Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 3. Unit 1: Hello + Unit 2: Our names - Năm học 2022-2023 - Trà Thị Anh Tú

 Week 3
 Monday, september 19th 2022
 UNIT 1: HELLO
 Lesson 3 (1-3) 
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 sachmem 
 - Flashcards/pictures and posters (Unit 1)
 - Computer, projector 
III. PROCEDURE Warm-up and review – Listen and repeat – Listen and circle – 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 class
 - Introduce ways of greeting to the class, Individual 
 - Make eye-contact. work
 - Use a friendly nonverbal greeting, such as a 
 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 Individual 
 numbers. Pupils will get points for their teams work/
 if their answers are correct.
 Group work
 Give points to the groups and encourage them.
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. Procedure Step 1: Draw pupils’ attention to the letter h, Whole class
 the word hello and the sentence Hello, Ben. 
 Tell pupils 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. Whole class
 Correct their pronunciation where necessary.
 Step 2: Repeat the procedure of Step 1 for the 
 letter b.
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. Procedure Step 1: Draw pupils’ attention to the sentences Whole 
 and the gap-fill options. Tell them about the class/ 
 activity. Check their comprehension and give Individual 
 feedback. work
 Step 2: Play the recording for the Sentence 1 
 for 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 
 class/ 
 Step 3: Repeat the procedure of Step 2 for 
 Individual 
 Sentence 2.
 work
 Step 4: Tell pupils to swap books with a 
 partner, 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 Whole class
 up, listen and repeat the completed sentences.
 Game: Pass the ball.
 Step 1: Give 2 balls for pupils.
 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. Procedure Step 1: Draw pupils’ attention to the lyrics of Whole class
 the chant. Check comprehension. 
 Step 2: Play the recording all the way through Whole class
 for pupils to listen to the whole chant. 
 Encourage them to listen carefully to the 
 rhythm and pronunciation. Draw pupils’ 
 attention to the sounds of the letters h and b and 
 the words Hello and Bye. Whole class Step 3: Play the recording, line by line, for Whole class
 pupils to listen and repeat. Correct their 
 pronunciation where necessary.
 Group work
 Step 4: Play the recording all the way through 
 for pupils to chant. Encourage them to clap 
 along while chanting.
 Extension: Divide the class into two or more 
 groups to take turns listening and repeating the 
 chant while the rest of the class claps along.
 Fun corner and wrap-up: 5 minutes
 Game: Sing, do actions, then stop!
 Step 1: Divide the class into 4 teams. Whole class
 Step 2: Have pupils sing and dance with the 
 lyrics and rhythm of the chant.
 Step 3: Invite each team to sing and do actions. Team work
 When the music stops, all of them have to stop 
 doing actions (freeze). Who can freeze longer 
 will win.
 Step 4: Encourage pupils to join the game.
 Give points to teams.
 Tuesday, September 20th 2022 
 UNIT 1: HELLO
 Lesson 3 : (4- 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 competences: Critical thinking: self-introducing
 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 sachmem.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 the Whole 
 classroom to to practice introducing themselves, greeting class/ Pair 
 each other. Repeat with other pairs. work
 Option 2: Review the chant with some missing words. Whole 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 your class/
 greeting. Spend a few minutes revising the previous lesson by Individual 
 having the class say the chant on page 14. work
 – 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. Procedure Step 1: Draw pupils’ attention to the first sentence. Tell them Whole class
 about the activity. Get pupils to read the 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 
 work Step 3: Tell pupils to swap books with a partner, then check Whole class
 answers together as a class. Write the correct answers on the 
 board for pupils to correct 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. Procedure: Step 1: Draw pupils’ attention to three two-person exchanges. Whole 
 Tell them about the activity. class/ 
 Write the first exchange on the board: Individual 
 work
 Lucy: Hi. I’m Lucy.
 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 the work
 classroom to offer support where necessary.
 Step 3: Get pupils to swap books with a partner, then check Pair work
 the answers together as a class.
 Write the correct answers on the board for pupils to correct Individual 
 their answers. work
 Game: Chinese whispers
 Step 1: Divide the class into 4 groups. Ask them to stand on Group work
 4 lines.
 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. Procedure Step 1: Tell pupils about the activity. Stick the pupil card Whole class
 sample on the board. Write the 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.
 Step 2: Invite a pupil to the front of the classroom to perform Individual 
 the presentation. Watch and offer your support with the work
 language.
 Step 3: Put pupils into groups to rehearse their pupil card 
 presentation. Go around the classroom to offer support where Group work
 necessary.
 Step 4: Invite a few pupils from different groups to show and Individual 
 talk about their pupil cards in front of the classroom. work
 Extension: Create a class display of pupil cards and vote for Whole class
 the best decorated one.
