Giáo án Tiếng Anh 3 - Tuần 3 - Năm học 2023-2024 - Lê Khánh Ly

Week 4
Period 12
 25/09/2023
 UNIT 2: OUR NAMES
 Lesson 2: 1,2,3
I. 
OBJECTIVE
S
Language By the end of the lesson, pupils will be able to:
 - use the words what, your, name, my, how old, years old
 in relation to the topic “Our names”;
 - use How old are you? - I'm . to ask and answer questions about 
 someone’s age;
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic "Our names";
 - read and write about people’s names and ages.
Core teamwork, adaptability, communication, initiative
competencies
General Oral communication: talk about ages, ask and answer the questions
competences Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Problem-solving and creativity: answer comprehension questions 
 Sociability: talk to each other 
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
 - Student’s book Page 18
 - Audio Tracks 18,19
 - Teacher’s guide Pages 32,33
 - Website hoclieu.vn 
 - Flashcards/pictures and posters (Unit 2)
 - Computer, projector
III. Warm-up and review – Look, listen and repeat – Listen, point 
PROCEDUR and say – Let’s talk – Fun corner and wrap-up 
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 7, Lesson 1. Whole 
 - Ask pupils to sing the song. class/ 
 - Invite some of them come to the board and Individual 
 role play, the rest of the pupils will sing. work
 Option 2: Game: Guess the pictures
 - Write any words on the board. Group 
 - The first pupil has to take the last four or three work
 letters of that word and form a new word.
 - The second pupil does the same, and the chain 
 continues until a pupil is unable to form a word.
 - The pupil who fails to form a word or 
 misspells it is out of the game.
 Option 3: Game: Who’s faster?
 Divide the class into 2 teams. Have children 
 look at the pictures on the screen and shout out Group 
 the numbers which are hidden. Give points to work
 the team with the faster and correct answers. 
 (Please see the provided corresponding 
 PowerPoint slides for reference.)
 Then have the whole class count the numbers 
 from 1 to 10.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on asking and 
 answering questions about the character’s age. 
b. Input – Context a: Nam: What’s your name? Mary: My name’s 
 Mary.
 – Context b: Nam: How old are you? Mary: I’m eight years 
 old.
c. Outcome Pupils can understand and correctly repeat the sentences in 
 two communicative contexts about the character’s age.
d. Procedure Step 1: Have pupils look at Pictures a and b Whole 
 and identify the characters in the pictures. class/ 
 Step 2: Ask pupils to look at Picture a. Play the Individual 
 recording for them to listen. Play the recording work
 again, sentence by sentence, for pupils to listen 
 and repeat. Follow the same procedure with 
 Picture b. Correct their pronunciation where 
 necessary.
 Step 3: Play the recording again for pupils to Whole 
 listen and repeat in chorus sentence by class
 sentence. 
 Step 4: Invite a few pairs to the front of the Pair work
 classroom to listen and repeat the sentences in 
 the recording. Individual 
 Step 5: Draw pupils’ attention to the question work
 How old are you? and the answer I’m eight 
 years old. Tell pupils that they are a question 
 and an answer about the someone’s age.
 Group 
 Game: Lucky stars work
 Divide the class into 2 teams (girls and boys). 
 Have the teams take turns to choose the circle 
 and answer the questions. For each correct 
 answer, have pupils click the pink robot to get 
 the stars. The team with more stars is the winner. 
 (Please see the provided corresponding 
 PowerPoint slides for reference.)
KNOWLEDGE CONSTRUCTION 
Activity 2. Listen, point and say. 9 minutes
a. Goal To correctly say the words and use How old are you? – I’m 
 years old. to ask and answer questions about 
 someone’s age.
b. Input – Picture cues:
 a.A girl is holding a birthday cake with number 7.
 b.A girl is holding a birthday cake with number 8.
 c.A boy is holding a birthday cake with number 9.
 d.A boy is holding a birthday cake with number 10.
 – Speech bubbles: How old are you? – I’m ______ years old.
 Audio script:
 a. seven b. eight c. nine d. ten
 A: How old are you?
 B: I’m seven years old.
c. Outcome Pupils can correctly say the words and use How old are you? 
 – I’m ___ years old. to ask and answer questions about 
 someone’s age.
d. Step 1: Have pupils look at the pictures and Whole 
Procedure: elicit the numbers on the cakes. class/ 
 Step 2: Have pupils point at Picture a, listen to Individual 
 the recording and repeat the word (seven). work
 Follow the same procedure with the other three 
 pictures. Have the class repeat the numbers a 
 few times.
