Giáo án Tiếng Anh 3 - Tuần 3 - Period 8 - Năm học 2023-2024 - Lê Khánh Ly

 Week 3
 Period 8
 18/09/2023
 UNIT 1: HELLO
 Lesson 2: 4,5,6 
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - listen to and understand four communicative contexts in which 
 pupils greet each other, respond to each other’s greetings with 
 thanks, and say goodbye.
 - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, 
 goodbye, and the sentence patterns Hello. / Hi. I’m _____.; How 
 are you? and Fine, thank you. in relation to the topic “Greetings”.
 – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to 
 greet, 
 self-introduce and respond to greetings.
 – use Hi. How are you? and Fine, thank you. to greet others, 
 respond to greetings and use Goodbye / Bye ______. to say 
 goodbye.
Core Teamwork, reliability, motivation 
competencies
General Listening: listen and recognize the characters, then repeat
competences Critical thinking: self-introducing
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Honesty: tell the truth about feelings and emotions
 Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIALS
 - Student’s book Page 13
 - Audio Track 11
 - Teacher’s guide, Pages 23, 24
 - Website hoclieu.vn 
 - Flashcards/pictures and posters (Unit 1)
 - Computer, projector
III. Warm-up and review – Listen and number – Read and match 
PROCEDURE – Let’s play – Fun corner and wrap-up
 Procedur Pupils’ Note
 Teacher’s activities
 e activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song “Hello” song. Whole 
 - Ask pupils to sing the song. class
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 - Give points to the pupils and encourage them.
 Option 2: Game: Numbers Group 
 Divide the class into 4 groups. Invite pupils to go work
 to the monitor and touch to choose the numbers. 
 Pupils will get points for their teams if the answers 
 are correct. Group 
 Give points to the groups and encourage them. work
PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal To listen to and understand four communicative contexts in 
 which pupils greet each other, respond to each other’s greetings 
 with thanks, and say goodbye.
b. Input Four picture cues:
 a. Lucy and Minh meet each other again. 
 b. Lucy and Minh say goodbye to each other.
 c. Ben and Mai say goodbye to each other. 
 d. Ben and Mai first meet each other.
 Audio script:
 1. Ben: Hello. I’m Ben. 
 Mai: Hi, Ben. I’m Mai. 
 2. Ben: Goodbye, Mai.
 Mai: Bye, Ben.
 3. Lucy: Hello, Minh. How are you? 
 Minh: Fine, thank you. 
 4. Lucy: Goodbye, Minh. 
 Minh: Bye, Lucy.
c. Pupils can listen to and understand four communicative 
Outcome contexts in which pupils greet each other, respond to each 
 other’s greetings with thanks, and say goodbye.
 Key: 1.d 2. c 3. a 4. b
d. Step 1: Draw pupils’ attention to the pictures. Whole 
Procedure Elicit the names of the characters in each picture. class
 Tell them about this activity and show them how 
 to do the task. Play the recording for the first 
 conversation. Elicit the answer and give feedback. 
 Put number 1 in the box of Picture d. Play the 
 recording again for pupils to check the answer.
 Whole 
 Step 2: Play the recording all the way through for 
 class/
 pupils to do the task with the rest of pictures: 
 Individual 
 Picture a, Picture b, and Picture c. Play the 
 work
 recording again for pupils to check their answers.
 Pair work
 Step 3: Tell pupils to swap books with a partner, 
 then check answers together as a class. Say the 
 correct answer again for pupils to correct their Individual 
 answers. work
 Step 4: Play the recording all the way through for 
 pupils to double-check all the answers.
 Extension: If time allows, play the recording, 
 sentence by sentence, for the class to listen and 
 repeat in chorus. Correct their pronunciation, 
 where necessary.
PRACTICE
Activity 5. Read and match. 9 minutes
a. Goal To read and match pairs of target sentence patterns.
b. Input Three pairs of sentence patterns, which together form simple 
 exchanges between two pupils. 
c. Pupils can read and match pairs of target sentence patterns.
