Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 4. Unit 2: Our names - Năm học 2022-2023 - Trà Thị Anh Tú

 Week 4
 Monday, september 26th 2022
 UNIT 2: OUR NAMES
 Lesson 2: (1- 3 )
I. OBJECTIVES
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 sachmem.vn 
 - Flashcards/pictures and posters (Unit 2)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE Let’s talk – Fun corner and wrap-up 
 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. - Ask pupils to sing the song. Whole class/ 
 - Invite some of them come to the board and role play, Individual 
 the rest of the pupils will sing. work
 Option 2: Game: Guess the pictures
 - Write any words on the board. Group work
 - The first pupil has to take the last four or three 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 Group work
 the pictures on the screen and shout out the numbers 
 which are hidden. Give points to 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 and Whole class/ 
 identify the characters in the pictures. Individual 
 Step 2: Ask pupils to look at Picture a. Play the work
 recording for them to listen. Play the recording 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 listen and Whole class
 repeat in chorus sentence by sentence. 
 Step 4: Invite a few pairs to the front of the classroom to Pair work
 listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question How old Individual 
 are you? and the answer I’m eight years old. Tell pupils work
 that they are a question and an answer about the 
 someone’s age.
 Game: Lucky stars Group 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. Procedure: Step 1: Have pupils look at the pictures and elicit the Whole class/ 
 numbers on the cakes. Individual 
 Step 2: Have pupils point at Picture a, listen to the work
 recording and repeat the word (seven). 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 explain that Whole class/ 
 the two children want to buy some birthday cakes. The Individual 
 shop assistant asks their ages and the children answer. work
 Have pupils look at the first speech bubble and read 
 How old are you? Ask them to point at the first cake Group work
 and say I'm four years old. Let pupils listen and repeat 
 the question and the answer a few times individually 
 and in chorus.
 Step 2: Go around the classroom, pointing to the cakes Individual 
 and asking How old are you? Let each pupil answer work
 with the numbers on the cakes.
 Step 3: Have pupils practise asking the questions and Pair work
 giving their own ages in pairs. If 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 Pair work/ 
 asking and answering about their ages in front of Whole class
 the class.
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Sentence Puzzle
 Divide the class into groups of four. Give each group a Group work
 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.
 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.
 BOARD PRESENTATION
 Unit 2: OUR NAMES
 Lesson 2 – Period 3
 1. New words
 Seven – 7 Nine – 9 
 Eight – 8 Ten – 10 
 2. Model sentences
 - How old are you? 
 - I am seven years old.
 Tuesday, september 27th 2022
 UNIT 2: OUR NAMES
 Lesson 2 :( 4-6 )
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, work standards, motivation, adaptability, communication, and 
competencies initiative. 
General Oral communication: speak 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 19
 - Audio Tracks 20
 - Teacher’s guide Pages 34, 35
 - Website sachmem.vn 
 - Flashcards/ pictures and posters (Unit 2)
 - Computer, projector 
III. Warm-up and review – Listen and number – Look, complete and read – 
PROCEDUR Let’s sing – 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 1, Lesson 1. Whole class
 - Ask pupils to sing the song
 - 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 Group work
 with numbers from 1 to 10. Then hide 1 number each time and 
 have the teams raise their 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. Outcome Pupils can listen to and understand four communicative contexts 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 How many Whole class 
Procedure pictures are there? What can you see in each picture? Draw / Individual 
 pupils’ attention to the boxes at the corners of the pictures. work
 Check their 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. Outcome Pupils can complete three gapped dialogues with the help of picture cues.
 Key: 1. seven 2. eight years 3. you; nine years’ old d. Step 1: Have pupils look at the pictures. Have them identify Whole class 
Procedure the numbers (ages) in the pictures. / Individual 
 Step 2: Have pupils look at the three incomplete dialogues. work
 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 (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.
 Step 5: Have pupils complete the dialogues individually and Individual 
 ask a few pairs to read them aloud. work/ Pair 
 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. Outcome Pupils can sing the song How old are you? with the correct pronunciation 
 and melody.
d. Step 1: Have pupils read the lyrics to familiarise themselves Whole class 
Procedure with the questions and answers. Check comprehension and / Individual 
 give feedback. work
 Step 2: Have pupils listen to the whole song, 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 the activity. Group work 
 / Whole 
 class
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Pass the ball Group work
 - Divide the class into 3 teams.
 - 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 Group work
 - Prepares a set of flashcards of numbers from 1 to 10. 
