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18 UNIT 1 - Hello Competences •Lesson 1: Greeting and self-introducing •Lesson 2: Greeting and self-introducing (Review) •Lesson 3: Saying goodbye Language input •Phonics: hello hi •Vocabulary: hi, hello, bye (goodbye) •Sentence Patterns: Hello. I’m Mai. Hi, Mai. Bye (Goodbye). Resources •Student Book Tieng Anh 3, Unit 1, Pages 6 - 11 •Audio and visual aids: Recordings, handmade puppets, ashcards or photographs of pupils •Crayons, stickers, large pieces of paper for two chants and a song PROCEDURE LESSON 1 Duration: 2 periods Aim: Pupils will be able to greet and self-introduce. Warm-up: Say hello to the class and introduce yourself, using Hello, I’ m + your name; ask pupils to answer Hello, Miss/Mr+ name. Do that a few times. Walk around the class to say hello again to some pupils and ask them to answer, slapping on your hand held out. 1. Look, listen and repeat. •Whole class. Have pupils turn their books to Page 6. Ask pupils the names of the characters and what they say. Tell them that they are going to hear Mai and Nam greet each other. Use a poster or two character puppets to present the situation. Explain the meaning of the language practised. Play the recording all the way through for pupils to listen, and point to the appropriate line in their books. •Play the recording again for pupils to repeat the lines in the speech bubbles. Repeat the step a few times. • Note: Dierence between Hi/Hello and Bye/Goodbye Hi is very informal. Pupils can use with friends but not with an adult, e.g. a teacher Hello is also informal and friendly but more formal than Hi. It can be used with teachers and other adults. 19 Bye is a short form of goodbye and more informal. It would be used between friends. Goodbye can be used between friends, but also with people older than the speakers. Children are likely to say bye to friends but goodbye to their teachers or to an unknown adult. 2. Look and say. •Have pupils look at Pictures a, b, c and d. Ask them to identify the characters in the pictures. Use ashcards to teach the greetings in the speech bubbles. Have pupils repeat the phrases a few times. •Model: Call on a pair and ask them to pretend to be Nam and Mai to act out the greeting exchange. Repeat the step but this time have the pair swap their parts. Call on one more pair to act out as Nga and Phong, following the same way with Nam and Mai. Have the class repeat all the phrases in this section. •Pairwork. Pupils practise in pairs. Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), and oer help when necessary. •Call on some pairs to perform the task at the front of the class. The rest of the class observe and give comments if possible. •Make a few questions to check pupils’ comprehension of the language. •Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3. Talk. •Have pupils look at the pictures on Page 7 and ask them to identify the characters in the pictures. Then tell them that they are going to practise greeting and self-introducing. Point to Picture a and ask pupils to guess what the girls would say to greet each other. Fill the speech bubbles with the correct phrases provided by pupils. Then have them repeat the sentences in the bubbles a few times before letting them practise freely. Pupils could use the names in their books or their real names to practise. •Pairwork. Pupils practise acting out in pairs, using the pictures in their books or the character puppets. Monitor the activity and oer help when necessary. Correct typical pronunciation error(s). •Call on a pair to demonstrate at the front of the class. The rest of the class watch and comment. •Have the whole class repeat all the phrases to reinforce their pronunciation. 4. Let's chant. •Put the piece of paper with the chant from Page 7 written on it on the board. Tell pupils that they are going to chant. Play the recording all the way through for pupils to listen as they read. Clap the syllables. •Play the recording again for pupils to repeat each line of the chant and clap the syllables. 