Giao An t ANH LOP 3 MOI

Week1 From 05 to 09/8/2016

PERIODS 1+2
HƯỚNG DẪN HỌC SINH LÀM QUEN SGK TIẾNG
ANH LỚP 3

A.Objectives: Ss will be able to know how to learn this book like each part in each lesson.
B. Contents:
I, Book map:
- Four themes.
- Me and my friends.
- Me and my school.
- Me and my family.
- Me and the world around.
II, Lessons:
There are 20 units in English 3. Each unit has got three lessons.
Introduce from unit 1 to unit 20 including competences, sentence patterns, vocabulary, phonics.
Lesson 1:
1. Look, listen and repeat: This section presents key vocabulary and structures in comic form to
2.
3.
4.
5.

provide ps with reading, listening and oral practice.
Point and say: This section provides for the controlled practice of key voc and grammar points.
Let’s talk: contains different situations in which ps choose the best English to use.
Listen and tick: focus on improving listening skills.
Let’s write: help ps use the voc and structures they have learnt to fill the gaps using visual and /

or textual prompts.

6. Let’s sing/ chant/ play: ps practice English.
Lesson 2:
1.
2.
3.
4.
5.

Look, listen and repeat:
Point and say.
Let’s talk.
Listen and number.
Read and complete.
1


6. Let’s sing/ write/ play.
Lesson 3:
1.
2.
3.
4.
5.
6.

Listen and repeat.
Listen and write.
Let’s chant.
Read and match.
Read and write.

Project.
Introduce some characters in this book:

-

Mr Binh, Mrs Binh, Nam, Hoa.
Mr Thanh, Mrs Lan, Mai, Phong.
Mrs Brown, Mrs Brown, Peter, Linda.
Mr Green, Mrs Green, Tom, Mary.
Nga, Quan, Tony, Linh.
Miss Hien, Mr Loc.

Week1 From 05 to 09/8/2016

UNIT 1: HELLO. LESSON 1
Periods 3+ 4

A.Objectives:
By the end of this unit, ps can
- Use the words and phrases related to the topic Introduction.
- Greet others and introduce themselves, using Hello/ Hi. I’m + (name).
B. Language input:
Hello/ Hi. I’m……..
Nice to meet you.
C.Resources: Student’s book - puppets- DISC A AUDIO-CD.
I. Warm- up .
Greeting: T greets Ss: Hello. I’m Dung.
Help Ss reply: Hello, Mrs Dung
Do in few minutes with the whole class.
1. Look, listen and repeat

2


Get Ss to open the book page 6 and look at the picture. Help them to identify the teacher and
the pupils. Tell they are going to look at the dialogue and listen to the dialogues.
T turns on the tape – Ss listen and point to the appropriate line in the book.
Listen again and repeat (3 times)
T writes the sentences on the board:
a. Mai: Hello. I’m Mai.
Nam: Hi, Mai. I’m Nam.
b. Miss Hien: Hello. I’m Miss Hien.
Students: Hello, Miss Hien. Nice to meet you.

Miss Hien: Good morning, boys and girls.
Pupils: Good morning Miss Hien.
Call some pairs to read the dialogues before class.
The whole class read aloud.
2. Point and say
Ss look at the pictures page 6 and identify the characters in each picture. Ask pupils to identify
what part of the day in each picture
Do the task with one pupil as an example
Teacher: Hello. I’m Dung.
Pupil : Hello, Mrs Dung. I’m ……. .
Ask pupils to work in pair, one pupil says the greetings and the other responses. Repeat the step,
but this time ask pupils to swap their roles.
Call on some pairs to act out in front of the class.
Teacher corrects if necessary.
3. Let’s talk
Ss look at the pictures page 7 and identify the characters in each picture. Ask pupils to identify
what part of the day in each picture