Fun corner and wrap up: 5 minutes
 Game: Role play
 Divide the class into 4 teams. Invite each team to go to the Team work
 board and role play using the given conversation (See the 
 powerpoint file for reference). Encourage pupils to practise 
 speaking English. Give points to the teams. Wednesday, september 21st 2022
 UNIT 2: OUR NAMES
 Lesson 1: (1-3) 
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. 
competencies
General Listening: listen and recognize the names, then repeat.
competences
 Critical thinking: talk about names.
 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 sachmem.vn
 - Flashcards/pictures and posters (Unit 2)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s 
PROCEDUR 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 Hello in Unit 1 Lesson 1 Whole class
 - Ask pupils to sing the song.
 - 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 Whole class ( 
 - Ask pupils to sing a song. 
 - 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. Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class
 characters in the pictures.
 Step 2: Ask pupils to look at Picture a. Play the recording for Whole class
 them to listen. Play the recording again, sentence by sentence, Whole class/ 
 for pupils to listen and repeat. Follow the same procedure with Individual 
 Picture b. Correct their pronunciation where necessary. work
 Step 3: Play the recording again for pupils to listen and repeat 
 in chorus sentence by sentence. Whole class/ 
 Step 4: Invite a few pairs to the front of the classroom to listen 
 and repeat the sentences in the recording. Pair work
 Step 5: Draw their attention to the question What’s your name? 
 and the answers My name’s Ben. and My name’s Mary. Tell Whole class
 pupils that they are a question and answers about the character 
 names.
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. Procedure: Step 1: Have pupils look at the pictures. Elicit the name of Whole class/ 
 each character. Individual 
 Step 2: Have pupils point at Picture a (Nam, Bill), listen to work
 the recording and repeat the names (Nam, 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 Whole class/ 
 Picture a and have pupils listen and repeat after the recording Individual 
 (My name's Nam). Follow the same procedure with Picture b. work
 Step 4: Put pupils in pairs and have pairs practise 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). If their answer(s) are Group work
 correct, they get points for their 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. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Whole class/ 
 Read the question aloud and ask pupils to repeat it. Ask Individual 
 pupils to look at the second bubble and identify what the work
 answer should be. Elicit the answer My name's Mai. Get 
 pupils to repeat the question and the answer several times in Pair work
 pairs.
 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 the work
 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 sachmem, have pupils look at the words in the pictures of Whole class
 Activities 1, 2 and repeat after the recordings.
 Option 2:
 Game: Let’s ask people around you
 Each pupil gets 1 sheet of paper from the teacher. They fill in Whole class/ 
 the information about themselves. Then they can move around Individual 
 the class to ask and answer the questions to know more about work
 their friends’ family 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. BOARD PRESENTATION
 Unit 2: OUR NAMES
 Lesson 1 – Period 1
 1. Words
 What 
 your
 name
 2. Model sentences
 - What is your name? (What is = What’s)
 - My name is Bill. 
 Friday, september 23rd 2022
 Unit 2: OUR NAMES
 Lesson 1 (4-6)
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, 
competencies communication, planning and organization
General Listening: listen and recognize the names, then repeat
competences Critical thinking: talk about names.
 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 sachmem.vn 
 - Flashcards/pictures and posters (Unit 2)
 - Computer, projector 
III. Warm-up and review –Listen and tick– Look, complete and read – Let’s play – 
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: Whole class
 +) Sing the song in Unit 1, Lesson 1. (Or choose a suitable / Individual 
 song on Youtube.) work
 - Ask pupils to sing the song
 - 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/ Group 
 - Each team has 1 sticky ball.
 work
 - Play the music. Pupils in each team take turns to 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. Procedure: Step 1: Ask pupils some questions about Activity 4 Whole class/ 
 (e.g. How many pictures are there? Who can you see? Individual 
 What are they doing?). Ask them to say about the work
 difference between 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.
 Step 4: Set a time limit for pupils to swap and check the Pair work
 answers. Correct their answers, if necessary.
 Extension: If time allows, play the recording, sentence Whole class
 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. Procedure: Step 1: Have pupils look at the pictures. Have them Whole class/ 
 identify the characters in the two pictures. Individual 
 work
 Step 2: Have pupils look at the two incomplete 
 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 individually 
 and ask a few pairs to read them aloud. Individual 
 work/
 Pair work
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 for the Whole class/ 
 names of the six pupils and slap the correct flash cards / Group work
 words as quickly as possible.
 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. Individual 
 Ask them to stand at a certain 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 the question with Individual 
 one of the names on the board (e.g. My name's Bill.). work/ Whole 
 Have pupils run to the board and slap the correct flash class
 card / word. 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 sachmem, have pupils look at the words in the picture Whole class
 of the lesson and repeat after the 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. Ask the pupils to Group work
 arrange them to make a 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. Whole class
 - Teacher calls several pupils to answer the question 
 “What’s your name?” 
 - Pupils/ Teacher click on the “spin” button to get points.
 BOARD PRESENTATION
 Unit 2: OUR NAMES
 Lesson 1 – Period 2
1. Listen and tick:
 1.b 2.a 
2. Complete: 
 - Hi. I’m Mai. What’s your name
 - My name is Mary.