Giáo án Tiếng Anh Lớp 3 (Global success) - Unit 2: Our names

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 UNIT 2: OUR NAMES
 Lesson 1 – Period 1 
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 
 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. Whole class
 Tell 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 
 Picture a and have pupils listen and repeat after the 
 Step 3: Have pupils practise asking and answering the Pair work
 questions about their own names in pairs. Go around the 
 classroom to observe and provide help.
 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 Whole class
 of 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 Individual 
 around the class to ask and answer the questions to know work
 more about 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. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________ 
 Attendance: ____________________
 Unit 2: OUR NAMES
 Lesson 1 – Period 2 
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 
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 (e.g. Whole class/ 
 How many pictures are there? Who can you see? What Individual 
 are they doing?). Ask them to say about the difference work
 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 
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 Individual 
 class. Ask them to stand at a certain distance from the work
 board.
 Step 4: Invite one pupil to the front of the class and Individual 
 ask What's your name? The pupil answers the question work/ Whole 
 with one of the names on the board (e.g. My name's class
 Bill.). Have pupils run to the board and slap the correct 
 flash 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.