3


Do the task with one pupil as an example
Hello. I’m Nam.
Hello, Nam. I’m Quan.
Ask pupils to work in pair, one pupil says the greetings and the other responses. Repeat the step,
but this time ask pupils to swap their roles.
Call on some pairs to act out in front of the class.
Teacher corrects if necessary.
Note: Hi = Hello
I’m = I am
4. Listen and tick.
Pre-listening:
Ss look at the pictures page 7 and identify the characters, the characters’ words, guess what they
will say
Give the task: We are going to listen the recording and tick the correct answers.
While-listening:
Play the recording, Ss look at and point to the pictures.
Listen again and number (2 times)
Have Ss trade their answers in pairs
Read out the answers to the class. Provide explanations when necessary.
Post-listening:
Play the recording again Ss listen and remember what they are saying.
Call on some volunteers to say again the sentence in the pictures
Key: 2- b

2- a

5. Let’s write:

Tell ps that they are going to fill the gaps with I’m and hello. Give ps a few seconds to read the
text in silence. Check comprehension and give feedback. Elicit the words filling the gaps.
4


Remind ps to write the initial letter of the word at the beginning of each sentence in capital
letters.
6.Let’s sing:
Tell ps that they are going to sing the Hello song. Teach the song.
Read the lyrics and check comprehension . Play the recording all the way through.
Have ps do choral and individual repetition of the song after line. When they are familiar with
the tune, ask a group of three to the front of the class. Each of them sings Hello. I’m + (name)
twice. Then the class sings Nice to meet you twice, waving their hands to the three singers.
Have the class sing the song again to reinforce learning.
II. Follow up
Ask pupils to work in pairs to practice greeting and responding to greetings according to each
part of the day.
T monitors and helps
Check
III. Homelink
Learn by heart vocabulary
Ps prepare to say Hi + ( his/ her name), and then say goodbye to them.
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Week 2 From13/ 9 to116/9/2016

UNIT 1: HELLO. LESSON 2
Periods 5 + 6
5


A.Objectives:
By the end of this unit, ps can
- Greet others and introduce themselves, using How are you? And I’m fine, thanks. And you?.
- Say goodbye, using Goodbye/ Bye.
B. Language focus:
Vocabulary: fine/ goodbye/ bye.
Sentence patterns: How are you?
I’m fine, thank you.
C.Resources: Student’s book - puppets- DISC A AUDIO-CD.
I. Warm- up .
Ask pupils to come to the front to greet the class and say their names. The class responds by
saying Hi+ ( his/ her name), and then say goodbye to them. Get the class to sing the Hello song.
1.look, listen and repeat
Get Ss to open the book page 8, tell the class that they are going to practice saying and
responding to Hello/ Hi+ (name) and How are you?
Check understanding. Elicit the names of the characters in the first picture and explain what
they say. Have ps repeat the language a few times. Repeat the procedure with the second
picture.
Do choral and individual repetition, pointing to the characters speaking.
Play the recording for ps to listen and say along.
Some pairs read before the class, the others listen and remark.
2. Point and say
Ss look at the pictures page 8 and tell ps that they are going to practice saying How are you?

And replying with Fine, thanks/ thank you.
Draw ps’ attention to the pictures. Point to each character and elicit his/ her name.
Point to the first picture and elicit the word to fill the gaps. Put the sentence on the board.

6


Divide the class into two groups to do choral and individual repetition. Repeat the procedure
with the second picture.
Get ps to work in pairs. Check the class.
3. Let’s talk.
Get Ss to open the book page 8, identify the characters.
Tell Ss they are going to practice with their friends, using their own names.
Write the sentences on the board and do choral.
A: How are you, Phuong?
B: Fine, thank you. And you?
A: Fine, thanks. Get ps to work in pairs. Call a few pairs to act out the dialogue in front of the
class.
4. Listen and number.
Ask pupils to open their books on page 9. Tell pupils that they are going to listen and number
the correct boxes.
Show ps how to number the boxes. Do the first question as an example to make the task clear.
Ask ps to say the differences between two pairs of the pictures.
Play the recording three times for ps to listen, do the task and check their answers. Tell ps not to
worry if they cannot understand every word, and that they should pay attention to the order and
tick the correct picture.
Get ps to swap and check their answers before checking as a class.
Key: 1-d

