GIÁO ÁN TIẾNG ANH LỚP 3

Week 1.

Grade: 3
Thursday, September 10 th 2020. Teaching: 3E.
THE INTRODUCES A NEW TEXTBOOK PROGRAM.

Period 1.
Class: 3E:….
Absentee:………..
A.Objectives: By the end of the lesson, ss will be able to know their English teacher, have
more knowledge about English, the importance of learning English, how to study English
well, like learning English and know about their book, sing a song. .
B.Language focus:
C.Resources: Teacher’s book, students’ book, teaching plan, flashcards and laptop.
D.Procedure.
I - Class organization:
- Greeting
- Checking attendance, date
II - New lesson:
Steps
Learning activities
Language
Modes
focus
1. Warm up.
- Let the ss sing a song
TWC
5’
- Ask ss about what they did in last summer
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2.Presentation a. English.

28’
- Read about English, the importance of
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learning English.
- Summarize the ss’ opinions.
- Ask ss what they have to do and have to
Individuals
study English well.
- Summarize :
+ Have the Tieng Anh 3(1+2) and workbook
Tieng Anh 3.
+ Pay attention to the lesson at class.
+ Study at home at least 15 minutes every
day and do all homework.
+ Speak English to their friends more and
more fluently.
+ Have an English notebook.
+ Study with the other English books, the
English programs on TV.
b. About the Tieng Anh 3.
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a.The cover and the tittle
- Let ss to look at the cover and the tittle on
it, then answer the questions:
+ Is it nice?
+ How many boys and girls are there?
+….
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- Get feedback.
- Introduce some characters in the book cover

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and in the book: Mai, Nam, Phong ….
b. Book map.


- Ask ss to open the book on the page 4 and
answer the questions:
+ How many themes and units will you
study?
+ What are the themes and units?
+ What is the topic of each unit?(in
Vietnamese or in English)
- Give the key.
c. Units.
- Ask ss to open the book on the page 6, ask
them to look at all the parts of the unit 1 in
order to answer the questions:
+ How many lessons are there in each unit?
+ Are the pictures in each unit nice?
+ What is there at the end of each book?
+ How can you use it?
…
- Ask them to look at the title and the
symbols of each part in a unit to find its
meaning.
- Then get feedback and give the key:
Unit...:...
Lesson 1:
1) Look, listen and repeat: Quan sát, nghe và
nhắc lại

2) Point and say: Quan sát tranh và nói
3) Let’s talk: Cùng luyện nói
4) Listen and tick: Nghe và đánh dấu tích
5) .Let’s write: Cùng luyện viết
6) Let’s sing: Hát
- Read aloud and ask them to read after and
write down their book.
Lesson 2:
1) Look, listen and repeat: Quan sát, nghe và
nhắc lại
2) Point and say: Quan sát tranh và nói
3) Let’s talk: Cùng luyện nói
4) Listen and tick: Nghe và đánh số
5) Read and complete: Đọc và điền từ
6) Let’s write: Luyện viết.
- Read aloud and ask them to read after and
write down their notebook.
Lesson 3:
1) Listen and repeat: Nghe và nhắc lại
2) Listen and write: nghe và viết
3) Let’s chant: Ngâm thơ/ đọc thơ
4) Read and match: Đọc và nối
5) Read and write: Đọc và viết từ

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Pair work

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6) Project: Kế hoạch
- Read aloud and ask them to read after and
write down their book.
* Pay attention to ask them to look at the
symbols in each part to know the meaning.
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3. Sing a song.
-Teach ss to sing “Hello. How are you ?”
song.
3. Homelink
- Ask ss to learn by heart the names of part
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2’
and their symbols.
- Prepare for the next lesson:
Unit 1. Hello. Lesson 1. Part 1,2,3.
_______________________________________________________
Thursday, September 10 th 2020. Teaching: 3E.
Period 2.
UNIT 1: HELLO
Lesson 1: Parts: 1, 2, 3.
Class: 3E:….. Absentee:………..
A.Objectives.
- By the end of the lesson, students will be able to use the words and phrases related to
the topic Introduction; greet others and introduce themselves, using hello/ hi, I’m + name.

- Developing students’ Listening and speaking.
- Love and want to study this subject.
B.Language focus:
1. Vocabulary: hello, hi, I, you, am
2. Grammar:
Hello/ Hi. I’m + name
Hello/ Hi ______. I’m __________.
C.Resources: Teacher’s book, students’ book, teaching plan, flashcards and laptop.
D.Procedure:
I - Class organization:
- Greeting
- Checking attendance, date
II - New lesson:
Steps

Learning activities

1. Warm Greeting
up
- Say hello to the class and introduce: Hello,
4’
I’m + name.
- Ask ss to answer.
- Walk around the class to say hello again to
some ss and ask them to answer.
- Slap the hand held out.
- Do that a few times.
2. Look, - Ask Ss to turn their book to page 6, look at
listen the pictures.
and

- Use the puppets to introduce the students:
repeat Nam, Mai, Quan, Phong and Miss Hien.
8’
- Ask ss to look at picture a.

