Giáo án Tiếng Anh 3 - Tuần 5 - Năm học 2023-2024 - Lê Khánh Ly

Week 5
Period 16
 03/10/2023
 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 teamwork, reliability, motivation 
 competencies:
 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 Whole 
Procedure pupil card sample on the board. Write the class
 presentation 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 Group 
 offer 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 Whole 
 vote for the best decorated one. 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 5
 Period 17
 03/10/2023
 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.
Week 5
Period 18
 04/10/2023
 Unit 2: OUR NAMES
 Lesson 1: 4, 5, 6
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";
 - read and write about people’s names;
Core decision making, teamwork, work standards, reliability, motivation, 
competenci communication, planning and organization
es
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
 Written vommunication: practise writing about names
 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 MATERIAL
 - Pupil’s book Page 17
 - Audio Track 17
 - Teacher’s guide Pages 30,32
 - Website hoclieu.vn 
 - Flashcards/pictures and posters (Unit 2)
 - Computer, projector
III. Warm-up and review –Listen and tick– Look, complete and read – 
PROCEDU Let’s play – Fun corner and wrap-up 
RE
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Whole 
 +) Sing the song in Unit 1, Lesson 1. (Or choose class
 a suitable song on Youtube.) / Individual 
 - Ask pupils to sing the song work
 - Invite some of them come to the board to role 
 play, the rest of the pupils will sing.
 - Give points to the pupils and encourage them.
 +) Have pupils review the model sentences learnt 
 in the previous lesson by asking and answering 
 about names.
 Option 2: Game: Pass the ball 
 Individual 
 - Divide the class into 3 teams.
 work/ 
 - Each team has 1 sticky ball.
 Group 
 - Play the music. Pupils in each team take turns to 
 work
 pass the ball. When the music ends, 3 pupils who 
 have the ball will stand up and say their names, 
 using the model sentences.
PRACTICE
Activity 4. Listen and tick. 8 minutes
a. Goal To listen to and understand two dialogues in which pupils ask 
 and answer questions about names.
b. Input – Picture cues:
 1 a. Minh greets Lucy and asks her name.
 1 b. Minh greets Mary and asks her name.
 2 a. Mai greets Bill and asks his name.
 2 b. Mai greets Ben and asks his name.
 Audio script:
 1. Minh: Hi. I’m Minh. What’s your name?
 Mary: Hello, Minh. My name’s Mary.
 2. Mai: Hi. I’m Mai. What’s your name? 
 Bill: Hello, Mai. My name’s Bill.
c. Outcome Pupils can listen to and understand two communicative contexts 
 in which pupils ask and answer questions about their names.
 Key: 1. b 2. a
d. Step 1: Ask pupils some questions about Whole 
Procedure: Activity 4 (e.g. How many pictures are there? class/ 
 Who can you see? What are they doing?). Ask Individual 
 them to say about the difference between work
 Picture 1a and Picture 1b.
 Step 2: Have pupils look at Pictures 1a and 1b. 
 Play the recording of the first dialogue and ask 
 pupils to tick the correct picture. Play the 
 recording again and check their answers. Praise 
 pupils if they have the correct answer (Picture 
 b).
 Step 3: Repeat Step 2 with the second dialogue. Pair work
 Step 4: Set a time limit for pupils to swap and 
 check the answers. Correct their answers, if Whole 
 necessary. class
 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 target sentence patterns with the help of 
 picture cues. 
b. Input Two picture cues and two exchanges with the target sentences 
 to complete
c. Outcome: Pupils can complete three target sentence patterns with the help 
 of picture cues.
 Key: 1. Lucy 2. your name; Mary
d. Step 1: Have pupils look at the pictures. Have Whole 
Procedure: them identify the characters in the two pictures. class/ 
 Individual 
 Step 2: Have pupils look at the two incomplete work
 exchanges. Draw their attention to the missing 
 words in the sentences.
 Step 3: Model with Picture 1. Have pupils look 
 at the dialogue. Ask them what is missing in the 
 answer (Lucy). Then have them look at the 
 picture and identify the character’s name. Then 
 have them complete the gap (Hi. My name’s 
 Nam. What’s your name? - My name’s Lucy.)
 Step 4: Follow the same procedure with Picture 
 2. Draw their attention to the two gaps in the 
 second exchange.
 Step 5: Have pupils complete the exchanges Individual 
 work/
 individually and ask a few pairs to read them 
 Pair work
 aloud.
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal To review the characters’ names by playing the game Slap the 
 board.
b. Input Six flash cards showing pictures of Lucy, Nam, Ben, Mai, 
 Mary and Bill or six words Lucy, Nam, Ben, Mai, Mary and 
 Bill.
c. Outcome Pupils can review the characters’ names by playing the game 
 Slap the board.
d. Procedure Step 1: Tell pupils that they are going to listen Whole 
 for the names of the six pupils and slap the class/ 
 correct flash cards / words as quickly as Group 
 possible. work
 Step 2: Put the flash cards or write the words of 
 the six pupils on the board.
 Step 3: Call two or three pupils to the front of 
 the class. Ask them to stand at a certain Individual 
 distance from the board. work
 Step 4: Invite one pupil to the front of the class 
 and ask What's your name? The pupil answers Individual 
 the question with one of the names on the board work/ 
 (e.g. My name's Bill.). Have pupils run to the Whole 
 board and slap the correct flash card / word. class
 The pupil who is the quickest to slap the correct 
 word gets one point. The pupil who has the 
 most points at the end of the game wins.
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use hoclieu.vn, have pupils look at the words in Whole 
 the picture of the lesson and repeat after the class
 recording.
 Option 2:
 Game: Sentence Puzzle
 Divide the class into groups of four. Give each 
 group a sentence that is broken/cut in to pieces. Group 
 Ask the pupils to arrange them to make a work
 complete sentence, then read it aloud.
 The group who makes it first will be the winner. 
 Option 3: Game: Spin the Wheel
 - Divide the class into teams.
 - Teacher calls several pupils to answer the Whole 
 question “What’s your name?” class
 - Pupils/ Teacher click on the “spin” button to get 
 points.
Week 5
Period 19
 04/10/2023
 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.