I. OBJECTIVES
Language

By the end of the lesson, pupils will be able to:
- identify the letters of the alphabet by correctly pointing at, singing and
performing The alphabet song with the correct pronunciation.
- identify the alphabet letters and complete the missing ones.
- count the letters in the target names.

Core competencies

Motivation, adaptability, problem-solving, integrity, communication,
planning and organization.
General
Listening: listen, point and sing
competences
Critical thinking: count the letters
Oral communication: practice speaking

Written communication: read and complete
Problem-solving and creativity: do the task in groups
Sociability: talk to each other, say good words to others.
Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
-

Pupil’s book Page 8
Audio Track 4
Teacher’s guide Pages 14
Website sachmem.vn


III. PROCEDURE

Flashcards/pictures and posters (Unit starter)
Computer, projector…

Warm-up and review – Listen, point and sing – Read and complete –
Count the letters – Fun corner and wrap-up.

Procedure

Teacher’s activities

Pupils’
activities

Warm-up and review: 5 minutes
Greet the class. Encourage pupils to respond to your greeting.
Option 1: Point to a pupil and have him/her stand up and say
Hi, I’m … Other pupils wave back and say Hi.
Repeat with other pupils. Point faster and faster to
make this activity more fun.
Option 2: Game: Numbers showing
Teacher says Numbers, numbers, then moves hand round and
round.
Ask pupils to do like teacher.
Teacher says a number randomly. Pupils show their fingers in
correspondence with the numbers teacher says.
Make it become more interesting by doing quicker and quicker.
Option 3:
Tell pupils to open their books on page 8 and look at B - The
alphabet.
Write “The alphabet” on the board and model reading it for the
class to repeat a few times. Tell pupils what they will learn in
this lesson.

Whole class

Individual
work/
Group work
Whole class
Individual

work

Activity 1. Listen, point and sing. 8 minutes
a. Goal

To identify the alphabet letters and complete the missing letters.

b. Input

– The alphabet song lyrics
– Audio recording of The alphabet song

c. Outcome

Pupils can identify the letters of the alphabet by singing and performing The
alphabet song with the correct pronunciation.

Note


d.
Procedure

Step 1: Draw pupils’ attention to the title and lyrics of the song.
Tell them about the activity.
Model reading the title and the lyrics line by line for pupils to
repeat. Encourage them to point at the letters to reinforce their
understanding.
Step 2: Play the recording all the way through for pupils to
listen carefully to the pronunciation and the melody.

Step 3: Play the recording again for pupils to listen and repeat.
Do this several times until they feel confident. Correct their
pronunciation where necessary.
Step 4: Play the recording all the way through for pupils to sing
along.
Step 5: Show pupils actions to do while singing along with the
recording, for example, use a finger to draw the letters in the air
while singing.
Extension: Put pupils into groups to make up their own actions
for the song. Invite groups to the front of the classroom to sing
and perform the song, while the rest of the class sings and / or
claps along. Encourage the class to praise or cheer the
performers.

Whole class

Whole class
Whole
class/
Individual
work

Group
work/
Individual
work

Activity 2. Read and complete. 9 minutes
a. Goal

To identify the alphabet letters and complete the missing letters.

b. Input

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

c. Outcome

Pupils can identify the missing letters in the alphabet and write them out.
Key: 1. F 2. J 3. Z

d.
Procedure

Step 1: Draw pupils’ attention to the incomplete alphabet. Tell
them about the activity.
Show them how to do the task: point at the letters respectively
for pupils to read, elicit the first missing letter and give
feedback. Write the answer on the board and have pupils read it
in chorus.
Step 2: Give pupils time to do the task individually or in pairs.
Go around the classroom to offer support where necessary.
Step 3: Invite a pupil to stand up and say the missing letters.
Correct their pronunciation where necessary. Write the answers
on the board for the class to correct their answers.
Extension: Have the class sing The alphabet song a few times .
This can be conducted in groups.