Language
focus

Modes
Individuals

T- TWC
TWC


3. Point
and
say
12’

- Set the scene: Mai and Nam are greeting
each other. Now we are going to listen to their
dialogue between them.
- Play the CD 2 times and ask ss to point to
the appropriate line in their book.
- Get ss listen again and repeat.
- Ask ss to work in pairs and practise the
dialogue.
- Call some pairs to practise in front of the
class

- Ask ss to look at picture b.
- Set the scene: Miss Hien and the students
are greeting each other. Now we are going to
listen to their dialogue between them.
- Play the CD 2 times and ask ss to point to
the appropriate line in their book.
- Get ss listen again and repeat.
- Ask ss to work in pairs and practise the
dialogue.
- Call some pairs to practise in front of the
class.
a.Vocabulary ( Từ mới )
Hello: xin chào
Hi: xin chào
I: tơi
You: bạn
Am: thì, là
Nice to meet you: rất vui được gặp bạn
Mai, Nam, Quan, Phong, Miss Hien
( Following 7 steps of presenting
vocabulary).
*(Good students practise the first, nomal
students practise the second, bad students
practise the third.
* Checking technique: Rub out and
remember
b. Model sentences.
- Elicit and give the model :
Hello. I’m Mai
Hi, Mai.I’m Nam

*Concept checking:
Hello/ Hi. I’m + name.
=>
Hi, name. I’m +
name.
 To greet and self- introduce.
Note: Difference between Hi/ Hello
+ Hi is very informal. Students can use with
friends but not with an adult, e.g. a teacher

TWC
Pair work

Pair work

hello, hi, I,
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you, am
Group work
Nice to meet Individuals
you.

Hello/ Hi.
I’m + name.

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Individuals


+ Hello is also informal and friendly but more

formal than Hi. It can be used with teachers
and other adult.
*(Good students practise the first, nomal
students practise the second, bad students
practise the third.
c. Point and say.
- Ask ss to look at the pictures in part2 on
page 6.
- Ask ss to identify the ss in the pictures and
what they say.
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- Ask ss to look at the book and guide them to
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complete the greeting in the speech bubbles.
- Get ss repeat the sentences chorally and
individually
- Ask ss to role- play Miss Hien and Nam to
act out the greeting exchange.
- Call on one more pair to act out as Mai and
Quan
- Get ss to close their book and work in pairs
Pair work
to role- play as Miss Hien,Nam and Mai.
- Monitor the activity, check the
pronunciation and offer help when necessary.
- Call on some pairs to perform the task in
front of the class.
- Remark
- Make a few questions to check ss’
comprehension of the language.

4. Let’s - Point to each character eliciting the name
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talk
- Have ss to guess what ss say?
10’
- Guide ss to fill in the gaps.
- Ask ss to work in groups of three, role- play
as Nam, Quan, Phong; Mai, Hoa, Miss Hien
and in turn greet and introduce themselves
Group work
with their friends in groups.
- Call some groups to practise in front of the
class.
5.
- Ask ss to learn by heart the new words and
TWC
Home
the models.
link
- Prepare for the next lesson:
1’
Unit 1. Hello. Lesson 1. Parts 4,5,6
_______________________________________________________
Friday, September 11 th 2020. Teaching: 3E.
UNIT 1: HELLO
Period 3.
Lesson 1: Parts: 4, 5, 6. Page 7.
Class: 3E:….. Absentee:………..
A.Objectives:

- By the end of the lesson, students will be able to get further practice in greeting and selfintroducing; listening to the dialogues about greeting and introducing and ticking; writing
and singing the “ Hello” song.
- Developing students’ Listening and writing.
- Love and want to study this subject.
B.Language focus:
1. Vocabulary: hello, hi, I, you, am.
2. Grammar: Hello/ Hi. I’m + name.
Hello/ Hi ______. I’m __________.
C.Resources : Teacher’s book, students’ book, CD, stereo, pictures.
D.Procedure:
I - Class organization:
- Greeting
- Checking attendance, date
II - New lesson:
Steps
Learning activities
Language
Modes
focus
1. Warm
- Get ss work in pairs.
Pair work
up
- Call some ss to go to the board: greet and
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3’
introduce oneself.
2. Listen
- Ask ss to look at the part 4 on page 7 and

and
answer the questions
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tick.
+ How many pairs of pictures are there?
10’
+ Who are in the pictures?
- Get ss call out the names of the ss in each
pictures
- Ask ss to guess the correct picture in each pair
- Get the students’ answer
- Elicit to help ss know how to do this part.
- Set the scene: Now you are going to listen to
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the recording and you have to match the
information you hear to the pictures and tick
the box in the appropriate picture.
- Play the CD all the way through for ss to listen
while they are looking closely at the pictures in
their books.
- Play the CD again and get ss listen and tick in
the correct boxes below each picture.
- Have ss work in pairs to compare their
Pair work
answers.
- Call some ss to give their answers
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- Ask ss to listen again and check
- Replay the CD
Pair work

- Get feedback from ss and give correct answer.
Transcript:
1. Nam: Hello. I’m Nam.
Quan: Hello, Nam. I’m Quan. Nice to meet
you.


3. Let’s
write
10’

4.Let’s
sing
10’

5.Home

2. Miss Hien: Hello. I’m Miss Hien.
Class: Hello, Miss Hien. Nice to meet you.
- Ask ss some questions to check their
comprehension of the listening text.
- Ask ss to look at part 5 on page 7.
- Get ss work in pairs, discuss and answer these
questions:
? How many exercises are there in this part?
? What do you have to do in these exercises?
? Who are talking in Exercise1/ Exercise2?
? What are the given words?
- Collect students’ ideas.
- Ask ss to look at two exercises.