20 Chant Hello Hello! Hello! Hello, Nam. Hello, Nam. Hi! Hi! Hi, Mai. Hi, Mai. •Divide the class into two. One group repeat each line of the chant, the other clap the syllables. Repeat the step but this time the groups swap their parts. •Groupwork. Pupils practise reciting the chant in groups. Monitor the activity; oer help when necessary. •Call on some volunteers to recite the chant. The rest of the class clap the syllables. •Make a few questions to check pupils’ comprehension of the chant. •Have the whole class repeat the chant to reinforce their pronunciation. Follow - up •Have pupils write a dictation of the chant. Summary •In this lesson, pupils have learnt how to greet each other and self-introduce, using hello / hi, I’m + name. Homelink •Pupils recite the chant on Page 7 at home. LESSON 2 Duration: 2 periods Aim: Pupils will be able to greet and self-introduce (Review). Warm-up: Pupils recite the chant on Page 7, Lesson 1, Student Book. 1. Listen and repeat. •Whole class. Books open. Turn to Page 8 of the Student Book. Have pupils look at the words hello and hi and notice the letters coloured dierently in both words. Tell them they are going to learn how to produce the sound of the letter h in the word hello and that of the letter i in the word hi. Produce the sounds h and i a few times. Ask pupils to say what they think about when they hear these sounds. Place the large piece of paper with the chant written on it on the board. Play the recording all the way through for pupils to listen while they are reading the chant on the board or in their books. Clap the syllables. 21 hello hi Hello. I’m Mai. Hi, Mai. I’m Nam. Hello, Nam. •Call on a group of six to the front of the class. Ask three of them to repeat each line of the chant, and the other three clap the syllables. Repeat the step but have the pupils swap their roles. •Groupwork. Pupils practise saying the chant in groups and clapping the syllables. Monitor the activity and oer help. Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary. •Call on a group to recite the chant. The rest of the class clap the syllables. •Make a few questions to check pupils’ comprehension. •Have the whole class recite the chant to reinforce their pronunciation. •Follow-up. Have pupils circle all the words containing the focused sounds hello and hi in the chant. 2. Listen and number. •Have pupils look at Pictures a, b, c and d on Page 8 of the Student Book. Elicit the identication of the characters in the pictures and the characters’ words. Tell pupils that they are going to listen to the recording and match the information they hear to the pictures. They should number the boxes. •Play the recording all the way through for pupils to listen while they are looking closely at the pictures in their books. •Play the recording again for pupils to listen and number the boxes. •Replay the recording for pupils to check their answers. •Have pupils trade their answers in pairs or groups for correction. •Ask some questions to ensure pupils’ comprehension of the listening text. Transcript 1. Hello. I’m Nam. 2. Hi. I’m Phong. 3. Hi. I’m Quan. 4. Hello. I’m Hoa. Answers: 1. d 2. c 3. b 4. a 3. Read and match. •Whole class. Have pupils turn their books to Page 9. Elicit the names of the characters in the pictures. Tell pupils that they are going to read the sentences to get the information in order to match the pictures to the text. •Pupils read the sentences individually and do the task. Monitor the activity and oer help when necessary. 22 •Pairwork. Have pupils trade their answers in pairs for correction. •Call on some pupils to report their answers. The rest of the class listen and give comments. •Make a few questions to check pupils’ comprehension of the sentences. •Have the whole class read each sentence in chorus to reinforce their pronunciation. Answers: 1. d 2. c 3. b 4. a 4. Let’s play. Name Cards •Explain how the game is played: Each pupil holds up one piece of paper on which his/her name is written. When he/she holds the piece of paper up in the air, he/she introduces himself or herself, saying, e.g. Hello. I’m Van. •Groupwork. Pupils play the game in groups. Monitor the activity; oer help when necessary. •When the time is up, call on some groups to demonstrate the game at the front of the class. The rest of the class observe and give comments. •Have the whole class repeat all the sentences practised to reinforce their pronunciation. Summary •In this lesson, pupils have learnt how to greet each other and self-introduce, using Hello. I’m + name and produce the sounds of the letters h in hello and i in hi. Homelink •Recite the chant on Page 7 at home. LESSON 3 Duration: 2 periods Aim: Pupils will be able to say goodbye. Warm-up: Pupils play the game on Page 9, Lesson 2. 