Activity 3. Count the letters. 8 minutes

Whole
class/
Individual
work

Individual
work
Whole
class/
Group work


a. Goal

To count the letters in the target names.

b. Input

Three names: BEN, MARY and LINDA

c. Outcome

Pupils can count the letters in three target names.

d.
Procedure

Step 1: Draw pupils’ attention to the target names. Tell them
about the activity and show them what to do: Point at the first
name BEN and have pupils count the letters by reading the

numbers under the target name in chorus. Point at Number 3
and say that it is the total number of the letters in the name
BEN. Get the class to count the letters again in chorus.
Step 2: Give pupils time to do the task individually or in pairs.
Go around the classroom to offer support where necessary.
Step 3: Invite a pupil to stand up and count the letters in the
names.

Whole
class/
Individual
work

Pair work
Individual
work

Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem, have pupils look at the words in the picture of
Activity 4 and repeat after the recording.
Option 2:
Game: What’s missing?
Write a number of letters on the board. Let the pupils say the
names of letters.
Cover one letter. Pupils have to say what’s missing. (This can
be played between groups or individual)
Check the answer. If it’s correct, give points to the groups/
pupils.
.

Ask pupils to say the name of missing letter again.
Repeat the procedure with several other lettes.
Option 3: SPELLING GOODBYE
Say I’m (your name). Spell and write teacher’s name on the
board. Say Bye and wave. Ask the pupils to line up and do the
same, one by one, as they leave the classroom. Wave back.

Whole class

Group
work/
Individual
work

Individual
work

BOARD PRESENTATION
......., .................. 2022
STARTERS
B – THE ALPHABET
1. Complete:

2. Count the letters:



School:
Grade:
Teacher:

Date of teaching:
Attendance:

____________________
____________________
____________________
____________________
____________________

STARTER
C – FUN TIME
I. OBJECTIVES
Language

By the end of the lesson, pupils will be able to:
- to review the numbers from one to ten by counting with fingers.
- to review the numbers from one to ten and the alphabet letters by playing the
game Bingo.

Core
competencies
General
competences

Teamwork, work standards, reliability, motivation, adaptability, integrity,
communication, …
Listening: listen to the teachers and classmates.
Oral communication: let’s play and talk
Sociability: talk to each other, say good words to others.
Attributes

Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
II. RESOURCES AND MATERIAL
III.
PROCEDURE

Procedure

Pupil’s book Page 9
Audio Track 4
Teacher’s guide Page 16
Website sachmem.vn
Flashcards/pictures and posters (Unit Starter)
Computer, projector…

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

Teacher’s activities

Pupils’
activities

Note


Warm-up and review: 5 minutes
Greet the class.
Option 1: Hello song
- Ask pupils to sing a Hello song.

- Invite some of them to come to the board to role play.
The other pupils will sing.
Option 2: Game: Can you sing?
Let the pupils sing the song once. Cover 4 letters at the end
of each line, ask them to say what’s missing.
Sing the song again with the missing letters.
Cover 4 more letters at the middle of each line, ask them to
say what’s missing.
Sing the song again with the missing letters.
Make it become more interesting with competition
between groups.
Option 3:
- Introduce ways of greeting to the class.
+ Say the teacher’s and students’ names.
+ Make eye contact.
+ Use a friendly nonverbal greeting, such as a
handshake, high five, or thumbs-up…
- Give a few words of encouragement.

Whole class
Individual
work
Whole class
Individual
work

Group work

Individual
work/ Group

work

Activity 1. Count one to ten. 8 minutes
a. Goal
To review the numbers from one to ten by counting with fingers.
b. Input
c. Outcome
d. Procedure:

Picture cues of the hands showing numbers from one to ten.
Pupils can review the numbers from one to ten by using their fingers to
count.
Step 1: Draw pupils’ attention to the pictures of the hands. Tell Whole class
them about the activity. Show the class how to use fingers to
count from one to ten a few times until they can feel confident
of using the same way to count.
Step 2: Give pupils time to do the task individually or in pairs.
Pair work
Go around the classroom to offer support.
Step 3: Invite a few pupils to the front of the classroom to take Whole class/
Individual
turns to perform the task.
work
Get the class to vote for the best performer.