- Get ss to read aloud the given sentences.
Hello/ Hi.
- Ask ss to read the sentences individually in
I’m + name.
silence and complete them.
- Have ss compare their answer with their
partners.
- Call two ss to come to the board and write
down the answer while other ss read aloud the
sentences.
- Get feedback from ss.
- Call a few open pairs to read the exchanges
aloud
Key: 1. Hello, I’m
2. I’m, Hello
- Get ss look at the book and get they know they
are going to sing the Hello song
- Hang the poster of Hello song on the board.
- Get ss read aloud the song one time.
- Check students’ comprehension
- Play the CD for ss to listen while they are
reading the song. Clap the rhythm.
- Play the CD again for ss repeat each line of the
rhythm.
- Have ss point to the sentences as they repeat
- Call on 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.
- Ask ss to work in groups of eight, practice

singing the rhyme and clapping the rhythm.
- Call on some groups to perform the song at the
front of the class. The rest of the class sing
along and clap the rhythm.
- Have ss sing the song, clap the rhythm again
in chorus.
- Guide ss to do exercises in workbook.
- Ask ss to learn by heart the new words and the

Pair work

TWC
Individuals

TWC

Group
work

TWC
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link
2’

models.
- Prepare for the next lesson:
Unit 1. Hello. Lesson 2. Parts: 1,2,3.
_______________________________________________________

Friday, September 11 th 2020. Teaching: 3E.
UNIT 1: HELLO
Period 4.
Lesson 2: Part: 1, 2, 3.
Class: 3E:….. Absentee:………..
A.Objectives:
- By the end of the lesson, students will be able to greet and respond to greeting, using How
are you? And I’m fine, thanks. And you? and say goodbye, using Goodbye/ Bye.
- Developing students’ Listening and speaking.
- Love and want to study this subject.
B.Language focus:
1.Phonic.
2.Vocabulary: How, fine, thank you, thanks, bye, goodbye, And you?
3.Grammar: How are you? – I’m fine, thanks/ thank you.
Goodbye/ Bye, ______.
C.Resources: Teacher’s book, students’ book, CD, pictures.
D.Procedure:
I - Class organization:
- Greeting
- Checking attendance, date
II - New lesson:
Steps
Learning activities
Language
Modes
focus
1. Warm - Call some ss to greet and say their name in
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up
front of the class and the class respond by saying

4’
Hi+ (his/her name). Nice to meet you.
- Ask ss to sing the Hello song.
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2. Look, - Ask ss to turn their book to page 8, look at the
listen pictures.
and
- Ask ss call out the names of the ss in each
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repeat picture and what they say.
7’
? Who are they?
? What are they talking about?
- Ask ss to look at picture a.
- Set the scene: Mai and Nam are greeting each
other and asking and answering about heath.
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Now we are going to listen to their dialogue
between them.
- Play the CD 2 times and ask ss to point to the
appropriate line in their book.
- Get ss listen again and repeat.
- Ask ss to work in pairs and practise the dialogue.
Pair work
- Call some pairs to practise in front of the class
- Ask ss to look at picture b.
- Set the scene: Nam and Mai are saying goodbye
TWC

to each other. Now we are going to listen to their
dialogue between them.
- Play the CD 2 times and ask ss to point to the
appropriate line in their book.
- Get ss listen again and repeat.
- Ask ss to work in pairs and practise the dialogue.
- Call some pairs to practise in front of the class
Pair work
3. Point
and
say
10’

a.Vocabulary ( Từ mới )
How: như thế nào?
Fine: khỏe
Thank you= thanks: cảm ơn
And you?: cịn bạn thì sao?
Bye = goodbye: tạm biệt
Note: Say goodbye to your teacher and bye to
your friend.
( Following 7 steps of presenting vocabulary)
*(Good students practise the first, nomal students
practise the second, bad students practise the
third.
* Checking technique: What and where
b. Model sentences.
- Elicit and give the model :
How are you?
I’m fine, thanks. And you?

Fine, thanks.
*Concept checking:
=>

How are you?
I’m fine, thank you/ thanks.

 To greet and respond to greeting.
*(Good students practise the first, nomal
students practise the second, bad students
practise the third.
c. Point and say.
- Ask ss to look at the pictures in part2 on page 8.
- Ask ss to identify the ss in the pictures and what
they say.
- Ask ss to look at the book and guide them to
complete missing words in the sentences
- Ask ss to role- play Mai and Nam to act out the
conversation
- Call some pairs to act out in front of the class.
- Call on one more pair to act out as Quan and
Phong
- Get ss to close their book and work in pairs to
role- play as Mai, Nam, Quan and Phong

How, fine,
thank you,
thanks, bye,
goodbye,
And you?

How are
you?
I’m fine,
thank you/
thanks.