Outcome Key: 2. c 3. a
d. Step 1: Draw pupils’ attention to Sentence 1. Tell Whole 
Procedure them about this activity, elicit the context and give class/ 
 feedback. Show them how to do the task. Get Individual 
 pupils to read Sentence 1 in chorus. Draw their work
 attention to the line connecting Sentence 1 with 
 Sentence b. Have pupils read Sentence b in chorus. Whole 
 Step 2: Give pupils time to do the task. Go around class/ 
 the classroom to offer support where necessary. Individual 
 Step 3: Tell pupils to swap books with a partner, work
 then check answers together as a class. Write the Pair work
 correct answers on the board for pupils to correct 
 their answers.
 Extension: Invite pairs of pupils to stand up and 
 read aloud the matched exchanges.
 Whole 
 Game: Pass the ball!
 class/ 
 Step 1: Give 2 balls for pupils. Individual 
 Step 2: Turn on the music and have students pass work
 the ball. Then stop the music. Have students stop 
 to pass the ball. The pupils who have the ball must 
 stand up and practise speaking with their friends.
 Step 3: Give point to pupils.
 Step 4: Encourage pupils to practise speaking 
 English.
PRODUCTION
Activity 6. Let’s play. 8 minutes 
a. Goal To practise using target sentence patterns by playing the game 
 Hello and goodbye.
b. Input A picture showing two groups of four pupils playing the game 
 Hello and goodbye.
c. Pupils can use the target sentence patterns by playing the game 
Outcome Hello and goodbye.
d. Step 1: Tell pupils about the activity. Elicit the Whole 
Procedure language that pupils need to greet, self-introduce, class/ 
 respond to greetings and say goodbye. Write the Individual 
 language on the board. Get the class to read the work 
 sentences in chorus. Group 
 Step 2: Invite two groups of four to the front of the work
 classroom to model the two contexts.
 – Context 1: Three players are sitting and talking 
 together. One player pretends to be a newcomer, 
 goes to the place, greets the group, and introduces 
 himself or herself (Hello./ Hi. I'm ___.) The group 
 responds to his/ her greetings (Hello, / Hi, ___.). 
 Then he/ she sits down to join the group. One of 
 the previous sitters stands up and goes out to 
 pretend to be a newcomer. He/ She repeats the 
 procedure. One by one, each member of the group 
 repeats the procedure until the last one.
 – Context 2: Four players are sitting together 
 talking happily. One of them stands up to leave. 
 He/ She says goodbye to the group (Goodbye./ 
 Bye.). The group responds to the leaver (Goodbye./ 
 Bye.). 
 One by one, each member of the group repeats the Whole 
 procedure until the last one. class
 Step 3: Give pupils time to play the game. Move 
 around the classroom to offer support where 
 necessary.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use hoclieu.vn, have pupils look at the words in Whole 
 the picture of Activity 4 and repeat after the class
 recording.
 Option 2: Game: Find a partner
 Step 1: Divide the class into 2 teams: boys and Group 
 girls. Prepare the name tags. work
 Step 2: Set the rules: Make a circle, then ask 1 
 pupil to come stand in the circle and choose a 
 name tag. 
 The one whose name is called will come to the 
 circle and practise speaking by saying Hi, I’m ___.
 Step 3: Encourage students to join the game. 
 Week 3
 Period 9
 19/09/2023
 UNIT 1: HELLO
 Lesson 3: 1,2,3
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - to correctly repeat the sounds of the letters h and b in isolation, 
 in the words hello and bye, and in the sentences Hello, Ben. and 
 Bye, Ben. with the correct pronunciation and intonation.
 - to identify the target words hello and bye while listening.
 - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, 
 goodbye, and the sentence patterns Hello, / Hi, I’m _____.; How 
 are you? and Fine, thank you. in relation to the topic “Greetings”.
 – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to 
 greet, self-introduce and respond to greetings.
 – use Hi. How are you? and Fine, thank you. to greet others, 
 respond to greetings and use Goodbye / Bye ______. to say 
 goodbye.