2- c

3- b

4- a

5. Read and complete.
Tell ps that they are going to read and fill the gaps. Guide them how to fill the gaps. Give ps
time to do the task. Call some ps to read their answers and check.
Key: 1- Goodbye

2- Bye

3- Fine

4- thank you

6 Let’s write.
Guide ps to write by looking at the picture on page 9 and fill the blanks.
Set the time and ask ps to write themselves. Call some ps to write on the board and correct.
7


Key: 1- How

2- Fine, thanks

II. Follow up
Ask ps to say How are you? And respond Fine, thank you. And you? Fine, thanks.
III. Homelink
Ask pupils to greet and responding How are you? And write dictation.

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Week 2 From 12 to 16/ 9/ 2016

UNIT 1: HELLO- LESSON 3
period 7 +8

A. Objectives: Ss will be able to give the answer to pronounce the sounds of the letters b and h
in the words bye and hello respectively.
B. Language focus:
-

Vocabulary: bye/ hello

-

Sentence patterns: How are you?
I’m fine, thank you
C. Resources: Student’s book - puppets- DISC A AUDIO-CD.
I. Warm- up.
Ask pupils to ask and answer using How are you? Give feedback.
1. Listen and repeat.
Tell ps that they are going to practice saying the letters, words and sentences in the book. Put
the phonics letters b and h on the board and say them a few times. Ask ps to repeat after the
teacher. Prompt ps to say the words and sentences, paying attention to the target phonics letters.
Do choral repetition of the words and sentences until ps feel confident.
2. Listen and write
Ss look at the pictures page 10 and tell them that they are going to practice doing a dictation.
Give ps a few seconds to read the text in silence before starting the dictation.
Let ps do the task individual. Call two ps to write on the board and correct.
Key: 1- Bye, Nam.

2- Hello, Mai.

3. Let’ chant.
8


Ss look and read The Hello Song page 10.
Tell them that they are going to sing the chant.
Play the recording- Ss listen and read the chant.
Listen again and repeat (2 times).
Call on a group of 6, perform the chant.
Group work: Ss work in groups – T monitors and helps
Some groups sing before the class
The whole class sings in chorus to reinforce the pronunciation.
4. Read and match.
Tell ps that they are going to read all the sentences on the left and pair them
with those on the right by drawing a line between them. Give a few seconds for ps to read the
text in silence. Use the first pairs of sentences as an example to make the task clear. Get ps to
work in pairs.
Give ps time to do the matching. Get ps to swap and correct their answer before checking as the
class.
Do choral and individual repetition of the sentences.
Key: 2-a

3- b

4- c

5. Read and write.

Tell ps that they are going to read and fill the gaps with the appropriate words. Give ps a few
seconds to read the text in silence. Check comprehension and give feedback.
Give ps time to do the task.
Get ps to swap and correct their answers before checking as a class. Write the correct answers
on the board for ps to copy down into their notebooks.
Do choral and individual repetition of the sentences.
Key: 1- Hello/ Hi

2- I’m

3- Nice

4- How

6 Project:

9

5- Fine/ I’m fine.


Tell ps that they are going to make their name cards and present them to the class. Check
understanding. Get ps to prepare necessary school things to carry out the project ( paper, pens,
coloured pencils, scissors, glue,…)
Give ps time to do the project in class. Get ps to work in groups.
Call several individuals to the front of the class to present their cards, using their name cards
and saying Hello. I’m + (name).
Have ps stick their cards on the walls of the class.
Have the class sing the Hello song and say Hello chant to the end of the class.
II. Follow up

Pupils use the structure How are you? to ask their friend
Monitor and help.
III.Home link Do excites in workbook
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Week 3 From19 to23/ 9/ 2016

UNIT 2: WHAT’S YOUR NAME? LESSON 1
Period 9+10.