 Step 3: Point at the bubble and have pupils 
 listen and repeat after the recording (How old 
 are you?). Point at Picture a and have pupils 
 listen and repeat after the recording (I’m seven 
 years old.). Follow the same procedure with the 
 other three pictures. Pair work
 Step 4: Have pairs practise asking and 
 answering the question How old are you? – I’m 
 _____ years old.
 Step 5: Invite a few pairs to point at the 
 pictures and say the questions and answers in 
 front of the class.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of How old are you? and to 
 correctly respond using their own ages.
b. Input Picture cue: Two children want to buy birthday cakes in a 
 bakery.
 Speech bubbles: How old are you? – .
c. Outcome Pupils can enhance the correct use of How old are you? and 
 correctly respond using their own ages.
d. Procedure Step 1: Have pupils look at the picture and Whole 
 explain that the two children want to buy some class/ 
 birthday cakes. The shop assistant asks their Individual 
 ages and the children answer. Have pupils look work
 at the first speech bubble and read How old are 
 you? Ask them to point at the first cake and say Group 
 I'm four years old. Let pupils listen and repeat work
 the question and the answer a few times 
 individually and in chorus.
 Step 2: Go around the classroom, pointing to 
 the cakes and asking How old are you? Let each Individual 
 pupil answer with the numbers on the cakes. work
 Step 3: Have pupils practise asking the 
 questions and giving their own ages in pairs. If Pair work
 pupils find it difficult to say their ages, have 
 them say the numbers in Activity 2 again.
 Step 4: Invite some pairs of pupils to 
 practise asking and answering about their Pair work/ 
 ages in front of the class. Whole 
 class
Fun corner and wrap-up: 5 minutes 
 Option 1: Game: Sentence Puzzle
 Divide the class into groups of four. Give each Group 
 group a sentence that is broken/cut in to pieces. work
 Ask them to arrange them to make a complete 
 sentence, then read it aloud.
 The group who makes it first will be the winner.
 Option 2: Game: Spin the Wheel
 - Divide the class into teams.
 - Teacher calls pupils from each team to answer 
 the question “How old are you?” 
 - Pupils/ teacher click the “spin” button to get 
 points.
Week 4
Period 13
 26/09/2023
 UNIT 2: OUR NAMES
 Lesson 2: 4,5,6
 I. 
 OBJECTIV
 ES
 Language By the end of the lesson, pupils will be able to:
 - use the words what, your, name, my, how old, years old in relation to 
 the topic “Our names”;
 - use How old are you? - I'm . to ask and answer questions about 
 someone’s age;
 - listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic "Our names";
 - read and write about people’s names and ages.
 Core teamwork, work standards, motivation, adaptability, communication, 
 competencie and initiative. 
 s
 General Oral communication: speak about ages, ask and answer the questions
 competence Self-control & independent learning: perform listening tasks 
s Communication and collaboration: work in pairs or groups
 Problem-solving and creativity: answer comprehension questions 
 Sociability: talk to each other 
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
 - Student’s book Page 19
 - Audio Tracks 20
 - Teacher’s guide Pages 34, 35
 - Website hoclieu.vn
 - Flashcards/ pictures and posters (Unit 2)
 - Computer, projector
III. Warm-up and review – Listen and number – Look, complete and 
PROCEDU read – Let’s sing – Fun corner and wrap-up
RE
 Procedur Pupils’ Note
 Teacher’s activities
 e activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 1, Lesson 1. Whole 
 - Ask pupils to sing the song class
 - Invite some of them come to the board to role play, 
 the rest of the pupils will sing.
 Option 2: Sing a song on YouTube.
 Option 3: Game: What’s missing
 Divide the class into 2 teams. Have pupils look at the 
 screen with numbers from 1 to 10. Then hide 1 Group 
 number each time and have the teams raise their work
 hands to answer. Give points for each correct answer.
PRACTICE
Activity 4. Listen and number. 8 minutes 
a. Goal To listen to and understand four communicative contexts in which 
 pupils ask and answer questions about ages.
b. Input Picture cues:
 e.a birthday cake with number 7
 b. birthday cake with number 8
 c.a birthday cake with number 9
 d. a birthday cake with number 10
 Audio script:
 1.A: How old are you?
 B: I’m eight years old.
 2.A: How old are you?
 B: I’m ten years old.
 3.A: How old are you?
 B: I’m nine years old.
 4.A: How old are you?
 B: I’m seven years old.
c. Pupils can listen to and understand four communicative contexts 
Outcome in which pupils ask and answer questions about ages.