TWC
Group
work
Individuals

Individuals
Pair work
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Individuals

Pair work

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4. Let’s
talk
8’

5.Home
link
1’

- Monitor the activity, check the pronunciation
and offer help when necessary.
- Call on some pairs to perform the task in front of
the class.
- Remark
- Make a few questions to check ss’
comprehension of the language.
- Ask ss to look at the picture in part 3 on page 8
- Elicit the situation
- Have ss to guess what ss say?
- Guide ss to fill in the gaps.
- Ask ss to work in pairs and in turn practise
greeting and responding greeting with their
friends using their own names.
- Go round to offer help, if necessary.
- Call some pairs to practise in front of the class.
- Give comments and marks
- Have the whole class repeat all the phrases to
reinforce their pronunciation.
*(Good students practise the first, nomal students
practise the second, bad students practise the
third.
- Ask ss to learn by heart the new words and the
models.
- Prepare for the next lesson:
Unit 1. Hello. Lesson 2. Parts 4, 5, 6.
______________________________________
Tân Dân, ngày 1 thàg 9 năm 2020.
BGH kí duyệt

Individuals

Pair work

Whole
class

TWC


WEEK 2
Monday, August 31st 2015
UNIT 1: HELLO
Period 5.
Lesson 2: Part: 4, 5, 6. (Page 9).
A. Objectives:
By the end of the lesson, students will be able to get further practice in greeting and
responding to greeting, using How are you? And I’m fine, thanks. And you? and saying
goodbye, using Goodbye/ Bye.
Developing students’ Listening, reading and writing.
B. Language focus:
1. Phonic:
2. Vocabulary: Review: Hello, hi, fine, bye, thank you, goodbye,class
3. Grammar: Review: How are you? – I’m fine, thanks/ thank you.
Goodbye/ Bye, ______.
C. Resources : Teacher’s book, students’ book, recording, pictures.
D. Procedure:
I - Class organization:
- Greeting
- Checking attendance, date.

II - New lesson:
Steps
A. Warm
up
(4 minutes)
4.Listen
and
number
(10minutes
)

Learning activities
Play the game:
Slap the board
- Ask ss to look at the part 4 on page 9 and
answer the questions
+ How many pictures are there?
+ Who are the characters in the pictures?
+ What are they doing?
- Ask ss to guess to number the pictures in the
correct order.
- Collect students’ ideas
- Elicit to help ss know how to do this part.
- Set the scene: Now you are going to listen to
the recording and you have to match the

Language
focus

Modes

Group
work
Individuals


5.Read
and
complete
( 10
minutes)

6.Let’s
write
( 10

information you hear to the pictures and number
the pictures.
- Play the CD all the way through for ss to listen
while they are looking closely at the pictures in
their books.
- Play the CD again and get ss listen and number
in the boxes below each picture.
- Have ss work in pairs to compare their answers.
- Call some ss to give their answers
- Ask ss to listen again and check
- Get feedback from ss and give correct answer.
Transcript:
1. Miss Hien: Hello. I’m Miss Hien.
Class: Hello, Miss Hien. Nice to meet you.
2. Nam: How are you, Miss Hien?

Miss Hien: I’m fine, thanks. And you?
Nam: I’m fine, thank you.
3. Miss Hien: Goodbye, class.
Class: Goodbye, Miss Hien.
4. Nam: Bye, Mai.
Mai: Bye, Nam.
- Ask ss some questions to check their
comprehension of the listening text.
- Ask ss to look at the book in part 5 on page 9
- Ask ss to work individually and read aloud the
given words
- Have ss to read the text individually in silence.
- Check students’ comprehension
- Ask ss to work individually, read the sentences
again to get information and complete the
sentences with the given words.
- Monitor and offer help when necessary.
- Have ss compare their answer with partner.
- Call on some ss to report their answers.
- Get feedback from ss and give correct answers.
* Key: Goodbye
Bye
Fine thank you
- Divide class into two groups and get them to
read aloud each character’s lines respectively.
- Make a few questions to check students’
comprehension.
- Ask ss to read aloud the sentences and reinforce
students’ pronunciation.
*(Good students practise the first, nomal students

practise the second, bad students practise the
third.
- Ask ss to look at the picture in part 6 on page 9
answer these questions:
? Who are they in the picture?

TWC
Individuals
Pair work
Individuals
TWC

Individuals

Pair work

Group
work
Individuals
TWC

Individuals


minutes)

B.Home
link
( 1 minute)

? What are they talking?
- Collect students’ ideas
Pair work
- Get ss to read aloud two given sentences in
silent.
Individuals
- Ask ss to work in pairs, discuss to find out the
words to fill in each gap.
- Get ss read the sentences again in silence and
Pair work
fill in the gaps.
- Have ss compare their answer with their
partners.
Individuals
- Call two ss to come to the board and write
down the answer while other ss read aloud the
Pair work
sentences.
- Get feedback from ss
- Give the keys: How
Fine, thanks
Individuals
- Call a few open pair to act out the dialogues
*(Good students practise the first, nomal students
practise the second, bad students practise the
third.
- Remark.
- Guide ss to do exercise in workbook.
- Ask ss to learn by heart the new words and the
TWC

models.
- Prepare for the next lesson:
Unit 1. Hello. Lesson 3. Part: 1,2,3.
_____________________________________________________________
Tuesday, September 1st 2015

WEEK 2
UNIT 1: HELLO
Lesson 3: Part: 1, 2, 3. ( Page 10)

Period 6.
A.Objectives:
By the end of the lesson, student will be able to pronounce correctly the sound of the
letter b as in bye and that of the letter h as in hello; listen for specific information to
complete the sentences and chant.
Developing students’ Listening, speaking and writing.
B.Language focus:
1. Phonic: bye
hello
2. Vocabulary: Review: Hello, hi, thank you, fine, how.
3. Grammar: Review: How are you? – I’m fine, thanks/ thank you.
Goodbye/ Bye, ______.
C.Resources: Teacher book, student book, pictures, recording.
D.Procedure.
I - Class organization:
- Greeting
- Checking attendance, date.
II - New lesson:

Steps
A.Warm
up( 5
minutes)
1. Listen
and
repeat
(7
minutes)

2. Listen
and
write
(7
minutes)

Learning activities

Language
focus

- Ask ss to sing an English song.