1. Listen and repeat. •Whole class. Have pupils turn to Page 10 of their Student Books. Elicit the characters in the picture and what they are saying. Tell pupils that they are going to review phrases of saying hello and bye that they have previously learnt. •Play the recording all the way through for pupils to listen, as they read the lines in the speech bubbles. •Play the recording again for pupils to repeat the lines in the speech bubbles a few times. •Divide the class into two. Have one group repeat Mai’s part and the other Nam’s part. Repeat the step, but this time have the groups swap their parts. •Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. 23 2. Look and say. •Have pupils look at Pictures a, b, c and d on Page 10. Elicit the characters in the pictures and their names. Ask pupils to guess and complete the speech bubbles. •Model: Call on a pair. Allocate the parts of the characters Mai and Nam to the pupils. Ask them to act out dialogue 1. Repeat the step with some other pairs for Pictures b, c and d. •Pairwork. Pupils practise acting out the dialogues, using the pictures in their books. Monitor the activity and oer help. Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary. •Call on some pairs to perform the task at the front of the class. The rest of the class observe and give comments. •Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3. Write. •Have pupils open their books to Page 11. Get them to identify the characters in the pictures and what they are saying. Tell pupils that they are going to read and get the information to write the missing word(s) in dialogues 1 and 2. •Pupils read individually silently and complete the dialogues. •Pairwork or groupwork. Pupils trade their answers within pairs or groups for correction. •Ask some pupils to read their answers aloud to the class. The rest of the class listen and give comments. •Make a few questions to check pupils’ comprehension of the reading text. •Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. Answers: 1. Hi; I’m 2. boy; girl 4. Let's sing. •Put the large piece of paper with The Hello Song, Page 11, written on it on the board. Tell pupils that they are going to sing The Hello Song. •Play the recording all the way through for pupils to listen while they are reading the song. Tune: Frère Jacques Lyric The Hello Song Hello. I’m Mai. Hello. I’m Nam. Hello. I’m Peter. Hello. I’m Tom. 24 •Play the recording again for pupils to repeat each line of the rhyme. Have pupils point to the corresponding words while they are repeating. •Call on a group of six to the front of the class. As they repeat, have three of them repeat each line of the chant, the other three do the actions. Repeat the step, but this time have the pupils swap their parts. •Groupwork. Pupils practise singing and doing the actions in groups. Monitor the activity; oer help when necessary. Correct pronunciation error(s) when necessary. •Call on one group to perform the song at the front of the class. The rest of the class sing along and clap the rhythm. •Have the whole class sing the song again to reinforce their pronunciation. Follow - up •Have pupils brainstorm all the phrases they have learnt related to greeting, self-introducing and leave-taking. Summary •In this lesson, pupils have been able to greet, self-introduce, and say goodbye, using hello/hi + name, goodbye + name. Homelink •Pupils practise greeting or saying goodbye to their friends at home. 25 UNIT 2 - My Name Is Competences •Lesson 1: Making and responding to introductions •Lesson 2: Greeting and saying goodbye (Review) •Lesson 3: Spelling simple names Language input •Phonics: Linda Nam •Vocabulary: how, spell, name, alphabet •Sentence Patterns: − Hello, I’m Mai. Hi, Mai. I’m Nam. − How do you spell Linda? L-I-N-D-A. Resources •Student Book Tieng Anh 3, Unit 2, Pages 12-17. •Audio and visual aids: Recordings, handmade puppets, ashcards or photographs of pupils. •Crayons, stickers, large pieces of paper for chants and a song. PROCEDURE LESSON 1 Duration: 2 periods Aim: Pupils will be able to make and respond to introductions. Warm-up: Say hello to the class and ask them to reply. Go around the class to repeat the same greeting to some pupils, holding out your hand for them to slap on. Ask pupils to stand up and say hello; then sit down, and say goodbye a few times. 