 Key: 1. B 2. d 3. c 4. a
d. Step 1: Have pupils look at Activity 4. Ask them Whole 
Procedure How many pictures are there? What can you see in class / 
 each picture? Draw pupils’ attention to the boxes at Individual 
 the corners of the pictures. Check their work
 comprehension.
 Step 2: Play the recording of the first dialogue. Tell 
 pupils that they will need to listen to the age (e.g. 
 eight) and number the pictures 1, 2, 3 or 4. Then ask 
 pupils in which picture number eight appears 
 (Picture b). Tell pupils to write “1” next to Picture b.
 Step 3: Play the recording for the other dialogues 
 and allow pupils to write down their answers. Set a 
 time limit for pupils to swap and check the answers. 
 Correct the answers, if necessary.
 Extension: If time allows, play the recording, 
 sentence by sentence, for the class to listen and 
 repeat in chorus. Correct their pronunciation if 
 necessary.
PRACTICE
Activity 5. Look, complete and read . 9 minutes
a. Goal To complete three gapped dialogues with the help of picture cues.
b. Input Three picture cues with three gapped dialogues to complete 
c. Pupils can complete three gapped dialogues with the help of 
Outcome picture cues.
 Key: 1. seven 2. eight years 3. you; nine years’ old
d. Step 1: Have pupils look at the pictures. Have them Whole 
Procedure identify the numbers (ages) in the pictures. class / 
 Step 2: Have pupils look at the three incomplete Individual 
 dialogues. Draw their attention to the missing words work
 in the sentences.
 Step 3: Model with Picture 1. Have pupils look at 
 the dialogue. Ask them what is missing in the 
 answer (seven). Then have them look at the picture 
 and identify the number. Then have them complete 
 the gap (How old are you? – I’m seven years old.).
 Step 4: Follow the same procedure with Pictures 2 
 and 3. Draw the pupils’ attention to the two gaps in 
 the dialogue 3. Individual 
 Step 5: Have pupils complete the dialogues work/ Pair 
 individually and ask a few pairs to read them aloud. work
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song How old are you? with the correct pronunciation 
 and melody.
b. Input The lyrics and the recording of the song How old are you?
c. Pupils can sing the song How old are you? with the correct 
Outcome pronunciation and melody.
d. Step 1: Have pupils read the lyrics to familiarise Whole 
Procedure themselves with the questions and answers. Check class / 
 comprehension and give feedback. Individual 
 Step 2: Have pupils listen to the whole song, work
 drawing their attention to the pronunciation.
 Step 3: Play the recording of the song once or twice 
 for pupils to listen and repeat line after line and do 
 related actions, e.g. using a finger to trace the words 
 or clapping their hands.
 Step 4: When pupils feel confident and are familiar 
 with the tune and melody, ask them to sing the whole 
 song while doing actions or clapping hands.
 Step 5: Invite a few groups to the front of the class to 
 sing the song. The class may sing along to reinforce Group 
 the activity. work / 
 Whole 
 class
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Pass the ball Group 
 - Divide the class into 3 teams. work
 - Each team has 1 sticky ball.
 - Play the music. Have pupils in each team take turns 
 to pass the ball. When the music ends, 3 students 
 who are keeping the balls will stand up and say their 
 names, using the sentence model.
 Option 3: Game: Whack the watermelon 
 - Prepares a set of flashcards of numbers from 1 to Group 
 10. work
 - Divide the class into 3 teams.
 - The teams take turns to send 2 pupils to go to the 
 board and choose a flashcard to ask and answer about 
 ages, using the model sentences and the number in 
 the card.
 - If they give the correct answers, they can whack a 
 watermelon to get points for their teams.
 - The team with more points is the winner. 
Week 4
Period 14
 27/09/2023
 UNIT 2: OUR NAMES
 Lesson 3: 1,2,3
 I. 
 OBJECTIV
 ES
 Language By the end of the lesson, pupils will be able to:
 - correctly pronounce the sounds of the letters m and n in isolation, 
 in the words Mary and Nam, and in the sentences I’m Mary and My 
 name’s Nam.
 - use the words what, your, name, my, how old, years, old in relation 
 to the topic “Our names”;
 - listen to and demonstrate understanding of simple 
 communicative contexts in relation to the topic "Our names";
 - read and write about people’s names and ages.
 Core motivation, adaptability, problem-solving, integrity, communication
 competencie
 s
 General Listening: listen and recognize the sounds, then repeat
 competence Oral communication: speak, ask and answer questions about names
 s Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
 II. RESOURCES AND MATERIAL
 - Student’s book Page 20
 - Audio Tracks 22, 23, 24
 - Teacher’s guide Pages 35, 36, 37
 - Website hoclieu.vn 
 - Flashcards/ pictures and posters (Unit 2)
 - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and circle – 
PROCEDU Let’s chant – Fun corner and wrap-up 
RE
 Procedur Pupils’ Note
 Teacher’s activities
 e activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 2, Lesson 1. Whole 
 - Ask pupils to sing the song. class
 - Invite some of them come to the board to role 
 play, the rest of the pupils will sing.