Activity 2. Let’s play. 9 minutes
a. Goal
To review the numbers from one to ten and the alphabet letters by playing

the game Bingo.
b. Input
c. Outcome
d. Procedure

Two 3 x 3 Bingo grids, one filled with nine numbers, another filled with
nine letters of the alphabet.
Pupils can review numbers from one to ten and the alphabet letters by
playing the game Bingo.
Step 1: Draw a 3 x 3 Bingo grid on the board and get pupils to Whole class/
do the same in their notebooks. Tell pupils to complete their Individual
grids with any numbers from one to ten. Explain how to play work
the game:
You call out a number. Every pupil that has that number in his
or her grid should cross it out.
Whole class
Continue to call out numbers (remember to keep a record!)
until someone shouts Bingo!
Individual
Check his / her grid to make sure that he or she has his or her work
grid crossed out the numbers that you have called, then declare
him or her the winner.
Step 2: Repeat the same procedure with the Bingo grid filled Whole class
with the letters of the alphabet.
Extension: If time allows, have pupils count from one to ten, Whole class/
Individual
and sing The alphabet song in chorus.
work

Fun corner and wrap-up: 5 minutes

Option 1:
Use sachmem, have pupils look at the words in the picture Whole class
and repeat after the recording.
Option 2:
Game: Who can write fast?
Divide the class into three/ four teams. Call out a letter of Group work
the alphabet. A pupil from each team writes that letter on
the board. Give one point for each correct answer.
Repeat with more letters or spelling names.
Option 3:
Game: Birds come home
Individual
Tell pupils they are choosing birds with the right number to work
come home. Ask them look at the numbers to choose the Group work
right bird and click on that bird. The bird with the correct
number will fly to the nest.
Give points to the teams/ pupils who can do it well.


Wrap-up:
Divide the class into 2 or 4 groups. Each group chooses a Individual
letter by reading its name. Teachers clicks that letter to work
open the box and see how many stars pupils will get for Group work
the letter. Repeat the procedure until the last letter.
Groups having the most stars will win.

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BOARD PRESENTATION
......., .................. 2022
STARTERS
C – FUN TIME
Let’s play:
.

School:
Grade:
Teacher:
Date of teaching:
Attendance:

____________________
____________________
____________________
____________________
____________________

UNIT 1: HELLO
Lesson 1 – Period 1
I. OBJECTIVES
Language

Core

By the end of the lesson, pupils will be able to:
- use the names Ben, Mai, Minh, Lucy, the words hello, hi.

- use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet,
self-introduce and respond to greetings.
- listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “Greetings”
Teamwork, reliability, motivation


competencies:
General
Competences:

Listening: listen and recognize the characters, then repeat
Critical Thinking: self-introduce
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Attributes:
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
II. RESOURCES AND MATERIALS
- Pupil’s book Page 10
- Audio Tracks 5, 6
- Teacher’s guide Pages 17, 18, 19
- Website sachmem
- Flashcards/pictures and posters (Unit 1)
- Computer, projector…
III.
PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s
talk – Fun corner and wrap-up.
Teacher’s activities

Procedure

Pupils’
activities

Warm-up and review: 5 minutes
Greet the class.
Option 1: Sing the song “Hello song”
- Ask pupils to sing the song.
- Invite some of them to come to the board to role play, the
rest of the pupils will sing.
Option 2: Game:
Review the numbers and the alphabet by having the class
play the game:
1. Pick the numbers
Step 1: Teacher says the numbers for the pupils to choose.
Step 2: Give points to the pupils with the correct choosing
and encourage them.
2. Look and say the missing letters
Step 1: Ask pupils to say the missing letters, then check with
the class.
Step 2: Give points to the pupils and encourage them.
Review the numbers and the alphabet as the whole class.