A. Objectives:
By the end of this unit, pupils can
- Use the words and phrases related to the topic Name.
- Ask and respond the question What’s your name?
B. Language focus:
Vocabulary: name, my, your, what.
Sentence patterns: What’s your name? – My name’s………….
C. Resources: Student’s book - puppets- DISC A AUDIO-CD.
10


I. Warm- up.
Pupils sing the chant on page 11
1. Look, listen and repeat.
- Set the scene:

Get Ss to open the book page 12 and ask: “¦Who’s this? What are they doing? ”.
T concludes: We are going to hear the dialogues between Peter and Nam, Linda and Mai.
Use two puppets to present the situation.
Ask pupils to listen and point to the appropriate line in the book.
Listen again and repeat (3 times)
T writes the sentences on the board:
a,

-Peter: Hi. My name’s Peter?
- Nam: Hello, Peter. My name’s Nam.

b,

- Linda: What’s your name?

- Mai: My name’s Mai.
T: call some pairs to read the dialogues before class.
Have Ss repeat the meaning, the usage, the form of the sentences
T concludes and Ss write again.
A: What’s your name?
B: I’m + tên mình.
2. Point and say.
Ss look at the pictures page 12 and identify the characters( Pa: Peter and Phong Ps: Linda and
Quan)
Ss read the phrases and tell “what are they doing?”
Ask pupils to practicing and answering the question What’s your name?, I’m …
Model: Call on a pair to act out as Peter and Phong then exchange the role
Do the same with Linda and Quan.
Pair work: Ss work in pairs – T monitors and helps
Some pairs do before the class

11


Check:-If we want to know someone’s name, how will we ask?
And if we reply how will we say?
Note: Ask : What’s = What is
3. Let’s talk.

My name’s = My name is

Ss look at the pictures page 12 and identify the characters in each picture.
Do the task with one pupil as an example
Nam: What’s your name?
Quan: My name’s Quan.
Ask pupils to work in pair, using the names of the characters in the pictures. - Call on some
pairs to act out in front of the class.
Teacher corrects if necessary.
4. Listen and tick.
Ss look at the pictures page 13 and identify the characters, the characters’ words, guess what
they will say
Give the task: We are going to listen the recording and tick the correct answers.
Play the recording, Ss look at and point to the pictures.
Listen again and number (2 times)
Have Ss trade their answers in pairs
Read out the answers to the class. Provide explanations when necessary.
Play the recording again Ss listen and remember what they are saying.
Call on some volunteers to say again the sentence in the pictures
Key: 1- a

2- b

5. Look and write:
Tell pupils that they are going to fill the gaps. Give pupils a few seconds to read the text in
silence. Give a few seconds for pupils to read the texts in silence. Check
comprehension and give feedback.
Elicit the words filling the gaps. Remind pupils to write the initial letter of the word at the
beginning of each sentence in capital letters.
12


Get pupils to swap and check their answers before asking different pairs to read the dialogues
aloud. Write the correct answers on the board for pupils to copy down into their notebooks.
Key: 1- My name’s

2- Mai, My name’s

6.Let’s sing:
Tell pupils that they are going to sing The Alphabet song. Teach the song.
Read the lyrics and check comprehension. Play the recording all the way through.
Have pupils do choral and individual repetition of the song after line. When they are familiar
with the tune, ask a group of three to the front of the class. Each of them sing the song and do
actions ( e.g using a finger to trace the letters).
Get groups of pupils to sit face to face and practice singing and doing the action.
Call groups of six to the front of the class to sing. When they come to the letter Z, the class will
join and sing the last two lines together.
Repeat the same procedure once or twice until pupils can sing from their memory.
Have the class sing the song again to reinforce learning.
II. Follow up
Ask pupils to work in pairs to practice asking and answering using What’s your name?

