Tieng Anh 3 - Sach Giao Vien

Bų GIÁO DỤC VÀ ÐÀO TẠO
Hoàng Văn Vân (Tőng Chú biên), Phan Hà (Chú biên)

Ðő Thi Ngoc Hien, Ðào Ngoc LŮc,
Truang Thi Ngoc Minh, Nguyen Quoc Tuan
Vái sụ cŮng tác cúa Ken Wilson
(Tái bán lan thú hai có chĜnh lí)
NHÀ XUAT BÁN GIÁO DỤC VIįT NAM

BOOK MAP
ME AND MY FRIENDS
Unit 1 Hello Page 6
Competences Sentence Patterns Vocabulary Phonics
• Greeting and self-introduction Hello/Hi. I’m + hi, hello, how, fine, bye
• Greeting and responding to name. How are you? thanks, I’m, thank you, hello
greeting I’m fine, thanks/ Nice to meet you.
thank you. How are you?
Unit 2 What’s your name? Page 12
• Asking and answering questions What’s your name? proper names Mai
about one’s name My name’s + name. what’s, you, your, Peter
• Asking and answering How do you spell your name, how, do, spell
questions about how to spell name?
one’s name
Unit 3 This is Tony Page 18
• Introducing someone This is + name. this/that, yes, no Tony
• Asking and answering Is this/that + name? yes
questions about someone Yes, it is./No, it isn’t.
Unit 4 How old are you? Page 24

• Asking and answering Who’s that? who, how old five
questions about someone It’s + name. six
• Asking and answering How old are you?
questions about someone’s age I’m + age.
Unit 5 Are they your friends? Page 30

• Introducing one’s friend and This is my friend + name. proper names that
responding to the introduction Are they your friends? they, friend, are, aren’t yes
• Asking and answering Yes, they are./No, they
questions about friends aren’t.
Review 1 Page 36
© VIETNAM EDUCATION PUBLISHING HOUSE (VEPH) & MACMILLAN (MPC)

ME AND MY SCHOOL
Unit 6 Stand up! Page 40
• Giving and responding Stand up! stand up, sit down, come
to instructions May I sit down? come, here, open, close, down
• Asking for and giving Yes, you may./No, you may, go out, come in
permission may not.
Unit 7 That’s my school Page 46

• Talking about school That’s the + school school, library, classroom, gym
facilities facility. computer room, look
• Asking and answering Is the + school facility+ playground, gym, big,
questions about school adjective? small, old, new, large
facilities
Unit 8 This is my pen Page 52

• Identifying school things This/That is + rubber, pencil case, school ruler
• Talking about school school thing. bag, notebook, pencil, these
things These/Those are + ruler, these, those
school things.
Unit 9 What colour is it? Page 58

• Asking and answering Is this/that your + school pencil sharpener, blue, it
questions about school thing? bookcase, black, yellow, orange
things What colour is brown, green, orange
• Asking and answering it? It’s + colour.
questions about colours What colour are
they? They’re +
colour.
Unit 10 What do you do at break time? Page 64
• Asking and answering What do you do at break time, badminton, blind
questions about break break time? football, chess, basketball, skating
time activities I play + game/sport. table tennis, play, like,
• Expressing likes and Do you like + game/ skating, hide-and-seek,
dislikes sport? skipping, blind man’s bluff
Yes. I do./No, I don’t.
Review 2 Page 70
Glossary Page 74
Book Map 3
BOOK MAP
ME AND MY
FAMILY
Unit 11 This is my family Page 6
 Identifying family members Who’s that? family, father, brother
 Talking about the ages of He’s/She’s my ... mother, grandmother
family members How old is your ...? grandmother,
He’s/She’s ... grandfather, brother,
sister, photo, man,
woman
Unit 12 This is my house Page 12
 Identifying rooms in the house There’s a ... living room, kitchen, kitchen
 Asking and answering questions It’s very nice! bathroom, bedroom, bathroom
about house facilities Is there a ...? dining room, garden,
Yes, there is./ pond, yard, tree,
No, there isn’t. gate, fence, over
there
Unit 13 Where’s my book? Page 18
 Asking and answering questions Where’s the ...? poster, bed, chair, chair
about the location of things in It’s here/there. picture, coat, ball, where
the house (singular) Where are the ...? where, near, under,
 Asking and answering questions They’re ... behind, on
about the location of things in
the house (plural)
Unit 14 Are there any posters in the room? Page 24
 Asking and answering questions Are there any ... in map, sofa, fan
about things in the room the room? wardrobe, fan, cup
 Asking and answering questions Yes, there are./ cupboard, door,
about quantity of things No, there aren’t. mirror, window,
How many ... are there? cup, count,
There are ... how many ...?
Unit 15 Do you have any toys? Page 30
 Identifying toys Do you have ...? doll, teddy bear, plane
 Asking and answering questions Yes, I do./ No, I car, robot, ball, ship
about toys don’t. Does he/she puzzle, yo-yo, ship,
have ...? Yes, he plane, kite, have,
does./ has
No, he doesn’t.
Review 3 Page 36
4 Tieng Anh 3
ME AND THE WORLD AROUND
Unit 16 Do you have any pets? Page 40
 Asking and answering Do you have any ...? dog, cat, goldfish, dog
questions about pets Yes, I do. I have .../ parrot, rabbit, next to, parrot
 Asking and answering No, I don’t. I have ... in front of
questions about the location Where are the cats?
of pets They’re ...
Unit 17 What toys do you like? Page 46