Whole class

Individual work/
Group work

Individual work/
Group work

Note


EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on greetings, self- introducing, and responding to
greetings.
Context a: Ben: Hello. I’m Ben. Mai: Hi, Ben. I’m Mai.
b. Input:
Context b: Minh: Hi. I’m Minh. Lucy: Hello, Minh. I’m Lucy.
c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative
contexts focusing on greetings, self-introducing, and respond to greetings.
d. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class
characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording Whole class/
for them to listen.
Individual work
Step 3: Play the recording again for pupils to listen and Whole class/
repeat in chorus, sentence by sentence. Follow the same Individual work
procedure with Picture b. Correct their pronunciation where

necessary.
Pair work
Step 4: Invite a few pairs to the front of the class to listen Whole class/
and repeat the sentences in the recording.
Individual work
Step 5: Draw their attention to the sentences Hello. I’m Ben
and Hi, Ben. I’m Mai. Tell pupils that these sentences are
used to greet, self-introduce and respond to greetings; and
that Hi is more friendly than Hello in conversation.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal:
To correctly say the character names and use Hello. /Hi. I’m ____. and Hello,/
Hi,______. I’m ____. to greet, self-introduce and respond to greetings.
b. Input:

c. Outcome:
d. Procedure:

- Picture cues:
a. Ben, a British male pupil and Mai, a Vietnamese female pupil greet each
other.
b. Minh, a Vietnamese male pupil and Lucy, a British female pupil greet each
other.
- Speech bubbles: Hello./ Hi. I’m _____. Hello,/ Hi,____. I’m _____.
Audio script: a. Ben, Mai b. Minh, Lucy.
A: Hello, I’m Mai.
B: Hi, Mai. I’m Ben.
Pupils can correctly say the character names and use Hello./ Hi. I’m _____. and
Hello,/ Hi,_____. I’m ______. to greet, self-introduce and respond to greetings.

Step 1: Draw pupils’ attention to the picture a and b. Elicit Whole class
the name of each character.
Step 2: Point at Picture a and the words Ben and Mai under Whole class/


it. Check comprehension and give feedback. Play the
recording for pupils to repeat the words a few times. Follow
the same procedure with Picture b.
Write the answer on the board until they feel confident. Tell
pupils to point at the relevant school thing in the picture
when they are repeating the sentence.
Step 3: Draw pupils’ attention to the bubble. Explain the
meaning. Elicit the missing words. Play the recording for
pupils to repeat the sentence a few times. Divide the class
into halves to take turns to repeat each character’s speech in
picture a until they feel confident. Remind pupils to point at
the relevant character in the picture when they are repeating.
Step 4: Repeat the same procedure with picture b.
Step 5: Give pupils time to work in pairs and take turns to
act out the role of each character in picture a and picture b.
Step 5: Invite a few pairs to come to the front of the
classroom, point at the relevant character in each picture,
and act out his/her role.
Game:
Work in pairs with a partner using of Hello./Hi. I’m ____.
and Hello,/Hi, _____. I’m ____. to greet, self-introduce and
respond to greetings. Invite some pairs to perform.
Encourage pupils to practise speaking English.

Individual work

Whole class/
Individual work

Pair work
Pair work

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal
To enhance the correct use of Hello./Hi. I’m ____. and Hello,/Hi,____. I’m
_____. to greet, self-introduce and respond to greetings.
b. Input

c. Outcome

d. Procedure

– Picture cue: Lucy meets Minh in the school playground. They greet,
self-introduce and respond to greetings
– Speech bubble: Hello./Hi. I’m _____.-_____.
Pupils can enhance the correct use of Hello./Hi. I’m_____. and
Hello,/Hi,________. I’m _____. to greet, self-introduce and respond to
greetings.
Step 1: Draw pupil’s attention to the picture. Ask questions Whole class/
to help them identify the context ( see Input). Elicit the Individual work
missing words in the bubbles. Complete them. Get pupils to
say the completed sentences.
Step 2: Put pupils into groups of four. Encourage them to Group work
greet, self-introduce and respond to greetings. Go around the

classroom to offer support where necessary.
Game: Let’s say “Hello”!!!