T

monitors and helps
Check
III. Homelink
Learn by heart vocabulary , ask and answer the question: What’s your name? and I’m + (name).
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Week 3 From 19 to23/9/2016

UNIT 2. WHAT’S YOUR NAME? LESSON 2
Periods 11 + 12

A.Objectives:
By the end of this unit, pupils can
Spell a name and ask how to spell a name using How do you spell your name?
B. Language focus:
Vocabulary: spell, how, alphabet.
Sentence patterns: How do you spell your name?
13


L- I- N- D- A.
C.Resources: Student’s book - puppets- disc.
I. Warm- up .
Ask pupils to ask and answer the question: What’s your name? – My name’s……. then get the
class to sing the alphabet song.
1.Look, listen and repeat
Get Ss to open the book page 14. Draw ps’ attention to the first picture and elicit the names of
the characters and what they say. Give feedback.
Get ps to repeat the text in bubbles a few times.

a. Nam: What’s your name?
Linda: My name’s Linda.
b. Nam: How do you spell your name?
Linda: L-I-N-D-A.
Do choral and individual repetition, pointing to the characters speaking.
Play the recording for ps to listen and say along.
Some pairs read before the class, the others listen and remark.
2. Point and say
Ss look at the pictures page 14 part 2 and tell ps that they are going to practice spelling names .
Draw ps’ attention to the pictures. Elicit the names of the characters and what one says. Fill the
bubbles.
Write question and answer on the board.
Nam: How do you spell your name?
Linda: L- I- N- D- A. How do you spell your name?
Nam: N- A- M.
Point to each character and elicit his/ her name.
Divide the class into two groups to do choral and individual repetition. Repeat the procedure
with the second picture.
Get ps to work in pairs. Check the class.
14


3. Let’s talk.
Get Ss to open the book page 14, identify the characters.
Tell Ss they are going to practice more with their friends. Draw ps’ attention to the picture and
elicit the characters’ names and the words to fill the gaps. Write on the board and have the class
repeat the questions and answers a few times.
Peter: What’s your name?
Hoa: My name’s Hoa.
Peter: How do you spell your name?

Hoa: H- O- A.
Get ps to work in pairs. Call a few pairs to act out the dialogue in front of the class. Then ask ps
to practice using their real names. Call some more ps to present their task in front of the class.
Give feedback.
4. Listen and number.
Ask pupils to open their books on page 15. Tell pupils that they are going to listen and number
the correct boxes. Draw pupils’ attention to the pictures. Point to each picture and elicit the
characters’ names and what they might say.
Play the recording three times for ps to listen, do the task and check their answers. Tell ps not
to worry if they cannot understand every word, and that they should pay attention to the order
and tick the correct picture.
Get ps to swap and check their answers before checking as a class.
Key: 1-c

2- b

3- d

4- a

5. Read and complete.
Tell ps that they are going to read all sentences on the left and pair them with those on the right
by drawing a line between them. Draw pupils’ attention to the pictures and give them a few
seconds to read the text in silence. Check comprehension and give feedback. Get ps to work in
pairs. Give ps time to do the task.
Divide the class into two groups and get them to read aloud each character’s line respectively.
Key: 1- c

2- b

3- a
15


6 Let’s write.
Guide ps to write by looking at the picture on page 15 and fill the blanks.
Set the time and ask ps to write themselves. Call some ps to write on the board and correct.
II. Follow up
Ask ps to say How do you spell your name? And respond with their real names.
III. Homelink
Ask pupils to ask and answer the question How do you spell your name? And write
dictation, learn the alphabet.
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Week 4 From 26 to30/ 9/ 2016

UNIT 2. WHAT’S YOUR NAME? LESSON 3
period 13 + 14

A. Objectives: By the end of this unit ps can
Pronounce the sounds of the letters m and p in the words Mai and Peter respectively.
B. Language focus:
Phonics: m in Mai and p in Peter
Sentence patterns: What’s your name? - My name’s….