 - Option 3: Game: Lucky number
 Review the previous lesson by having the class play Group 
 the game Lucky number, using the model sentences: work
 What’s your name? How old are you? 
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal To correctly repeat the sounds of the letters m and n in 
 isolation, in the words Mary and Nam, and in the sentences I’m 
 Mary and My name’s Nam. with correct pronunciation and 
 intonation.
b. Input – The letter m, the word Mary and the sentence I'm Mary.
 – The letter n, the word Nam and the sentence My name's Nam.
c. Pupils can correctly repeat the sounds of the letters m and n in 
Outcome isolation, the words Mary and Nam, and the sentences I’m Mary 
 and My name’s Nam with correct pronunciation and intonation.
d. Step 1: Have pupils look at the letter m, listen to Whole 
Procedure the recording and repeat the letter until they feel class / 
: confident. Correct the pronunciation if necessary. Individual 
 Step 2: Have pupils point to the word Mary, listen work
 to the recording and repeat the word until they feel 
 confident. Monitor the activity and offer help if 
 necessary.
 Step 3: Get pupils to read the sentence I’m Mary., 
 to listen to the recording and to repeat it several 
 times. Then call on a few pupils to listen and repeat 
 the sentence in front of the class.
 Step 4: Repeat Steps 1 to 3 for letter n. Go around 
 the class and correct the pronunciation if necessary.
 Step 5: Give pupils a time limit to practise 
 pronouncing the letters, saying the words, and 
 reading the sentences in pairs or groups. Pair work/ 
 Group 
 work
PRACTICE
Activity 2. Listen and circle. 9 minutes
a. Goal To identify the target words Mary and Nam while listening.
b. Input Two gapped sentences with answer options
 Audio script:
 1.Mary: Hi. I’m Mary. 2. Nam: Hello. My name’s Nam.
c. Pupils can identify the words Mary and Nam while listening.
Outcome Key: 1. b 2. c
d. Step 1: Have pupils read the sentences. Explain Whole 
Procedure that they have to listen to the recording and circle class / 
 the correct option to complete the sentences. Individual 
 Explain that the words Mai, Mary and Minh in the work
 first sentence start with the same m sound, and that 
 the words Mary / Mai and Nam start with two 
 different sounds, m and n. Check their 
 comprehension.
 Step 2: Play the recording and have pupils circle Individual 
 the correct options. Then have pupils swap and work / 
 check the answers in pairs or groups. Correct the Pair work
 answers if necessary. 
 Step 3: Invite a few pupils to read the complete 
 sentences in front of the class. Remind them how to Individual 
 stress the target language. work
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct rhythm and pronunciation.
b. Input The lyrics and recording of the chant.
c. Pupils can say the chant with the correct rhythm and 
Outcome pronunciation.
d. Step 1: Have pupils scan the first verse of the chant Whole 
Procedure and elicit its subject. Draw pupils’ attention to the class / 
 word Mary and the sentence My name’s Mary. Individual 
 Check pupils’ comprehension. work
 Step 2: Play the recording, asking pupils to listen 
 and repeat the first verse, line by line. Show them 
 how to chant and clap hands.
 Step 3: Play the recording of the whole verse again 
 for pupils to do choral and individual repetition.
 Step 4: Repeat Steps 1 to 3 for the second verse of 
 the chant. Go around the class and offer help to 
 pupils who find it difficult.
 Extension: If there is enough time, split the class 
 into groups to practise chanting and clapping Group 
 hands. Each of the groups should sing one verse of work/
 the chant. Then select some groups to go to the Whole 
 front of the class to chant and clap hands. class
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Chant 
 - Teacher can create a small competition for the Group 
 pupils. work
 - Pupils work in group. Try to learn the chant by 
 heart. 
 - Teacher can ask them to say the chant loudly/ 
 quietly/ happily/ sadly.
 - The group who can perform the best is the 
 winner. 
Week 4
Period 15
 27/09/2023
 UNIT 2: OUR NAMES
 Lesson 3: 4,5,6
 I. 
 OBJECTI
 VES
 Language By the end of the lesson, pupils will be able to:
 - read and match three dialogues with pictures
 - read, understand and complete an exchange with personal 
 information
 - make birthday cakes and use them to introduce names and ages.
