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

18
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,
ashcards 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: Dierence 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.
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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 ashcards 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 oer 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 oer 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.
20

Chant
Hello
Hello!

Hello!
Hello, Nam.
Hello, Nam.
Hi!
Hi!
Hi, Mai.
Hi, Mai.
•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;
oer help when necessary.
•Call on some volunteers to recite the chant. The rest of the class clap the syllables.
•Make a few questions to check pupils’ comprehension of the chant.
•Have the whole class repeat the chant to reinforce their pronunciation.
Follow
-
up

•Have pupils write a dictation of the chant.
Summary
•In this lesson, pupils have learnt how to greet each other and self-introduce, using hello /
hi, I’m + name.
Homelink

•Pupils recite the chant on Page 7 at home.
LESSON 2
Duration: 2 periods
Aim: Pupils will be able to greet and self-introduce (Review).
Warm-up:
Pupils recite the chant on Page 7, Lesson 1,

Student Book.

1. Listen and repeat.
•Whole class. Books open. Turn to Page 8 of the Student Book. Have pupils look at
the words hello and hi and notice the letters coloured dierently 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.
21
hello hi
Hello. I’m Mai.
Hi, Mai.
I’m Nam.
Hello, Nam.
•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 oer 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 identication of the characters in the pictures and the characters’ words. Tell
pupils that they are going to listen to the recording and match the information
they hear to the pictures. They should number the boxes.
•Play the recording all the way through for pupils to listen while they are looking
closely at the pictures in their books.
•Play the recording again for pupils to listen and number the boxes.
•Replay the recording for pupils to check their answers.
•Have pupils trade their answers in pairs or groups for correction.
•Ask some questions to ensure pupils’ comprehension of the listening text.
Transcript
1. Hello. I’m Nam.
2. Hi. I’m Phong.
3. Hi. I’m Quan.
4. Hello. I’m Hoa.
Answers:
1. d 2. c 3. b 4. a

3. Read and match.
•Whole class. Have pupils turn their books to Page 9. Elicit the names of the
characters in the pictures. Tell pupils that they are going to read the sentences to
get the information in order to match the pictures to the text.
•Pupils read the sentences individually and do the task. Monitor the activity and
oer help when necessary.
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•Pairwork. Have pupils trade their answers in pairs for correction.
•Call on some pupils to report their answers. The rest of the class listen and give
comments.
•Make a few questions to check pupils’ comprehension of the sentences.
•Have the whole class read each sentence in chorus to reinforce their

pronunciation.
Answers:
1. d 2. c 3. b 4. a

4. Let’s play.
Name Cards
•Explain how the game is played: Each pupil holds up one piece of paper on which
his/her name is written. When he/she holds the piece of paper up in the air, he/she
introduces himself or herself, saying, e.g. Hello. I’m Van.
•Groupwork. Pupils play the game in groups. Monitor the activity; oer 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.
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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 oer 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.

3. Write.
•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.
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•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; oer help when necessary. Correct pronunciation error(s) when
necessary.
•Call on one group to perform the song at the front of the class. The rest of the

class sing along and clap the rhythm.
•Have the whole class sing the song again to reinforce their pronunciation.
Follow
-
up
•Have pupils brainstorm all the phrases they have learnt related to greeting, self-introducing
and leave-taking.
Summary
•In this lesson, pupils have been able to greet, self-introduce, and say goodbye, using
hello/hi + name, goodbye + name.
Homelink

•Pupils practise greeting or saying goodbye to their friends at home.
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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,
ashcards 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
to reinforce their pronunciation.
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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 ll 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), oer 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 oer help. Correct pronunciation error(s) (stress, assimilation of sounds,
intonation) when necessary.
•Call on a pair to give a demonstration at the front of the class. The rest of the
class observe and comment.
•Have the whole class repeat all the phrases to reinforce their pronunciation.

4. Let's chant.

•Books open. Turn to Page 13. Tell them that they are going to chant.
•Put the large piece of paper with the chant written on it on the board. Spell
M-A-I and N-A-M for pupils to repeat. Play the recording for pupils to listen while
they are reading the chants. Clap the syllables.
Chant
Hi! Hi! Hello! Hello!
I’m Mai. I’m Nam.
I’m Mai. I’m Nam.
M-A-I. N-A-M.
•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.
27
•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 oer 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
chants.
•Have the whole class repeat the chants to reinforce their pronunciation.
Follow
-
up
•Have pupils write a dictation of one of the chants.
Summary
•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.

1. Listen and repeat.
•Whole class. Books open. Turn to Page 14. Have pupils look at the words Linda
and Nam and notice the letters coloured dierently 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.
Linda Nam
I’m Linda.
How do you spell Linda?
L-I-N-D-A.
I’m Nam.
How do you spell Nam?
N-A-M.
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•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 oer 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.