Divide the class into 2 groups: boys and girls. Ask each Group work
pupil from one group to come and practise greeting, selfintroducing and responding to greetings with one pupil from
the other group. Give points to the groups, praise the pupils.
Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem, have pupils look at the words in the pictures Whole class
of Activities 1, 2 and repeat after the recordings.
Option 2:
Game: Can you say this?
Group work
Divide the class into groups of four. Ask pupils of each
group to come to the board and practise saying the
conversation of the characters. Give points to the groups.
Option 3: Preparation for the project:
Tell pupils about the project on page 15. Ask them to prepare
it at home by making a pupil card with their personal Individual work
information on a piece of paper, and bring their work to the
classroom at the project time to present it. Show them a
sample and guide them how to fill the information.

BOARD PRESENTATION

......., .................. 2022
Unit 1: HELLO
Lesson 1 – Period 1
1. Words:

Hello
Hi
School: 2. Model sentence:
____________________
Grade:
Hello.____________________
I’m Ben
Teacher:
____________________
Hi, Ben. I’m Mai.
Date of teaching:
Attendance:

____________________
____________________

UNIT 1: HELLO
Lesson 1 – Period 2


I. OBJECTIVES
Language

Core
competencies
General
Competences

By the end of the lesson, pupils will be able to:
- use the names Ben, Mai, Minh, Lucy, the words hello, hi.

- use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet, selfintroduce and respond to greetings.
- listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “Greetings”
teamwork, motivation, adaptability, communication

Listening: listen and recognize the characters, then repeat
Critical Thinking: self-introducing
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
- Pupil’s book Page 11
- Audio Tracks 7, 8
- Teacher’s guide Pages 19, 20
- Website sachmem.vn
- Flashcards/pictures and posters (Unit 1)
- Computer, projector…
III.
PROCEDURE

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

Procedure

Teacher’s activities

Pupils’
activities

Warm-up and review: 5 minutes.
Greet the class.
Option 1: Sing the song “Hello song”
Whole class
- Ask pupils to sing the song
- Invite some of them to come to the board to role play, the rest
of the pupils will sing.
Option 2: Game: Play A, B, C.
Group work
Step 1: Divide the class into 4 teams.

Note


Step 2: Set rule: Pupils go to the monitor/screen and touch/click
the correct letter in the tree that is the same to the letter that
Mary says.
Step 3: Encourage pupils to join the game.
Step 4: Give points to the teams and encourage them.
(Please see the PowerPoint file for reference.)
PRACTICE
Activity 4. Listen and circle. 8 minutes
a. Goal
To listen, understand and circle the correct pictures relevant to two
communicative contexts (pictures) in which two pupils greet, self-introduce

and respond to greetings.
Picture cues:
b. Input
1a. Lucy and Ben first meet each other.
1b. Lucy and Minh first meet each other.
2a. Ben and Mai first meet each other.
2b. Ben and Lucy first meet each other.
Audio script:
1. Lucy: Hello. I’m Lucy.
Minh: Hello, Lucy. I’m Minh.
2. Ben: Hi. I’m Ben.
Mai: Hi, Ben. I’m Mai.
c. Outcome Pupils can listen, understand and circle the correct pictures relevant to two
communicative contexts in which two pupils greet, self-introduce and respond
to greetings.
Key: 1.b 2.a
d.
Procedure