How do you spell your name? …..
C. Resources: Student’s book - puppets- disc.
I. Warm- up.
Ask pupils to ask and answer using How do you spell your name?. Give feedback.
1. Listen and repeat.
16


m

Mai

p

Peter

My name’s Mai.
Hello, Peter.

-Tell ps that they are going to practice saying the letters, words and sentences in the book. Put
the phonics letters b and h on the board and say them a few times. Ask ps to repeat after the
teacher. Prompt ps to say the words and sentences, paying attention to the target phonics letters.
Do choral repetition of the words and sentences until ps feel confident.
2. Listen and write
Ss look at the pictures page 16 and tell them that they are going to practice doing a dictation.
Give ps a few seconds to read the text in silence before starting the dictation.
Let ps do the task individual. Call two ps to write on the board and correct.
Key: 1- Peter.

2- Mai.

3. Let’ chant.
Ss look and read What’s your name? chant on page 16.
Tell them that they are going to sing the chant.
Play the recording- Ss listen and read the chant.
Listen again and repeat (2 times).
Call on a group of 6, perform the chant.
Group work: Ss work in groups – T monitors and helps
Some groups sing before the class
The whole class sings in chorus to reinforce the pronunciation.
4. Read and match.
Tell ps that they are going to read all the sentences on the left and pair them
with those on the right by drawing a line between them. Give a few seconds for ps to read the
text in silence. Use the first pairs of sentences as an example to make the task clear. Get ps to
work in pairs.
Give ps time to do the matching. Get ps to swap and correct their answer before checking as a
the class.
17


Do choral and individual repetition of the sentences.
Call a few pairs to read the dialogues.
Key: 1- b

2-d

3- a

4- c

5. Read and write.
Tell ps that they are going to read and fill the gaps with the appropriate words. Give ps a few
seconds to read the text in silence. Check comprehension and give feedback.
Give ps time to do the task.
Get ps to swap and correct their answers before checking as a class. Write the correct answers
on the board for ps to copy down into their notebooks.
Do choral and individual repetition of the sentences.
Key: 1- My

2- Hi

3- How

4- What’s

5- name’s

6 Project:
Tell ps that they are going to collect the names of their classmates and write them on a sheet of
paper. Allow ps time to carry out the project.
Call several individuals to the front of the class to present the collected names and spell them.
Finally, tell ps to post their work on the walls on the class.
Have the class sing the alphabet song and say the What’s your name? chant to the end the class.
II. Follow up
Pupils use the structure What’s your name? to ask their friend and learn the chant on page
16.
III.Home link
Do exercises on page 11
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Week 4 From26 to30/ 9/ 2016

UNIT 3: THIS IS TONY. LESSON 1
Period 15+ 16.

B. Objectives:
By the end of this unit, pupils can
Introduce someone to others using: This is……….
18


They can practice speaking, listening and writing related to them.
B. Language focus:
Vocabulary: this, names of the characters they learnt.
Sentence patterns: This is Tony.
C. Resources: Student’s book - puppets- disc.
I. Warm- up.
Pupils sing the chant on page 16: What’s your name?
1. Look, listen and repeat.
Set the scene:
Get Ss to open the book page 18 and introduce new character “Tony’. Ask ps to look at two
pictures page 18 part 1. Then ask ps to guess sth about the pictures: Who, what, where…
Use two puppets to present the situation.
T turns on the tape – Ss listen and point to the appropriate line in the book.
Listen again and repeat (3 times)
T writes the sentences on the board:
a,

This is Tony.
Hello, Tony.

b,

And this is Linda.
Hi, Linda. Nice to meet you.