2. Listen and tick.
•Have pupils look at each of the pictures on Page 14 of the Student Book. Tell them
to identify the characters in the pictures and guess what they are saying. Tell them
that they are going to listen to the recording, match the information they hear to
the pictures and tick the box in the appropriate picture.
•Play the recording for pupils to listen as they look closely at the pictures in their
books.
•Play the recording again for pupils to listen and tick the correct pictures.
•Replay the recording for pupils to check their answers.
•Have pupils trade their answers in pairs or groups for correction.
•Ask a few questions to ensure pupils’ comprehension of the listening text.
Transcript
1. Mai: How do you spell your name?
Tony: T-O-N-Y.
Mai: Sorry?
Tony: Tony. T-O-N-Y.
2. Phong: How do you spell your name?
Linda: L-I-N-D-A.
Phong: Sorry?
Linda: Linda. L-I-N-D-A.

Answers:
1. a 2.b
3. Read and match.
•Whole class. Books open. Turn to Page 15 of the Student Book. Ask them to
identify the characters in the pictures. Tell them that they are going to read the
dialogues to get the information in order to match the pictures to the appropriate
dialogues.
•Have a revision of the language previously learnt How do you spell your name?
L-I-N-D-A.
•Pupils read the dialogues individually and do the task. Monitor the activity and
oer help when necessary.
•Pairwork. Have pupils trade their answers in pairs for correction.
29
•Call on some pupils to report their answers. The rest of the class listen and give
comments.
•Have the whole class read each line of the dialogues in chorus to reinforce their
pronunciation.
Answers: 1. b 2. a

4. Let’s sing.
•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
rhythm.
Lyric
The ABC Song
A B C D E F G
H I J K L M N O P
Q R S T U V

W X Y Z
Now I know my ABCs.
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 oer 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.

30
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.

1. Listen and repeat.
•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 oer
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
oer help when necessary.
•Pairwork or groupwork. Pupils trade their answers within pairs or groups for
correction.
31
•Ask some pupils to read their answers aloud.
•Ask a few questions to ensure pupils’ comprehension of the writing text.
•Have the whole class read each line of the dialogues in chorus to reinforce
pupils’ pronunciation.
Answers:
1. Mai; Tony
2. L-I-N-D-A

4. Let's play.
Circle the names Lan, Linda, Phong, Nam and Tony.
•Explain how the game is played: Pupils look at the letters in the grid and circle
the names Lan, Linda, Phong, Nam and Tony that they have to search, e.g. LAN.
•Groupwork. Pupils play the game in groups. Monitor the activity and oer help
when necessary.
•When the time is up, call on some volunteers to show their work to their
classmates.
•Have the whole class spell the names given to reinforce their pronunciation.

Answer
A B C D E
A V D E F M U F
B X P L R L T G
C Z H M W I S H
D T O N Y N Q I
E Y N O P D P J
F H G I J A O K
V X Y Z N A M L
U T X Q P O N M
Follow
-
up
•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?
Homelink

•Pupils spell their own names and the names of their family members at home.
32
UNIT 3 -
How Are You?
Competences
•Lesson 1: Saying goodbye (Review)
•Lesson 2: Greeting
•Lesson 3: Greeting (Review)
Language input
•Phonics: hello thanks

•Vocabulary: how, thank, thanks, ne, and
•Sentence patterns: − How are you?
I’m ne, thank you. And you?
I’m ne, thanks.
Resources
•Student Book Tieng Anh 3, Unit 3, Pages 18 - 23
•Audio and visual aids: Recordings, handmade puppets,
ashcards
•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 specic 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.
33

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 ll 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 oer 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
ll 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 oer help when
necessary.
•Call on a pair to perform 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 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 ne, thanks.
How are you?
I’m ne.
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 rst round ends, repeat the step but the groups
swap their parts.
34
•Groupwork. Pupils practise saying the chant in groups. Monitor the activity and
oer 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.
Follow
-
up
•Have pupils write a dictation of the chant.

Summary
•In this lesson, pupils have reviewed and learnt some more greetings phrases.
Homelink
•Pupils recite the chant on Page 19 and clap the syllables at home.
LESSON 2
Duration: 2 periods
Aim:
Pupils will be able to say and listen to the greetings phrases
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 dierently 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, ne, thanks, and you, thank you.
hello thanks
Hello, Mr Loc.
How are you?
Hello, Tony.
I’m ne, thanks.
How are you?
I’m ne, 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.
35
•Groupwork. Pupils practise saying the chant and clapping the syllables in
groups. Monitor the activity and oer 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.