Step 1: Draw pupil’s attention to Pictures 1a and 1b. Tell them
about the activity. Use Pictures 1a and 1b as an example. Elicit
the names of the characters in each picture. Point at the pictures
respectively to explain the context. Play the recording for
question 1 for pupils to listen. Play the recording again. Elicit
pupils to give the answer. Circle the letter b in Picture 1b. play
the recording a third time for pupils to double- check their
answers.
Step 2: Play the recording for Question 2 for pupils to do the
task.
Step 3: Get pupils to swap books with a partner. Play the

recording again to check answers together as a class. Write the
answers on the board for pupils to correct their answers.
Step 4: Play the recording all the way through for pupils to
double-check all the answers.
Extension: If time allows, play the recording, sentence by
sentence, for the class to listen and repeat in chorus. Correct
their pronunciation where necessary.

Whole class

Whole class
Pair work

Whole class
Whole class


PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal
To complete the gapped sentences and read them aloud with the help of the
picture cues.
b. Input

Four picture cues and four incomplete sentences

c. Outcome:

Pupils can complete the gapped sentences and read the completed sentences
aloud.

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

d.
Procedure

Step 1: Get pupils to look at the pictures. Get them to identify
the characters (Ben, Lucy, Mai and Ben, Minh and Lucy)
Step 2: Have pupils look at the four incomplete sentences.
Draw their attention to the missing words in the sentences.
Step 3: Model with sentence 1. Ask them what is missing in the
sentence (Hello/ Hi). Have them look at the picture and
complete the gap, then read the completed sentence in chorus.
Step 4: Follow the same procedure with sentence 2,3 and 4.
Draw the pupil’s attention to the gap in sentence 2, and 3;
particularly, the two gaps in sentence 4. Tell pupils to think
about the appropriate word to fill each gap.
Step 5: Have pupils complete the sentences individually and
ask a few pupils to stand up and read them aloud.
Game: Role play
Step 1: Divide the class into 2 teams.
Step 2: Invite 1 student in each team to go to the board and role
play.
Step 3: Give points to each team.
Step 4: Encourage students to role play to practise speaking
English.

Whole class
Whole class
Whole
class/

Individual
work

Individual
work
Group work

PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal
To sing the song Hello with the correct pronunciation and melody.
b. Input

The lyrics and the recording of the song Hello.

c. Outcome

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

d.
Procedure

Step 1: Draw pupil’s attention to the title and lyrics of the song. Whole class
Check comprehension of the lyrics and give feedback. Play the
recording for pupils to listen to the whole song. Have them
repeat the title and lyrics line by line. Tell pupils to point at the
relevant character while singing his or her name.


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

listen to the whole song again. Tell them to pay attention to the
pronunciation and melody.
Step 3: Play the recording line by line for pupils to listen,
repeat and point at the relevant character. Correct their
pronunciation where necessary.
Step 4: Introduce actions for pupils to do while singing along
with the recording, for example, using hand movements to
greet, introduce and respond to greetings. Play the recording all
the way through for pupils to sing and do actions.
Step 5: Give pupils time to practice singing and doing actions
in pairs or groups.
Extension: Put pupils into groups to make up their own actions
for the song. Invite groups to the front of the classroom to
perform the song and the rest of the class sings and/ or claps
along the song.

Whole class

Individual
work/
Whole class

Group work
Group
work/
Whole class

Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem, have pupils look at the words in the picture of

Activity 4 and repeat after the recording.
Option 2: Game: Sing and do. Then stop!
Divide the class into 4 teams: Apple, Banana, Orange,
Watermelon. Set the rules: Teacher plays the music, pupils will
sing and do the actions of the song. Then the teacher stops the
music, pupils stop doing. Those who cannot make it have to sit
down. The team with more pupils left and more beautiful
dancing is the winner. Give points to pupils.

Whole class

Whole class
/ Group
work

BOARD PRESENTATION

......., .................. 2022
Unit 1: HELLO
Lesson 1 – Period 2
1. Listen and circle.
1. b
2. a
2. Look, complete and read.
Hello. I’m Ben
Hi. I’m Mai.
3. Let’s sing.