 - 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. 
 BOARD PRESENTATION
 Unit 2: OUR NAMES
 Lesson 2 – Period 4
1. Listen and number:
 1. b 2. d 3. c 4. a
2. Look, complete and read.
 I’m seven years old.
 Thursday, september 29th 2022
 UNIT 2: OUR NAMES
 Lesson 3: (1-3)
 I. 
 OBJECTIVE
 S
 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
competencies
General Listening: listen and recognize the sounds, then repeat
competences Oral communication: speak, ask and answer questions about names
 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 sachmem.vn 
 - Flashcards/ pictures and posters (Unit 2)
 - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – 
PROCEDUR 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 2, Lesson 1. Whole class
 - Ask pupils to sing the song.
 - Invite some of them come to the board to role play, the rest 
 of the pupils will sing.
 - Option 3: Game: Lucky number Group work
 Review the previous lesson by having the class play the game 
 Lucky number, using the model sentences: 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. Outcome Pupils can correctly repeat the sounds of the letters m and n in 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 the Whole class 
Procedure: recording and repeat the letter until they feel confident. / Individual 
 Correct the pronunciation if necessary. work
 Step 2: Have pupils point to the word Mary, listen 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. Outcome Pupils can identify the words Mary and Nam while listening.
 Key: 1. b 2. c
d. Step 1: Have pupils read the sentences. Explain that they Whole class 
Procedure have to listen to the recording and circle the correct option / Individual 
 to complete the sentences. Explain that the words Mai, work
 Mary and Minh in the 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 the correct 
 options. Then have pupils swap and check the answers in Individual 
 pairs or groups. Correct the answers if necessary. work / Pair 
 Step 3: Invite a few pupils to read the complete sentences in work
 front of the class. Remind them how to stress the target 
 language. Individual 
 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. Outcome Pupils can say the chant with the correct rhythm and pronunciation.
d. Step 1: Have pupils scan the first verse of the chant and Whole class 
Procedure elicit its subject. Draw pupils’ attention to the word Mary / Individual 
 and the sentence My name’s Mary. Check pupils’ work
 comprehension.
 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 Group 
 groups to practise chanting and clapping hands. Each of the work/
 groups should sing one verse of the chant. Then select some Whole class
 groups to go to the front of the class to chant and clap 
 hands.
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Chant 
 - Teacher can create a small competition for the pupils. Group 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. Thursday, september 29th 2022
 UNIT 2: OUR NAMES
 Lesson 3 : (4- 6)
I. 
OBJECTIV
ES
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
competencies
General Listening: listen and recognizethe sounds, then repeat.
competences Oral communication: speak about school things, ask and answer the 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 sachmem.vn
 - Flashcards/ pictures and posters (Unit 2)
 - Computer, projector 
III. Warm-up and review – Read and match – Let’s write – Project – Fun corner 
PROCEDUR 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 2, Lesson 1. Whole class
 - Ask pupils to sing the song
 - 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 work
 - Ask pupils chant and do the actions in Unit 2, 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 Individual 
 game Lucky stars, using the model sentences: How old work/ 
 are you? – I’m ____ years old. (Please see the provided Group work
 corresponsing PowerPoint slides for detailed rules 
 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. Procedure Step 1: Have pupils read the first dialogue. Ask them Whole class 
 some questions such as Who are they? / Individual 
 What are they talking about? Then have pupils look at work
 the pictures and match the dialogue with 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.
 Step 3: Set a time limit for pupils to swap with a partner Pair work
 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. Procedure Step 1: Have pupils read the dialogue and say what Whole class 
 they are going to do. Ask some questions such as Who / Individual 
 asks the questions? What are the questions about? Who work
 has to write the 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. Pair work / 
 Step 3: Have pupils swap their answers in pairs or Group work
 in groups before checking as a class. You may 
 invite one or two pupils to write their answers on 
 the board. Pair work
 Step 4: If there is enough time, ask some pairs to role-
 play the dialogue in front of the class. 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. Procedure Step 1: Have pupils take out the pieces of paper on Whole class
 which their names and ages are written.
 Step 2: Ask pupils to work in groups. Have each Group work
 pupil show his/ her birthday cake and say about 
 his/ her name and age. The group praises his / her 
 performance.
 Step 3: Invite some pupils to repeat Step 2 in front of Individual 
 the class. work
Fun corner and wrap-up: 5 minutes
 Option 2: Game: Pass the ball Group work
 - Divide the class into 3 teams.
 - 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.