Core teamwork, reliability, motivation 
competencies:
General Self-control & independent learning: perform listening tasks
competences: Communication and collaboration: work in pairs or groups
Attributes: Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Honesty: tell the truth about feelings and emotions
 Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language skills
 Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL
 - Student’s book Page 14
 - Audio Tracks 12, 13, 14
 - Teacher’s guide, Pages 25, 26 
 - Website hoclieu.vn 
 - Flashcards/pictures and posters (Unit 1)
 - Computer, projector
III. Warm-up and review – Listen and repeat – Listen and circle – 
PROCEDURE Let’s chant – Fun corner and wrap-up
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Whole 
 - Introduce ways of greeting to the class, class
 - Make eye-contact. Individual 
 - Use a friendly nonverbal greeting, such as a work
 handshake, high five, or thumbs-up
 - Give a few words of encouragement.
 Option 2: Game: Numbers
 Divide the class into 4 groups. Invite pupils to go 
 to the monitor and touch to choose the numbers. 
 Pupils will get points for their teams if their Individual 
 answers are correct. work/
 Give points to the groups and encourage them. Group 
 work
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal To correctly repeat the sounds of the letters h and b in isolation, 
 the words hello and bye, and the sentences Hello, Ben. and Bye, 
 Ben. with correct pronunciation and intonation.
b. Input – The letter h, the word hello and the sentence Hello, Ben.
 – The letter b, the word bye and the sentence Bye, Ben. 
c. Outcome Pupils are able to correctly repeat the sounds of the letters h and 
 b in isolation, the words hello and bye, and the sentences Hello, 
 Ben. and Bye, Ben. with correct pronunciation and intonation.
d. Step 1: Draw pupils’ attention to the letter h, the Whole 
Procedure word hello and the sentence Hello, Ben. Tell pupils class
 about the activity. Play the recording for the letter 
 h. Encourage pupils to point at the letter/ word/ 
 sentence while listening. Play the recording again 
 and encourage pupils to listen and repeat. Do this 
 several times until pupils feel confident. Correct 
 their pronunciation where necessary.
 Step 2: Repeat the procedure of Step 1 for the Whole 
 letter b. class
PRACTICE
Activity 2. Listen and circle. 9 minutes
a. Goal To identify the target words hello and bye while listening.
b. Input Two gapped sentences with answer options
 Audio script:
 1. Hello, Ben. 2. Bye, Ben.
c. Outcome Pupils can identify the words hello and bye while listening. 
 Key: 1. c 2. a
d. Step 1: Draw pupils’ attention to the sentences and Whole 
Procedure the gap-fill options. Tell them about the activity. class/ 
 Check their comprehension and give feedback. Individual 
 Step 2: Play the recording for the Sentence 1 for work
 pupils to listen. Play the recording again for them 
 to listen and circle the correct options. Play the 
 recording a third time for pupils to check their 
 answers.
 Whole 
 Step 3: Repeat the procedure of Step 2 for class/ 
 Sentence 2. Individual 
 Step 4: Tell pupils to swap books with a partner, work
 then check the answers together as a class. Write 
 the correct answers on the board. Play the 
 recording for pupils to check their answers again.
 Extension: Invite one or two pupils to stand up, 
 listen and repeat the completed sentences.
 Game: Pass the ball. Whole 
 Step 1: Give 2 balls for pupils. class
 Step 2: Turn on the music and have students pass 
 the ball. Then stop the music. Have students stop 
 passing the ball. The pupils who are having the 
 balls will stand up and practise speaking with their 
 friends.
 Step 3: Give points to the pupils.
 Step 4: Encourage pupils practice speaking 
 English.
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. Outcome Pupils can say the chant with correct rhythm and pronunciation.
d. Step 1: Draw pupils’ attention to the lyrics of the Whole 
Procedure chant. Check comprehension. class
 Step 2: Play the recording all the way through for 
 pupils to listen to the whole chant. Encourage them Whole 
 to listen carefully to the rhythm and pronunciation. class
 Draw pupils’ attention to the sounds of the letters h 
 and b and the words Hello and Bye.