- Ask ss to look at two letters b and h in the part 1 on b, h
page 10
- Put the phonic letters on the board and say them a
few time
bye
- Produce two sounds: “b” and “h” and get ss to hello
repeat.

- Teach ss how to pronoun the sounds “b”, “h”.
- Ask ss what they think about when they hear these
sounds.
- Prompt ss to say the words and sentences, paying
attention to the target phonic letters.
- Read two words bye and hello aloud and get ss
repeat.
- Get ss read again these words.
- Read aloud two sentences: Bye, Nam and Hello,
Nam and get ss listen and repeat.
- Ask ss to read again these sentences.
- Ask ss to read aloud the letters, words and
sentences again.
Note: Tell ss to write the initial letters of the words
starting a sentence or names of people in capital
letters e.g: Bye, Mai. Hello, Nam and write small
letters to other words in the sentence
- Ask ss to look at the part 2 on page 10 and answer
the question ( In Vietnamese)
+ How many sentences are there?
- Get ss read aloud the given words in two
sentences.
- Ask ss to work in pairs, discuss and guess the words
to complete the sentences.
- Select the students’ answers.
- Elicit to help ss know how to do this part.
- Set the scene: Now you are going to do a dictation.
You are going to listen to the recording and you have
to listen to find out the missing words to complete
the sentences

- Play the CD all the way through for ss to listen
while they are looking closely at the sentences in
their books.
- Play the CD again and get ss listen sentence by

Modes
Whole
class
TWC

Individuals
Whole
class/
Group
work/
Individuals
Whole
class

Individuals
Pair work
TWC
Individuals
Pair work
TWC
Individuals


sentence and complete.
- Have ss work in pairs to compare their answers.

- Call some ss to give their answers.
- Ask ss to listen again and check.
- Replay the CD.
- Get feedback from ss and give correct answer.
Transcript: 1. Bye, Nam 2. Hello, Mai
- Ask ss some questions to check their
comprehension of the listening text.
3. Let’s
- Get ss answer some questions to elicit the situation
Individuals
chant
in the chant ( in Vietnamese).
( 15
? How many people are there in the picture?
minutes)
? Who are they?
? What are they doing?
- Put the extra- board with the chant on page 10
TWC
written on it on the board.
- Get ss to listen to the chant
- Play the CD all the way through for ss to listen
when they are reading the chant on the board or on
their book.
Group
- Mine the chant.
work
- Play the CD again for ss to repeat each line of the
chant and mine the line.
- Ask ss to read aloud the chant and mine the chant in

chorus
- Call on a group of six to the front of the class.
Individuals
- Ask three of them to repeat each line of the chant;
TWC
the others mine the line and then change their role.
Individuals
- Ask ss to practise saying the chant and mining the
chant in small groups of six.
- Monitor and offer help if necessary
- Call some groups to recite the chant in front of the
class and the rest of the class mine.
- Remark
- Ask ss some simple questions to check their
comprehension.
- Have the ss repeat the chant again and mine.
- Guide ss to do exercises in workbook
B.
- Ask ss to learn by heart the new words and the
TWC
Homelink models.
( 1 minute) - Prepare for the next lesson: Unit 1: Hello.
Lesson 3: Part 4,5,6
_______________________________________________________
WEEK 2
Period 7.

UNIT 1: HELLO
Lesson 3: Part: 4, 5, 6. ( Page 11).

A. Objectives:
By the end of the lesson, students will be able to get further practice in greeting and
responding to greeting, using Hi/ Hello + name; How are you? And I’m fine, thanks.
And you? and saying goodbye through reading, writing, matching and doing a project.
Developing students’ Reading and writing.
B.Language focus:
1. Phonic:
2. Vocabulary: review: Hello, hi, thank you, fine, how.
3. Grammar: review: How are you? – I’m fine, thanks/ thank you.
Goodbye/ Bye, ______.
C. Resources: Teacher book, student book, pictures, recording.
D. Procedure.
I - Class organization:
- Greeting
- Checking attendance, date.
II - New lesson:
Steps

Learning activities

A.Warm
up
(5
minutes)

- Ask ss to work in small groups, and play chain
game:
- Explain how to play game: Ss play game in groups
of 5 and say greetings and responses.

4.Read
and
match
(9
minutes)

- Ask ss to look at the book in part 4 on page 11 and
answer the questions.
? How many columns are there?
? How many sentences are there in each column?
? Are these sentences matched?
- Collect students’ ideas
- Ask ss to work individually, read the sentences to get
information and match the greeting with the correct
responses.
- Monitor and offer help when necessary.
- Have ss compare their answer with partner.
- Call on some ss to give their answer.
- Ask ss to read the sentences again and check their
answers.
- Get feedback from ss and give correct answers.
* Key: 2.a 3.b 4. c
- Make a few questions to check students’
comprehension.
- Ask ss to read aloud the sentences and reinforce
students’ pronunciation.
- Ask ss to look at the book part 5 on page 11 and
answer the questions.