School:

Grade:
Teacher:
Date of teaching:
Attendance:

____________________
____________________
____________________
____________________
____________________

UNIT 1: HELLO
Lesson 2 – Period 3
I. OBJECTIVES
Language

Core
competencies
General
competences

Attributes

By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on greetings, responding to greetings and saying
goodbye.
- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and
the sentence patterns Hello, / Hi, I’m _____.; How are you? and Fine, thank
you. in relation to the topic “Greetings”.

– use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, selfintroduce and respond to greetings.
– use Hi. How are you? and Fine, thank you. to greet others, respond to
greetings and use Goodbye / Bye ______. to say goodbye.
teamwork, reliability, motivation
Listening: listen and recognize the characters, then repeat
Critical Thinking: self-introducing
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks


Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIALS
- Pupil’s book Page 12
- Audio Tracks 9, 10
- Teacher’s guide Pages 21, 22
- Website sachmem
- Flashcards/pictures and posters (Unit 1)
- Computer, projector…
III.
PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say –
Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’
activities

Warm-up and review: 5 minutes
Greet the class.
Option 1: Point to a pupil and have him/her stand up and Whole
say Hi, I’m … Other pupils wave back and say Hi.
class
Repeat with other pupils. Point faster and faster to
make this more fun.
Option 2: Game: Picking coconut
Group
work
Step 1: Divide the class into 4 teams: A, B, C, D.
Step 2: Set the rules: Teacher says (or plays the recording
of) a number and let the teams take turns to answer. Pupils
have to click the correct number on the screen. If the
answer is correct, 1 point is given to that team.
- Encourage pupils to join the game.
- Give points to the teams and encourage the students.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal
To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on greetings, responding to greetings and
saying goodbye.
Context a: Ben: Hi, Mai. How are you? Mai: Fine, thank you.
b. Input

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

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

Note


d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify Whole
the characters in the pictures.
class
Step 2: Ask pupils to look at Picture a. Play the recording Whole
for them to listen. Play the recording again, sentence by class/
sentence, for pupils to listen and repeat. Follow the same Individual
procedure with Picture b. Correct their pronunciation work
where necessary.
Step 3: Play the recording again for pupils to listen and
repeat in chorus, sentence by sentence.
Pair work
Step 4: Invite a few pairs to the front of the class to listen
and repeat the sentences in the recording.
Whole
Step 5: Draw pupil’s attention to the sentences Hi, Mai. class
How are you? Fine, thank you. and Goodbye/ Bye. Tell
pupils that the sentences are used to greet, respond too
greetings, and say goodbye.

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal:
To correctly say the words and use Hi. How are you? Fine, thank you. to
greet, respond to greetings and Goodbye./ Bye. to say goodbye.
b. Input:

c. Outcome:

d. Procedure:

– Picture cues: a. Ben and Mai meet each other again.
b. Minh and Lucy say goodbye to each other.
– Speech bubble:
Hi. How are you? - _____,_________.
Goodbye. - ______.
Audio script:
a. Fine, thank you. b. Goodbye/ Bye.
A: Hi. How are you? - B: Fine, thank you.
A: Goodbye. - B: Bye.
Pupils can correctly say the words and use Hi. How are you? Fine,
thank you. to greet, respond to greetings and Goodbye./ Bye. to say
goodbye.
Step 1: Draw pupils’ attention to the pictures a-b. Tell them Whole
about the activity. Elicit the name of each character.
class/
Step 2: Point at Picture a and the sentence Fine, thank you. Individual
under it. Check comprehension and give feedback. Play the work
recording for pupils to repeat the sentences in both bubbles
a few times. Remind pupils to point at the relevant

character in the picture when they are repeating. Repeat the
same procedure with picture b.
Step 3: Draw pupils’ attention to the first bubble. Explain
the meaning. Elicit the missing words in the second bubble.
Play the recording for pupils to repeat the sentences in both