 Core motivation, adaptability, problem-solving, integrity, communication
 competenci
 es
 General Listening: listen and recognizethe sounds, then repeat.
 competenc Oral communication: speak about school things, ask and answer the 
 es questions
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
 Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
 II. RESOURCES AND MATERIAL
 - Student’s book Page 21
 - Teacher’s guide Pages 37, 38
 - Website hoclieu.vn
 - Flashcards/ pictures and posters (Unit 2)
 - Computer, projector
 III. Warm-up and review – Read and match – Let’s write – Project – 
 PROCED Fun corner and wrap-up
 URE 
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song in Unit 2, Lesson 1. Whole 
 - Ask pupils to sing the song class
 - Invite some of them come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Chant and do activities (Unit 2, 
 Lesson 3). Group 
 - Ask pupils chant and do the actions in Unit 2, work
 Lesson 3 in groups. 
 - Give point for the groups and encourage them.
 Option 3: Game: Lucky stars
 Review the previous lesson by having the class 
 play the game Lucky stars, using the model Individual 
 sentences: How old are you? – I’m ____ years work/ 
 old. (Please see the provided corresponsing Group 
 PowerPoint slides for detailed rules work
 explanation.)
PRACTICE
Activity 4. Read and match. 8 minutes
a. Goal To read and match three dialogues with pictures.
b. Input Three dialogues with three pictures to match 
c. Outcome Pupils can read and match three dialogues with pictures.
 Key: 1. b 2. c 3. a
d. Step 1: Have pupils read the first dialogue. Ask Whole 
Procedure them some questions such as Who are they? class / 
 What are they talking about? Then have pupils Individual 
 look at the pictures and match the dialogue with work
 the correct one. Check their comprehension, if 
 necessary.
 Step 2: Repeat Step 1 for Dialogues 2 and 3. 
 Draw their attention to number eight while 
 saying about age. Allow pupils to do the activity 
 independently. Go around the class and offer 
 help if necessary. Pair work
 Step 3: Set a time limit for pupils to swap with 
 a partner and check the answers.
 Step 4: Select three pairs of pupils to read the 
 dialogues in front of the class.
PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal To read, understand and complete an exchange with their 
 personal information.
b. Input An exchange with two gapped sentences
c. Outcome Pupils can read, understand and complete an exchange with 
 their personal information.
d. Step 1: Have pupils read the dialogue and say Whole 
Procedure what they are going to do. Ask some questions class / 
 such as Who asks the questions? What are the Individual 
 questions about? Who has to write the work
 answers? Check their comprehension. Remind 
 them to write their personal information.
 Step 2: Give pupils time to write the answers to 
 the questions independently. Go around the 
 class and help if necessary.
 Step 3: Have pupils swap their answers in Pair work 
 pairs or in groups before checking as a / Group 
 class. You may invite one or two pupils to work
 write their answers on the board.
 Step 4: If there is enough time, ask some pairs 
 to role-play the dialogue in front of the class. Pair work
 Encourage the class to praise or cheer the 
 performers.
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal To make birthday cakes and use them to introduce names 
 and ages. 
b. Input A paper birthday cake or a birthday cake drawn and 
 coloured on a piece of paper. Ask pupils to make it as 
 homework at the beginning of Unit 2 or Lesson 3. Remind 
 them to write their names and ages on the cakes.
c. Outcome Pupils can say their names and ages, using birthday cakes.
d. Step 1: Have pupils take out the pieces of paper Whole 
Procedure on which their names and ages are written. class
 Step 2: Ask pupils to work in groups. Have 
 each pupil show his/ her birthday cake and Group 
 say about his/ her name and age. The group work
 praises his / her performance.
 Step 3: Invite some pupils to repeat Step 2 in 
 front of the class.
 Individual 
 work
Fun corner and wrap-up: 5 minutes
 Option 2: Game: Pass the ball Group 
 - Divide the class into 3 teams. work
 - Each team has 1 sticky ball.
 - Play the music, students in each team take turn 
 to pass the ball. After the music ends, 3 students 
 have the ball – stand up and say the name, using 
 the sentence model.
 Option 3: Sentence Puzzle
 Divide the class into groups of four. Give each 
 group a sentence that is broken/cut in to pieces. 
 Ask them to arrange them to make a complete 
 sentence, then read it aloud. The group who 
 makes it first will be the winner. 
 BOARD PRESENTATION
 , 2022
 Unit 2: OUR NAMES
 Lesson 3 – Period 6
1. Review
 What’s your name? - My name is 
 How old are you? - I am  years old. 
2. Project