5.Read
and write

Language
focus

Modes

Group
work
Individuals

Individuals
Pair work

Individuals
TWC

Individuals


( 10
minutes)

? How many sentences are there?
? Are these sentences complete?
- Get ss read the given words in silence and call some
ss read aloud.
- Ask ss to work individually, read the sentences to get
information and fill the gaps with the appropriate

words.
- Monitor and offer help when necessary.
- Have ss compare their answer with partner.
- Call on some ss to go to the board add fill the gaps.
- Ask some ss to read the sentences aloud
- Get feedback from ss and write correct answers on
the board for ss copy down on their notebooks.
* Key:
Hello/ Hi I’m Nice How Fine/ I’m fine
- Make a few questions to check students’
comprehension.
- Ask ss to read aloud the sentences and reinforce
students’ pronunciation.

6.Project
( 10
minutes)

- Ask ss to look at the picture on part 6 on page 11 and
answer:
? What is this? ( name card)
? What are the students doing?
? What materials do you need to do this?- Get ss know they are going to make their name cards
and present them to their class.
- Ask ss to prepare necessary school things to carry
out the project ( paper, pen, coloured pencils, scissors,
glue ….)
- Get ss work in groups and do project.
- Go around to offer help. If there is no time, ask ss
the ss to finish project at home.

- Call some ss to the front of the class to present their
cards, using their name cards and saying Hello. I’m +
(name)
- Have ss stick their cards on the walls of the
classroom.
- Have ss sing the Hello song and say the Hello chant
to end the class.
- Guide ss to do exercise in workbook.
B.
- Ask ss to learn by heart the new words and the
Homelink models.
(1
- Prepare for the next lesson:
minute)
Unit 2. What’s your name? Lesson 1. Part 1,2,3

Individuals
Pair work
Individuals
TWC
Individuals
TWC

Individuals
TWC

Group
work
Individuals
TWC

Individuals

TWC

_______________________________________________________
WEEK 2

UNIT 2: WHAT’S YOUR NAME?


Period 8.
A .Objectives.

Lesson 1: Part: 1, 2, 3. ( Page 12).

By the end of the lesson, students will be able to use the words and phrases related to
the topic Name; ask and answer about name, using question What’s your name?- My name’s
+ ( name).
Developing students’ Listening and speaking.
B. Language focus:
1. Vocabulary: What, name, my, your, is.
2. Grammar: What’s your name?
My name’s + (name).
C. Resources: Teacher’s book, students’ book, recording, pictures.
D. Procedure:
I - Class organization:
- Greeting
- Checking attendance, date.
II - New lesson:
Steps

A.Warm
up
(5
minutes)

1. Look,
listen
and
repeat
(8
minutes)

Learning activities
- Greet the class by saying: Hello. How are you?
- Encourage ss to answer with Hello, Mr/ Miss +
name. I’m fine, thank you. And you?
- Go to a student and say: My name is + name. What’s
your name? and get him/ her answer with his/ her
name.
- Repeat procedure a few times.
- Draw students’ attention to the title of the unit and
check their comprehension
- Have them to repeat it once or twice
- Ask Ss to turn their book on page 12, look at the
pictures.
- Use the puppets to introduce the students: Peter and
Linda.
- Ask ss to look at picture a.
- Set the scene: Peter and Nam are introducing their
name to each other. Now we are going to listen to their

dialogue between them.
- Play the CD 2 times and ask ss to point to the
appropriate line in their book.
- Get ss listen again and repeat.
- Ask ss to work in pairs and practise the dialogue.
- Call some pairs to practise in front of the class
- Ask ss to look at picture b.
- Set the scene: Linda and Mai are asking and
introducing their name. Now we are going to listen to
their dialogue between them.

Language
focus

Modes
TWC

Individuals
Whole class
TWC

TWC

Pair work
TWC


2. Point
and
say

( 10
minutes)

3. Let’s
talk
( 11
minutes)

- Play the CD 2 times and ask ss to point to the
appropriate line in their book.
- Get ss listen again and repeat.
- Ask ss to work in pairs and practise the dialogue.
- Call some pairs to practise in front of the class
a. Vocabulary ( Từ mới )
What: Cái gì? Là gì?
What,
Name: tên
name,
My: của tơi
my,
Your: của bạn
your,
Is : thì, là
is.
Peter, Linda
( Following 7 steps of presenting vocabulary)
* Checking technique: Rub out and remember
b. Model sentences.
- Elicit and give the model :
What’s your name?

My name’s Mai.
What’s
*Concept checking:
your
name?
What’s your name?
=>
My name’s + ( name).
 To ask and answer about name
My name’s
+ (name).
Note: What’s = what is
My name’s = My name is
c. Point and say.
- Ask ss to look at the pictures in part 2 on page 12.
- Ask ss to identify the ss in the pictures, call out their
names and what they say.
- Ask ss to look at the book and guide them to
complete the missing word in the gap.
- Get ss repeat the sentences chorally and individually
- Ask ss to role- play Peter and Phong to act out the
dialogue.
- Call on one more pair to act out as Linda and Quan
- Get ss to close their book and work in pairs to roleplay as Peter, Phong, Linda and Quan.
- Monitor the activity, check the pronunciation and
offer help when necessary.
- Call on some pairs to perform the task in front of the
class.
- Remark.
- Make a few questions to check ss’ comprehension of

the language.
- Ask ss to look at the picture and call out the names of
the students.
- Have ss to guess what ss say?
- Guide ss to fill in the gaps.