2. Listen and tick.
•Have pupils look at the pictures on Page 20 of the Student Book. Ask them to
identify the characters in the pictures and their relationship. Tell them that they
are going to listen to the recording to match the information they hear to the
pictures and to tick the box in the corner of the correct picture.
•Play the recording for pupils to listen as they look closely at the pictures in their
books.
•Play the recording again for pupils to listen, select, and tick the correct pictures.
•Replay the recording for pupils to check their answers.
•Have pupils trade their answers in pairs or groups for correction.
•Ask some questions to ensure pupils’ comprehension of the listening text.
Transcript
1. Nam: Hello, Mr Loc. How are you?
Mr Loc: I’m ne, thanks. And you, Nam?
Nam: I’m ne. Thank you, Mr Loc.
2. Tom: Hi, Mary. How are you?
Mary: Hi, Tom. I’m ne, thanks.

Answers :
1. b 2. a


3. Read and match.
•Whole class. Books open. Turn to Page 21 of the Student Book. Ask them to
identify the characters in the pictures. Tell them that they are going to read the
dialogues and to match each of them with the right picture. Explain the
situation in each picture.
•Pupils read the dialogues individually and do the task.
•Monitor the activity and oer help when necessary.
•Pairwork. Pupils trade their answers in pairs for the correction.
•Call on some pupils to report their answers.
•Make a few questions to check pupils’ comprehension of the dialogue.
•Have the whole class chorally read each line of the dialogues to reinforce their
pronunciation.
Answers:
1. b 2. a
36

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 ne, thanks.
•When the speaker says How are you? the one who has got the right response I’m
ne, 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; oer 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, ne, 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.
37

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 rst
character. Then ll the speech bubbles with the correct phrases prompted by
pupils. Have them repeat a few times.
•Model: Call on a pair. Tell them to pretend to be Linda and Miss Hien to act out
the dialogue. Repeat the step but have the pair swap their parts.
•Have the whole class repeat all the phrases.
•Pairwork. Pupils practise in pairs. Monitor the activity. Correct pronunciation
error(s).
•Call on some pairs to perform the task at the front of the class. The rest of the
class listen and comment.
•Make a few questions to reinforce pupils’ comprehension of the exchange.

3. Write.
•Books open. Turn to Page 23. Get pupils to identify the characters in the picture.
Ask them to talk about the situation in the picture. Tell pupils that they are going
to read and get the information to write the missing words in the dialogue, using
those from the frame on the top of the page.
•Pupils read individually and complete the dialogue.
•Pupils trade their answers within pairs or groups for correction.
•Ask some pupils to read aloud their work to the class.

•Have the whole class chorally read each line of the dialogue to reinforce their
pronunciation.
Answers:
1. Hi 2. How 3. thank 4. thanks

4. Let’s sing.

•Put the large piece of paper with How are you? Page 23 written on it on the
board. Play the recording all the way through for pupils to listen as they read the
song. Mime the rhyme.
Tune: The ABC Song
Lyric
How are you?
Hello, Peter. How are you?
I’m ne, thank you. How are you?
Thank you, Peter. I’m ne too.
Let’s go to school together.
How are you, Nam, Quan and Mai?
We’re ne, thank you, Ms Hien.
38
•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 oer 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.

Follow
-
up
•Have pupils brainstorm and write all the greetings phrases that they have learnt.
Summary
•In this lesson, pupils have learnt how to use greetings phrases in communicative skills.
Homelink

•Pupils practise singing How are you? at home.
39
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?
My name’s Linda.
− This is Linda.
− How do you spell your name?
L-I-N-D-A.
Resources
•Student Book Tieng Anh 3, Unit 4, Pages 24 - 29
•Audio and visual aids: Recordings, handmade puppets,
word cards
•3 large sheets of paper for two chants and a song to be

written
PROCEDURE

LESSON 1
Duration: 2 periods
Aim: Pupils will be able to ask and answer about someone’s name.
Warm-up:
Greet pupils and have them reply. Walk around the class
to ask the names of some specic 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.
40
2. Look and say.
•Have pupils look at Pictures a, b, c and d on Page 24. Tell them to identify the
characters. Ask pupils to repeat each name a few times. Point to Picture a. Ask
pupils what the character should say to respond to the question What’s your
name? Fill the bubble on the left edge of the page with the phrase prompted by
the pupils. Then have them repeat the question and answer a few times before
going on with the other pictures.
•Model: Call on a few pairs and allocate the characters in Pictures a, b, c and d.
Have them pretend to be these characters to ask and answer.

•Pairwork. Pupils practise asking and answering in pairs. Monitor the activity and
oer help. Correct pronunciation error(s) (stress, assimilation of sounds,
intonation) when necessary.
•Call on a pair to demonstrate at the front of the class. The rest of the class
observe and comment.
•Ask a few questions to check pupils’ comprehension of the language.
•Have the whole class repeat all the questions and answers to reinforce their
pronunciation.