T: call some pairs to read the dialogues before class.
Have Ss repeat the meaning of the sentences.
2. Point and say.
Ss look at the pictures page 18 and identify the characters( Linda, Peter, Tony, Quan).
Ss read the phrases and tell “what are they doing?”
Ask pupils to say:
A: This is…………..
B: Hello,………….. . Nice to meet you.
Model: Call on a pair to act out as Linda and Peter then exchange the roles
19


Do the same with Tony and Quan.
Pair work: Ss work in pairs – T monitors and helps
Some pairs do before the class
Check:-If we want to know introduce someone name, how will we say?
And if we reply how will we say?
Note: say: This is………….
Hello,………. . Nice to meet you.
3. Let’s talk.

My name’s = My name is

Ss look at the pictures page 18 and identify the characters in each picture.
Do the task with one pupil as an example

Nam: This is Linda.
Ps: Hello, Linda. Nice to meet you.
Ask pupils to work in pairs, using the names of the characters in the pictures. - Call on some
pairs to act out in front of the class.
Teacher corrects if necessary.
4. Listen and tick.
Ss look at the pictures page 19 and identify the characters, the characters’ words, guess what
they will say
Give the task: We are going to listen the recording and tick the correct answers.
Play the recording, Ss look at and point to the pictures.
Listen again and number (2 times)
Have Ss trade their answers in pairs
Read out the answers to the class. Provide explanations when necessary.
Play the recording again Ss listen and remember what they are saying.
Call on some volunteers to say again the sentence in the pictures.
Key: 1-a

2-b

5. Look and write:
20


Tell ps that they are going to look at the pictures and fill the gaps. Give a few seconds for ps to
look at the pictures and read the text in silence. Check comprehension and give feedback. Elicit
the words to fill the gaps. Remind ps to write the initial letters of the word at the beginning of
each sentence in capital letters.
Get ps to swap and check their answers before calling two open pairs to read aloud the dialogue.
Write the correct answers on the board for ps to copy down into their notebooks.
Key: 1- This is; Hello, Nam

2- This is; Hello, phong

6.Let’s sing:
Tell ps that they are going to sing “How are you?” song. Teach the song.
Read the lyrics and check comprehension . Play the recording all the way through.
Have ps do choral and individual repetition of the song after line. When they are familiar with
the tune, ask a group of three to the front of the class. Each of them sing the song and do actions
( e.g using a finger to trace the letters).
Get groups of ps to sit face to face and practice singing and doing the action.
Call groups of six to the front of the class to sing. When they come to the letter Z, the class will
join and sing the last two lines together.
Repeat the same procedure once or twice until ps can sing from their memory.
Have the class sing the song again to reinforce learning.
Group 1: Hello, Peter. How are you?
Group 2: I’m fine, thank you. How are you?
Group 1: Thank you, Peter. I’m fine too.
All group: Let’s go to school together.
Group 1: How are you Nam, Quan and Mai?
Group 2: Thank you, Miss Hien. We’re fine.
II. Follow up
Ask pupils to work in pairs to practice asking and answering using How are you? T
monitors and helps
III. Homelink
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Learn by heart vocabulary , say: This is………………….
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Week 5 From 3 to7/10/2016

UNIT 3. THIS IS TONY. LESSON 2
Periods 17+ 18

A.Objectives:
By the end of this unit, ps can
Ask and answer the questions about someone using Is this/ Is that + (name)?
B. Language focus:
Vocabulary: this/ that, yes, no.
Sentence patterns: Is this/ that Tony?+ Yes, it is./ No, it isn’t.
C.Resources:
Student’s book - puppets- CD/ tape- Cassette player- Cards of English names
D. Procedures:
I. Warm- up .
Ask ps to sing the How are you? song. Divide the class in to three groups and ask them to sing
the song in the same way as in the last lesson.
1.Look, listen and repeat.