1. Look, listen and repeat. •Whole class. Have pupils turn to Page 12 of the Student Book. Ask them to identify the characters and what they are saying. Tell them that they are going to hear Nam and Mai greet each other. Use a poster and two puppets to present the situation. Play the recording all the way through for pupils to listen. •Play the recording again for pupils to repeat each line in the speech bubbles as they point to it. •Call on one pair. Allocate the lines of Mai and Nam to the pair. Have one pupil repeat Mai’s part and the other Nam’s part. Repeat the step, but this time have the pair swap their part. Have the whole class repeat all the phrases a few times to reinforce their pronunciation. 26 2. Look and say. •Have pupils look at Pictures a and b. Ask them to identify the characters in the pictures. Ask pupils what each character should say. Then ll the bubbles and have pupils repeat the lines a few times. •Model: Assign a pair to pretend to be Mai and Tom in Picture a. Have one pupil repeat Mai’s part, the other Tom’s part. Then have the pair swap their parts. Repeat the step with a few more pairs. •Pairwork. Pupils practise making and responding to introductions, using Pictures a and b. Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), oer help when necessary. •Call on some pairs to perform the task at the front of the class. The rest of the class observe and give comments if possible. •Have the whole class repeat the language that has been practised in chorus to reinforce their pronunciation. 3. Talk. •Have pupils look at the picture on Page 13 of the Student Book and ask them to identify the characters in the picture. Point to Picture a and ask pupils what the girl should say to the boy and vice versa. Fill the speech bubbles with the correct phrases prompted by pupils. Then have them repeat these phrases a few times before letting them practise freely. They can use the pictures in their books to practise or role-play the exchanges. •Pairwork. Have pupils practise acting the greetings in pairs. Monitor the activity and oer help. Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary. •Call on a pair to give a demonstration at the front of the class. The rest of the class observe and comment. •Have the whole class repeat all the phrases to reinforce their pronunciation. 4. Let's chant. •Books open. Turn to Page 13. Tell them that they are going to chant. •Put the large piece of paper with the chant written on it on the board. Spell M-A-I and N-A-M for pupils to repeat. Play the recording for pupils to listen while they are reading the chants. Clap the syllables. Chant Hi! Hi! Hello! Hello! I’m Mai. I’m Nam. I’m Mai. I’m Nam. M-A-I. N-A-M. •Play the recording again for pupils to repeat each line of the chants, clapping the syllables. Correct pronunciation error(s) (stress, assimilation of sounds, intonation) when necessary. 27 •Divide the class into two. Have one group repeat each line of the chants, the other clap the syllables. Repeat the step but this time the groups swap their parts. •Groupwork. Pupils practise saying the chants and clapping the syllables in groups. Monitor the activity and oer help. •Call on some volunteers to recite the chants. The rest of the class observe and clap the syllables. •Ask some questions about the chants to ensure pupils’ comprehension of the chants. •Have the whole class repeat the chants to reinforce their pronunciation. Follow - up •Have pupils write a dictation of one of the chants. Summary •In this lesson, pupils have learnt how to make and respond to introductions, using hi /hello, I’m + name. Homelink •Pupils recite the chants on Page 13 at home. LESSON 2 Duration: 2 periods Aim: Pupils will be able to greet and say goodbye. Warm-up: Pupils recite the chant of Lesson 1 on Page 13 of the Student Book, replacing Mai and Nam by some real names of the pupils in the classroom. 