3. Talk.
•Have pupils look at the pictures on Page 25 of the Student Book. Ask them to
identify the characters. Point to Picture a. Ask pupils to pretend to be Hoa. Then
ask them what they would say to respond to the question What’s your name? Fill
the empty bubble with the answer prompted by the pupils. Then repeat the step
with the other pictures.
•Have the class repeat all the lines a few times before letting them practise freely.
They can use names of the characters in their books or their own names.
•Pairwork. Pupils practise talking in pairs. Monitor the activity and oer help.
Correct pronunciation error(s) when necessary.
•Call on some volunteers to perform the task at the front of the class.
•Ask a few questions to check pupils’ comprehension of the language.
•Have the whole class repeat all the phrases to reinforce their pronunciation.

4. Let's sing.
•Put the large sheet of paper with the rhyme What Is Your Name? on Page 25
written on it on the board.
Tune: Frère Jacques
Lyric
What Is Your Name?
Hello! Hello! (2)

What’s your name? (2)
My name is Linda. (2)
That’s my name. (2)
•Play the recording all the way through for pupils to listen as they read the rhyme.
Clap the rhythms.
41
•Play the recording again for pupils to repeat each line and clap the rhythms
along with you.
•Call on a group of six to the front of the class. Play the recording. Have three
of the group repeat the lines along the recording and the other three clap the
rhythms. Repeat this step. Have pupils swap their parts.
•Groupwork. Pupils sing the song, clapping in groups. Call on a group of six to
demonstrate the song at the front of the class.
•Ask a few questions to reinforce pupils’ comprehension of the lyric.
•Have the whole class sing the song, clapping the rhythms together to reinforce
their pronunciation.
Follow
-
up
•Have each pupil draw a picture of himself/herself and put their name under it, e.g. My
name is Linh.

Summary
•In this lesson, pupils have learnt to ask and answer about names, using What’s your name?
and My name’s + name; and memorise some specic foreign names.
Homelink
•Pupils show their drawings and sing the rhyme at home.
LESSON 2
Duration: 2 periods
Aim:

Pupils will be able to introduce someone, using This is + name.
Warm-up:
Greet the pupils. Walk around the class to greet some
specic pupils and ask their names, using the previously
learnt language in Lesson 1.

1. Listen and repeat.
• Whole class. Books open. Turn to Page 26. Ask pupils to talk about the
characters in this picture. Draw their attention to the letters coloured dierently
in the words this and Tom. Tell them they are going to learn how to produce the
sound of the letters th in the word this and that of the letter T in the word Tom.
Produce the sounds th and t a few times, and ask pupils to say what they think
about when they hear these sounds. Have pupils repeat the focused sounds a
few times.
•Put the large piece of paper with the chant written on it on the board. Teach the
new words and phrases with this and that.
this Tom
This is Tom.
This is Tony.
This is Linda.
This is Peter.
42
•Play the recording all the way through for pupils to listen as they read the chant.
Clap the rhythms.
• Play the chant again. Have pupils repeat each line and point to each line of the
chant.
• Call on a group of six to the front of the class. Have three pupils repeat each line
of the chant and the other three clap the focused sounds.
• Groupwork. Pupils practise saying the chant in the way described above.
Monitor the activity and oer help when necessary. Correct pronunciation

error(s) when necessary.
• Call on some groups to recite the chant and clap the focused sounds.
• Ask some questions about the chant to ensure pupils’ comprehension.
• Have the whole class chant again to reinforce their pronunciation.

2. Listen and tick.
• Whole class. Books open. Have pupils look at the pictures on Page 26. Have
them identify the characters in these pictures and tell them that they are going
to listen to the recording and match the information they hear to the correct
picture and tick the box in the correct picture.
• Pupils should look closely at the pictures as they listen to the recording.
• Play the recording all the way through. Have pupils listen and look at the
pictures.
• Play the recording again. Pupils perform the task.
• Choose one or two pupils to share their answers with their classmates.
• Play the recording for pupils to check their answers.
• Have pupils trade their answers in pairs or groups for correction.
• Ask some questions to make sure that pupils understand what they have
listened.
Transcript
1. Girl: Hi, Nam. This is Peter.
Boy: Peter? How do you spell that?
Girl: Peter. P-E-T-E-R.
2. Boy: Hi, Linda. This is Mai.
Girl: Mai? How do you spell that?
Boy: Mai. M-A-I.
Answers:
1. b 2. a
3. Read and match.
•Whole class. Books open. Turn to Page 27 of the Student Book. Have pupils look

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