 Step 3: Play the recording, line by line, for pupils 
 to listen and repeat. Correct their pronunciation 
 where necessary. Whole 
 class
 Step 4: Play the recording all the way through for 
 pupils to chant. Encourage them to clap along 
 while chanting. Whole 
 Extension: Divide the class into two or more class
 groups to take turns listening and repeating the 
 chant while the rest of the class claps along. Group 
 work
Fun corner and wrap-up: 5 minutes 
 Game: Sing, do actions, then stop!
 Step 1: Divide the class into 4 teams. Whole 
 Step 2: Have pupils sing and dance with the lyrics class
 and rhythm of the chant.
 Step 3: Invite each team to sing and do actions. 
 When the music stops, all of them have to stop Team 
 doing actions (freeze). Who can freeze longer will work
 win.
 Step 4: Encourage pupils to join the game.
 Give points to teams.
 Week 3
 Period 10
 20/09/2023
 UNIT 1: HELLO
 Lesson 3: 4,5,6
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - read four sentences and choose the correct responses.
 - read, understand and complete three exchanges with their 
 personal information.
 - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, 
 goodbye, and the sentence patterns Hello, / Hi, I’m _____.; 
 How are you? and Fine, thank you. in relation to the topic 
 “Greetings”.
 – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ 
 . to greet, self-introduce and respond to greetings.
 – use Hi. How are you? and Fine, thank you. to greet others, 
 respond to greetings and use Goodbye / Bye ______. to say 
 goodbye.
Core competencies: teamwork, reliability, motivation 
General Critical thinking: self-introducing
competences: Communication and collaboration: work in pairs or groups
Attributes: Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks 
 Honesty: tell the truth about feelings and emotions
 Responsibility: appreciate kindness
 Leadership: collaborate with teachers to enhance language 
 skills
II. RESOURCES AND MATERIAL
 - Student’s book Page 15
 - Teacher’s guide Pages 26, 27
 - Website hoclieu.vn 
 - Flashcards/pictures and posters (Unit 1)
 - Computer, projector
III. PROCEDURE Warm-up and review – Read and circle – Let’s write– 
 Project – Fun corner and wrap-up
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Ask two pupils to come up to the front of Whole 
 the classroom to practice introducing themselves, class/ Pair 
 greeting each other. Repeat with other pairs. work
 Option 2: Review the chant with some missing Whole 
 words. class
 Step 1: Read the chant out loud.
 Step 2: Cover some words, one by one. Let the 
 pupils remember what they are.
 Step 3: Say the chant with the lyrics.
 Step 4: Say the chant without the lyrics.
 Option 3: Whole 
 Greet the class and encourage them to respond to class/
 your greeting. Spend a few minutes revising the Individual 
 previous lesson by having the class say the chant on work
 page 14.
 – Get the class to open their books on page 15 and 
 look at Activity 4. Tell them what they will learn in 
 this lesson. 
PRACTICE
Activity 1. Read and circle. 8 minutes
a. Goal To read four sentences and choose the correct responses.
b. Input Four sentences, each with two options
c. Outcome Pupils can read four sentences and choose the correct responses. 
 Key: 1. b 2. a 3. a 4. b
d. Step 1: Draw pupils’ attention to the first sentence. Whole 
Procedure Tell them about the activity. Get pupils to read the class
 first number together as a class. Elicit the answer 
 and give feedback. Circle the letter b.
 Step 2: Give pupils time to do the task. Go around 
 the classroom to offer support where necessary.
 Individual 
 Step 3: Tell pupils to swap books with a partner, work
 then check answers together as a class. Write the 
 Whole 
 correct answers on the board for pupils to correct 
 class
 their answers.
PRODUCTION
Activity 2. Let’s write. 9 minutes
a. Goal To read, understand and complete three exchanges with their 
 personal information.
b. Input Three short, two-person exchanges with target sentences to 
 complete.
c. Outcome Pupils can read, understand and complete three exchanges with 
 their personal information.
d. Step 1: Draw pupils’ attention to three two-person Whole 
Procedure: exchanges. Tell them about the activity. class/ 
 Write the first exchange on the board: Individual 
 Lucy: Hi. I’m Lucy. work
 You: Hello, Lucy. I’m ____ .