1. Listen and repeat. •Whole class. Books open. Turn to Page 14. Have pupils look at the words Linda and Nam and notice the letters coloured dierently in both words. Tell them they are going to learn how to produce the sound of the letter l in the word Linda and that of the letter n in the word Nam. Produce the sounds l and n a few times. Ask pupils to say what they think about when they hear these sounds. •Teach the new phrase How do you spell + name?; then show pupils how to spell Nam, Linda and some other names. •Play the recording for pupils to listen while they are reading the chant on the board or in their books. Clap the syllables. Linda Nam I’m Linda. How do you spell Linda? L-I-N-D-A. I’m Nam. How do you spell Nam? N-A-M. [...]... that of the letter y in yeah Homelink •Pupils practise singing the song on Page 33 at home 50 LESSON 3 Duration: 2 periods Aim: Pupils will be able to ask and answer about someone’s name (Review) Warm-up: Pupils sing the song on Page 33 , Lesson 2 1 Listen and repeat •Whole class Books open Turn to Page 34 of the Student Book Ask pupils to identify the characters in the picture Tell them that they... members at home 31 UNIT 3 - How Are You? Competences •Lesson 1: Saying goodbye (Review) •Lesson 2: Greeting •Lesson 3: Greeting (Review) Language input •Phonics: hello thanks •Vocabulary: how, thank, thanks, fine, and •Sentence patterns: − How are you? I’m fine, thank you And you? I’m fine, thanks Resources •Student Book Tieng Anh 3, Unit 3, Pages 18 - 23 •Audio and visual... about someone’s name •Lesson 3: Asking and answering about someone’s name (Review) Language input •Phonics: Tony yeah •Vocabulary: yes, no, he, she, new, that •Sentence Patterns: Who’s that? − It’s + name Is this/that Tony? − Yes, he is./No, he isn’t Is he/she + name?− Yes, he/she is − No, he/she isn’t Resources •Student Book Tieng Anh 3, Unit 5, Pages 30 -35 •Audio and visual aids:... Page 20 of the Student Book at home LESSON 3 Duration: 2 periods Aim: Pupils will be able to greet (Review), using the language they have learnt Warm-up: Greet the class in the same way that the pupils have learnt in Lesson 2 Have them reply Then get pupils to recite the chant on Page 20 of the Student Book 1 Listen and repeat • hole class Books open Turn to Page 22 of the Student Book Ask pupils to... questions with who to ask about names Homelink •Pupils recite the chant on Page 31 at home LESSON 2 Duration: 2 periods Aim: Pupils will be able to ask and answer about someone’s name Warm-up: Pupils recite the chant of Lesson 1 on Page 31 of the Student Book 1 Listen and repeat •Whole class Books open Turn to Page 32 Have pupils look at the words Tony and yeah and draw their attention to the... Hi, Mai Who’s this? B: It’s Nga A: Is Nga your friend? B: Yes, she is 2 A: Hi, Phong Who’s this? B: It’s Nam A: Is Nam your friend? B: Yes, he is Answers: 1 b 2 a 49 3 Read and match •Whole class Books open Turn to Page 33 of the Student Book Ask pupils to identify the characters in the pictures Tell them that they are going to read the dialogues to get the information to match them to the pictures... two chants and a song to be 3 written PROCEDURE LESSON 1 Duration: 2 periods Aim: Pupils will be able to ask and answer about someone’s name Warm-up: Greet pupils and have them reply Walk around the class to ask the names of some specific pupils Pupils sing the song on Page 23 of their books 1 Look, listen and repeat • hole class Books open Turn to Page 24 of the Student Book Ask pupils to W identify... Warm-up: Pupils sing the song What Is Your Name? on Page 25 of the Student Book 1 Look, listen and repeat •Whole class Have pupils turn to Page 30 of the Student Book Ask them to identify the characters Tell them that they are going to hear Mai and Phong talk about Tony Use a poster and two puppets to present the situation Explain the new language and the use of this and that Play the recording all the... 38 Unit 4 - What’s Your Name? Competences Lesson 1: Asking and answering about someone’s name Lesson 2: Introducing others Lesson 3: Spelling someone’s name (Review) Language input •Phonics: this Tom •Vocabulary: what, my, your, this, friend •Sentence Patterns: − What’s your name? My name’s Linda − This is Linda − How do you spell your name? L-I-N-D-A Resources •Student Book Tieng Anh 3, ... This is Peter Boy: Peter? How do you spell that? Girl: Peter P-E-T-E-R 2 Boy: Hi, Linda This is Mai Girl: Mai? How do you spell that? Boy: Mai M-A-I Answers: 1 b 2 a 3 Read and match • hole class Books open Turn to Page 27 of the Student Book Have pupils look W at Pictures a and b Tell them that they are going to read the text and use the information to match each text to the correct picture 42 •