Pair work
TWC
Group work
Individuals

TWC

Individuals

TWC
Individuals
Pair work

Pair work
Individuals
Pair work


- Ask ss to work in pairs, role- play and in turn ask and
answer about names.
- Call some pairs to practise in front of the class.
- Ask ss to work in pair and in turn ask and answer
about name, using their real names.
- Call some pairs to practise in front of the class.

- Give feedback.
B.Home
- Ask ss to learn by heart the new words and the
link
models.
( 1 minute) - Prepare for the next lesson:
Unit 2. Lesson 1. Part: 4, 5, 6

TWC

_______________________________________________________
WEEK 3
UNIT 2: WHAT'S YOUR NAME?
Period 9.
Lesson 1: Part: 4, 5, 6. (Page 13).
A. Objectives:
By the end of the lesson, students will be able to get further practice in listening to
the dialogues and ticking; writing and singing the “ The Alphabet song”.
Developing students’ Listening, writing and speaking.
B.Language focus:
1. Vocabulary: The alphabet.
2. Grammar: What’s your name?
My name’s + (name).
C.Resources: Teacher’s book, students’ book, CD, stereo, pictures, puppets.
D.Procedure:
I - Class organization:
- Greeting
- Checking attendance, date.
II - New lesson:
Steps

Learning activities
A.Warm
up
(5
minutes)
4.Listen
and tick.
(8
minutes)

- Get ss work in pairs.
- Call some pairs to go to the board: ask and respond
to the question What’s your name?
- Ask ss to look at the part 4 on page 13 and answer
the questions
+ How many pairs of pictures are there?
+ Who are in the pictures?
- Get ss call out the names of the ss in each pictures.
- Ask ss to guess the correct picture in each pair.
- Get the students’ answer.
- Elicit to help ss know how to do this part.
- Set the scene: Now you are going to listen to the
recording and you have to match the information you
hear to the pictures and tick the box in the
appropriate picture.

Language
focus

Modes

Pair work
Individuals

Whole
class


- Play the CD all the way through for ss to listen
while they are looking closely at the pictures in their
books.
- Play the CD again and get ss listen and tick in the
correct boxes below each picture.
- Have ss work in pairs to compare their answers.
- Call some ss to give their answers
- Ask ss to listen again and check
- Replay the CD
- Get feedback from ss and give correct answer.
Transcript:
1. Linh: I’m Linh. What’s your name?
Peter: Hello, Linh. My name’s Peter. Nice to meet
you.
2. Nam: Hi. My name’s Nam. What’s your name?
Linda: Hello, Nam. I’m Linda. Nice to meet you.
- Ask ss some questions to check their
comprehension of the listening text.
5.Let’s
write
( 10
minutes)

- Ask ss to look at part 5 on page 13.
- Get ss work in pairs, discuss and answer these
questions:
? How many pictures are there in this part?
? What do you have to do in these exercises?
? Who are talking in the picture 1/ the picture 2?
- Collect students’ ideas.
- Ask ss to look at two the pictures and fill in gaps.
- Get ss to read aloud the given sentences.
- Ask ss to read the texts individually in silence and
complete them.
- Have ss compare their answer with their partners.
- Call two ss to come to the board and write down the
answer while other ss read aloud the sentences.
- Get feedback from ss
- Call a few open pairs to read the exchanges aloud
Key: 1. My name’s
2. Mai, My name’s

Pair work

Individuals
Pair work

Pair work

Whole
class
Individuals
Pair work

Individuals
Pair work


6.Let’s
sing
( 12
minutes)

- Get ss look at the book and get they know they are
going to sing “The Alphabet song”.
The
- Write song on the board.
alphabet
- Get ss read aloud the song one time.
- Read the lyrics, check students’ comprehension
- Play the CD for ss to listen while they are reading
the song. Clap the rhythm.
- Play the CD again for ss repeat each line of the
rhythm.
- Have ss point to the letters as they repeat.
- Ask a group of four to the front of the class to give a
demonstration..
- Ask ss to work in groups of six to sit face to face,
practice singing and doing the action.
- Call on some groups to perform the song at the front
of the class. When they come to the letter Z, the class
will join and sing the last two lines together.
- Have ss sing the song, clap the rhythm again in
chorus.

- Guide ss to do exercises in workbook.

B.Home
- Ask ss to learn by heart the new words, the models
link
and sing “The Alphabet song”.
(1 minute) - Prepare for the next lesson:
Unit 2. Lesson 2. Part 1, 2, 3.