 Elicit the context and the missing words and give 
 feedback. Complete the sentences. Invite two pupils 
 to role-play the exchange. Individual 
 Step 2: Give pupils time to do the task. Go around work
 the classroom to offer support where necessary.
 Step 3: Get pupils to swap books with a partner, Pair work 
 then check the answers together as a class.
 Write the correct answers on the board for pupils to Individual 
 correct their answers. work
 Game: Chinese whispers
 Step 1: Divide the class into 4 groups. Ask them to Group 
 stand on 4 lines. work
 Step 2: Say a sentence to the first pupil at each line. 
 Step 3: Pupils speak quietly one by one. The one at 
 the back of each line has to say the sentence out 
 loud. 
 Step 4: Give points to the groups who can make it 
 well. Encourage pupils to practise speaking English.
PRODUCTION
Activity 3. Project 8 minutes
a. Goal To make a pupil card for pupils to use, and use their work to 
 practise talking to their classmates.
b. Input – A sample of a pupil card with the following information to 
 complete: Name, Class, School
 – Materials: white or coloured cards, scissors, felt-tip pens, 
 coloured pencils, etc.
c. Outcome Pupils can make their pupil cards and use them to practise 
 talking with their classmates.
d. Step 1: Tell pupils about the activity. Stick the pupil Whole 
Procedure card sample on the board. Write the presentation class
 language on the board. Check comprehension and 
 give feedback. Have pupils repeat the sentences 
 until they can say the sentences by themselves. 
 Model the presentation a few times.
 Individual 
 Step 2: Invite a pupil to the front of the classroom 
 work
 to perform the presentation. Watch and offer your 
 support with the language.
 Step 3: Put pupils into groups to rehearse their pupil 
 card presentation. Go around the classroom to offer Group 
 support where necessary. work
 Step 4: Invite a few pupils from different groups to 
 show and talk about their pupil cards in front of the Individual 
 classroom. work
 Extension: Create a class display of pupil cards and 
 vote for the best decorated one. Whole 
 class
 Fun corner and wrap up: 5 minutes
 Game: Role play
 Divide the class into 4 teams. Invite each team to go Team 
 to the board and role play using the given work
 conversation (See the powerpoint file for reference). 
 Encourage pupils to practise speaking English. Give 
 points to the teams.
 Week 3
 Period 11
 20/09/2023
 UNIT 2: OUR NAMES
 Lesson 1: 1,2,3
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - use the words what, your, name, my in relation to the topic “Our 
 names”;
 - Use What’s your name? – My name’s . to ask and answer 
 questions about names;
 - Listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic "Our names";
Core teamwork, reliability, motivation, communication and initiative. 
competencie
s
General Listening: listen and recognize the names, then repeat.
competence
 Critical thinking: talk about names.
s
 Oral communication: speak about names, ask and answer the questions
 Self-control & independent learning: perform listening tasks
 Communication and collaboration: work in pairs or groups
Attributes - Diligence: complete learning tasks
 - Leadership: collaborate with teachers to enhance language skills 
II. RESOURCES AND MATERIALS
 - Student’s book Page 16
 - Audio Tracks 15, 16
 - Teacher’s guide Pages 28, 29
 - Website 3
 - hoclieu.vn
 - Flashcards/pictures and posters (Unit 2)
 - Computer, projector
III. Warm-up and review – Look, listen and repeat – Listen, point and 
PROCEDU say – Let’s talk – Fun corner and wrap-up
RE
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing the song Hello in Unit 1 Lesson 1 Whole 
 - Ask pupils to sing the song. class
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Sing a song from youtube 
 (https://www.youtube.com/watch?v=tVlcKp3bWH8) Whole 
 - Ask pupils to sing a song. class
 - Give point for the pupils and encourage them.
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 names.
b. Input - Context a: Linh: Hi. I’m Linh. What’s your name? Ben: My 
 name’s Ben.
