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 competencies

teamwork, reliability, motivation, communication and initiative.

General competences

Listening: listen and recognize the names, then repeat.

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. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song Hello in Unit 1 Lesson 1

- 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
(https://www.youtube.com/watch?v=tVlcKp3bWH8)

- Ask pupils to sing a song.

- Give point for the pupils and encourage them.

Whole class

Whole class

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 characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the 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 repeat in chorus sentence by sentence.

Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

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 pupils that they are a question and answers about the character names.

Whole class

Whole class

Whole class/ Individual work

Whole class/

Pair work

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. Procedure:

Step 1: Have pupils look at the pictures. Elicit the name of each character.

Step 2: Have pupils point at Picture a (Nam, Bill), listen to 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 recording (My name's Nam). Follow the same procedure with Picture b.

Step 4: Put pupils in pairs and have pairs practise asking and answering the question What's your name? - My name's     .

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

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 correct, they get points for their teams. The winning team is the team with more points.

Whole class/ Individual work

Whole class/ Individual work

Pair work

Pair work

Group work

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. Read the question aloud and ask pupils to repeat it. Ask pupils to look at the second bubble and identify what the answer should be. Elicit the answer My name's Mai. Get pupils to repeat the question and the answer several times in 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).

Step 3: Have pupils practise asking and answering the 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.

Whole class/ Individual work

Pair work

Individual work

Pair work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem, have pupils look at the words in  the pictures 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 the information about themselves. Then they can move around the class to ask and answer the questions to know 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.

Whole class

Whole class/ Individual work