Whole
class

Group
work
Whole
class
/ Group
work
Whole
class
Individuals
Whole
class

_____________________________________________________________
WEEK 3
UNIT 2: WHAT’S YOUR NAME?
Period 10.
Lesson 2: Part: 1, 2, 3. (Page 14).
A. Objectives:

By the end of the lesson, students will be able to:
- ask and respond to the question What’s your name?
- spell a name and ask how to spell a name, using How do you spell your name?
Developing students’ Listening and speaking.
B. Language focus:
1. Phonic.
2. Vocabulary: spell
3. Grammar: How do you spell your name? L-I-N-D-A.
C. Resources: Teacher’s book, students’ book, recording.
D. Procedure:
I - Class organization:
- Greeting
- Checking attendance, date.
II - New lesson:


Steps
A.Warm
up
(5
minutes)
5. Look,
listen
and
repeat
(9
minutes)

6. Point
and

say
( 10
minutes)

Learning activities

Language
focus

- Call some ss to greet, ask and answer about name in
front of the class
- Ask ss to sing the The alphabet song.
- Ask ss to open your book on the page 14, look at the
pictures.
- Ask ss call out the names of the ss in each picture and
what they say.
? Who are they?
? What are they talking about?
- Ask ss to look at picture a.
- Set the scene: Nam and Linda are asking and
answering about name. Now we are going to listen to
their dialogue between them.
- Play the CD 2 times and ask ss to point to the
appropriate line in their book.
- Get ss listen again and repeat.
- Ask ss to work in pairs and practise the dialogue.
- Call some pairs to practise in front of the class
- Ask ss to look at picture b.
- Set the scene: Nam and Linda are asking and
answering about spell name. Now we are going to listen

to their dialogue between them.
- Play the CD 2 times and ask ss to point to the
appropriate line in their book.
- Get ss listen again and repeat.
- Ask ss to work in pairs and practise the dialogue.
- Call some pairs to practise in front of the class
a.Vocabulary ( Từ mới )
spell: đánh vần
( Following 7 steps of presenting vocabulary)
* Checking technique: Rub out and remember
b. Model sentences.
- Elicit and give the model :
How do you spell your name?
L-I-N-D-A.
*Concept checking:
=>

How do you spell your name?
L-I-N-D-A.

 To ask and respond to spell a name.
c. Point and say.
- Ask ss to look at the pictures in part 2 on page 14.
- Ask ss to identify the ss in the pictures and what they

Modes
Pair work

Whole class

Individuals

Whole class

Pair work

Whole class

Pair work

Spell

Whole class
Group work
Individuals

How do
you spell
your
name?
L-I-N-DA.

Whole class

Individuals


7. Let’s
talk
( 10

minutes)

say.
- Ask ss to look at the book and guide them to complete
missing words in the sentences
- Ask ss to role- play Nam and Linda to act out the
conversation
- Call some pairs to act out in front of the class.
- Call on one more pair to act out as Quan and Peter
- Get ss to close their book and work in pairs to roleplay as Mai, Linda, Quan and Peter
- Monitor the activity, check the pronunciation and offer
help when necessary.
- Call on some pairs to perform the task in front of the
class.
- Remark
- Make a few questions to check ss’ comprehension of
the language.
- Ask ss to look at the picture in part 3 on page 14
- Elicit the characters in the pictures and their names.
- Set the scence “ we are going to practice spelling
names”
- Have ss to guess what ss say?
- Guide ss to fill in the gaps.
- Ask ss to work in pairs or in groups of four with their
friends using their own names.
- Go round to offer help, if necessary.
- Call some pairs to practise in front of the class.
- Give comments and marks
- Have the whole class repeat all the phrases to reinforce
their pronunciation.

- Ask ss to learn by heart the new words and the models.
- Prepare for the next lesson:
Unit 2. Lesson 2. Part 4, 5, 6

Whole class
Pair work

Individuals

Whole class
work/
Group work

Whole class

B.Home
Whole class
link
(1
minute)
_____________________________________________________________
WEEK 3
Period 11.
A.Objectives:

UNIT 2: WHAT’S YOUR NAME?
Lesson 2: Part: 4, 5, 6. ( Page 15)

By the end of the lesson, students will be able to get further practice:
- ask and respond to the question What’s your name?

- spell a name and ask how to spell a name, using How do you spell your name?
through listening, reading, matching and writing .
Developing students’ Listening, reading and writing.
B. Language focus:
1.Phonic:
2.Vocabulary: review.
3.Grammar: What’s your name? My name’s +(name).


How do you spell your name? L-I-N-D-A.
C.Resources : Teacher’s book, students’ book, recording.
D.Procedure:
I - Class organization:
- Greeting
- Checking attendance, date.
II - New lesson:
Steps
A. Warm
up
(5minutes)

Learning activities

Modes

Play the game.
Slap the board with character cards
fine

hi

4.Listen
and
number
(8
minutes)

Language
focus

name

meet

your

Group work

bye

- Ask ss to sing the “The alphabet song” again.
- Ask ss to look at the part 4 on page 15 and answer
the questions
+ How many pictures are there?
+ Who are the characters in the pictures?
+ What are they doing?
- Ask ss to guess to number the pictures in the correct
order.
- Collect students’ ideas
- Elicit to help ss know how to do this part.

- Set the scene: Now you are going to listen to the
recording and you have to match the information you
hear to the pictures and number the pictures.
- Play the CD all the way through for ss to listen while
they are looking at the pictures in their books.
- Play the CD again and get ss listen and number in
the boxes below each picture.
- Have ss work in pairs to compare their answers.
- Call some ss to give their answers.
- Ask ss to listen again and check their answers.
- Get feedback from ss and give correct answer.
Transcript:
1.Peter: My name’s Peter.
Mai: Hello, Peter. My name’s Mai.
2.Linda: My name’s Linda. What’s your name?
Quan: Hi, Linda. My name’s Quan.
3. Mai: How do you spell your name?

Whole class
Individuals

Whole class

Pair work

Individuals