 - Context b: Minh: What’s your name? Mary: My name’s Mary. 
c. Outcome To understand and correctly repeat the sentences in two 
 communicative contexts about names. 
d. Step 1: Have pupils look at Pictures a and b and Whole 
Procedure: identify the characters in the pictures. class
 Step 2: Ask pupils to look at Picture a. Play the 
 recording for them to listen. Play the recording again, Whole 
 sentence by sentence, for pupils to listen and repeat. class
 Follow the same procedure with Picture b. Correct Whole 
 their pronunciation where necessary. class/ 
 Step 3: Play the recording again for pupils to listen Individual 
 and repeat in chorus sentence by sentence. work
 Step 4: Invite a few pairs to the front of the 
 classroom to listen and repeat the sentences in the Whole 
 recording. class/ 
 Step 5: Draw their attention to the question What’s 
 your name? and the answers My name’s Ben. and My Pair work
 name’s Mary. Tell pupils that they are a question and 
 answers about the character names. Whole 
 class
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal To correctly say the character names and use What's your name? - 
 My name's . to ask and answer questions about names.
b. Input - Picture cues: a. pupils Nam and Bill b. pupils Linh and Mary
 - Speech bubbles: What’s your name? – My name’s .
 - Audio script:
 a.Nam, Bill b. Linh, Mary
 A: What's your name?
 B: My name’s Nam.
c. Outcome Pupils can correctly say the character names and use What's your 
 name? – My name's_________ _. to ask and answer 
 questions about names.
d. Step 1: Have pupils look at the pictures. Elicit the Whole 
Procedure: name of each character. class/ 
 Step 2: Have pupils point at Picture a (Nam, Bill), Individual 
 listen to the recording and repeat the names (Nam, work
 Bill). Follow the same procedure with Picture b. 
 Have the class repeat the names a few times.
 Step 3: Point at the first bubble and have pupils 
 listen and repeat after the recording (What's your 
 name?). Point at Picture a and have pupils listen and Whole 
 repeat after the recording (My name's Nam). Follow class/ 
 the same procedure with Picture b. Individual 
 Step 4: Put pupils in pairs and have pairs practise work
 asking and answering the question What's your 
 name? - My name's . Pair work
 Step 5: Invite a few pairs to point at the pictures and 
 say the questions and answers in front of the class. Pair work
 Game: Blow up balloons 
 Divide the class into 2 teams. Let pupils choose a 
 balloon by its colour. Pupil(s) answer the question(s). Group 
 If their answer(s) are correct, they get points for their work
 teams. The winning team is the team with more 
 points. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What’s your name? and My name’s
 . to ask and answer questions about names.
b. Input Picture cue: Two pupils greet each other outside school.
 Speech bubbles: What’s your name? – .
c. Outcome Pupils can enhance the correct use of What’s your name? – My 
 name’s . to ask and answer questions about names.
d. Step 1: Draw pupils’ attention to the two speech Whole 
Procedure bubbles. Read the question aloud and ask pupils to class/ 
 repeat it. Ask pupils to look at the second bubble and Individual 
 identify what the answer should be. Elicit the answer work
 My name's Mai. Get pupils to repeat the question 
 and the answer several times in pairs. Pair work
 Step 2: Go around the classroom, point to pupils 
 and ask What’s your name? Allow each pupil to 
 answer with his / her own name (e.g. My name’s 
 Long). Individual 
 Step 3: Have pupils practise asking and answering work
 the questions about their own names in pairs. Go 
 around the classroom to observe and provide help. Pair work
 Step 4: Invite some pairs to practise asking the 
 question and giving the answer in front of the class.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use hoclieu.vn, have pupils look at the words in the Whole 
 pictures of Activities 1, 2 and repeat after the class
 recordings.
 Option 2:
 Game: Let’s ask people around you
 Each pupil gets 1 sheet of paper from the teacher. Whole 
 They fill in the information about themselves. Then class/ 
 they can move around the class to ask and answer the Individual 
 questions to know more about their friends’ family work
 member.
 Option 3: Preparation for the project
 Ask pupils to prepare the project on page 21 by 
 making paper birthday cakes or drawing birthday 
cakes (with numbers showing their ages) as 
homework so that they can tell the class about their 
names and ages.