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Tell ps that they are going to ask and answer questions about someone. Give ps a few seconds to
look at the pictures and read the text. Point to the first picture and elicit what each character

says. Give feedback and have ps repeat the text a few times. Repeat the procedure with the
second picture.
a. A:Is that Tony?
B:Yes, it is.
b. A: Is that Quan?
B: No, it isn’t. It’s Phong.
Do choral and individual repetition, pointing to the characters speaking.
Play the recording for ps to listen and say along.
Some pairs read before the class, the others listen and remark.
2. Point and say
Ss look at the pictures page 20 part 2 and tell ps that they are going to practice asking and
answering questions about someone, using Is that+ (name)? Draw ps’ attention to the pictures.
Elicit the names of the characters and what one says.
Write question and answer on the board.
Point to each character and elicit his/ her name.
Divide the class into two groups to do choral and individual repetition. Repeat the procedure
with the second picture.
Get ps to work in pairs. Check the class.
3. Let’s talk.
Get Ss to open the book page 20 , identify the characters.
Tell Ss they are going to practice more with their friends. Draw ps’ attention to the picture and
elicit the characters’ names and the words to fill the gaps. Write on the board and have the class
repeat the questions and answers a few times.
Is that……………?
Yes, it is. No, it is not.

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Get ps to work in pairs. Call a few pairs to act out the dialogue in front of the class. Then ask ps

to practice using their real names. Call some more ps to present their task in front of the class.
Give feedback.
4. Listen and number.
Ask pupils to open their books on page 21. Tell pupils that they are going to listen and number
the correct boxes. Draw pupils’ attention to the pictures. Point to each picture and elicit the
characters’ names and what they might say.
Play the recording three times for ps to listen, do the task and check their answers. Tell ps not
to worry if they cannot understand every word, and that they should pay attention to the order
and tick the correct picture.
Get ps to swap and check their answers before checking as a class.
Key: 1-c

2- b

3- a

4- d

5. Read and complete.
Tell ps that they are going to look at the pictures, and read and answer the questions. Draw
pupils’ attention to the pictures and give them a few seconds to read the text in silence. Check
comprehension and give feedback. Get ps to work in pairs. Give ps time to do the task.
Get ps to swap and check their answers before checking as a class. Write the correct answers on
the board for pupils to copy down into their notebooks.
Call a few pairs to read the dialogues aloud.
Key: 1 Yes, it is

2 No, it isn’t

3Yes, it is

4 No, it isn’t

6 Let’s play.
Tell pupils that they are going to play Line- up game. Explain to pupils how to play the game
and check understanding. Get two groups to demonstrate the game.
Start the game and put the scores and the correct sentences on the board.
At the end of the game, have the class say congratulation! To the winning group and read the
sentences on the board.
II. Follow up
Pupils read aloud the sentences on the board they have played.
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III. Homelink
Ask pupils to ask and answer the question How are you? And sing the song page 19,
write dictation, learn the alphabet.
Week 5 From 03 to 7/ 10/ 2016

UNIT 3. THIS IS TONY. LESSON 3
period 19 + 20

B. Objectives:
By the end of this unit pupils can
Pronounce the sounds of the letters t and y in the words Tony and yes respectively.
B. Language focus:
Phonics: t in Tony and y in yes.
Sentence patterns: Is that Linda?- Yes, it is./ No, it isn’t.
C. Resources:
Student’s book - puppets- CD/ tape- Cassette player

I. Warm- up.
Ask pupils to ask and answer using How do you spell your name?. Give feedback.
1. Listen and repeat.
t

Tony

Is that Tony?

y

yes

Yes, it is.

Tell ps that they are going to practice saying the letters, words and sentences in the book. Put
the phonics letters b and h on the board and say them a few times. Ask ps to repeat after the
teacher. Prompt ps to say the words and sentences, paying attention to the target phonics letters.
Do choral repetition of the words and sentences until ps feel confident.
2. Listen and write
Ss look at the pictures page 22 and tell them that they are going to practice doing a dictation.
Give ps a few seconds to read the text in silence before starting the dictation.
Let ps do the task individual. Call two ps to write on the board and correct.
Key: 1- Tony.

2- Yes
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