 Asking and answering What toys do you ship, truck, kite, plane kite
questions about toys like? I like ... ship
 Asking and answering How many ... do you
questions about quantity have?
I have ...
Unit 18 What are you doing? Page 52
 Asking and answering What are you doing? read, cook, watch TV, reading
questions about one’s action I’m ... sing, dance, skate, drawing
in progress What’s he/she doing? draw a picture, play
 Asking and answering He’s/She’s ... the piano, listen to
questions about someone’s music
action in progress
Unit 19 They’re in the park Page 58
 Asking and answering What are they doing? cycle, skate, skip, rainy
questions about activities in They’re ... park, sunny, rainy, skate
the park What’s the weather cloudy, windy,
 Asking and answering like? It’s ... stormy, snowy,
questions about the weather weather
in different places
Unit 20 Where’s Sa Pa? Page 64
 Asking and answering Where’s ...? Ha Long Bay, north, far
questions about places It’s in north Viet Nam. south, central, city, north
 Asking and answering Is...near Ha Noi? near, far
questions about distance Yes, .../No, ...
Review 4 Page 70
Glossary Page 74
Introduction
5
CONTENTS
INTRODUCTION...................................................................................................................6
UNIT 1 HELLO.............................................................................................20
UNIT 2 WHAT's YOUR NAME?............................................................26
UNIT 3 THIs Is TONY.............................................................................32
UNIT 4 HOW OLD ARE YOU?..............................................................38
UNIT 5 ARE THEY YOUR FRIENDs?.................................................44
REVIEW 1..............................................................................................................................50
UNIT 6 sTAND UP!....................................................................................54
UNIT 7 THAT's MY sCHOOL.................................................................60
UNIT 8 THIs Is MY PEN.........................................................................66
UNIT 9 WHAT COLOUR Is IT?............................................................72
UNIT 10 WHAT DO YOU DO AT BREAN TIME?.............................78
REVIEW 2..............................................................................................................................84
UNIT 11 THIs Is MY FAMILY.................................................................88
UNIT 12 THIs Is MY HOUsE...................................................................94
UNIT 13 WHERE's MY BOON?............................................................100
UNIT 14 ARE THERE ANY POsTERs IN THE ROOM?...............106
UNIT 15 DO YOU HAVE ANY TOYs?.................................................112
REVIEW 3............................................................................................................................118
UNIT 16 DO YOU HAVE ANY PETs?.................................................122
UNIT 17 WHAT TOYs DO YOU LINE?..............................................128
UNIT 18 WHAT ARE YOU DOING?....................................................134
UNIT 19 THEY'RE IN THE PARN........................................................140
UNIT 20 WHERE's sA PA?.....................................................................146
REVIEW 4............................................................................................................................152
6 Tieng Anh 3
INTRODUCTION
TIẾNG ANH 3 is the first level of the three-level English textbook series for Vietnamese
primary school pupils learning English as a foreign language (EFL). The series follows the
syllabus approved by the Ministry of Education and Training in August 2010, and covers a
systematic, helical and topic-based development of the basic English language skills with
emphasis on listening and speaking for early levels.
UNIT COMPONENTS
Tiếng Anh 3, Student’s Book follows a sequence of presentation, practice and production to
develop English at a basic level through twenty topic-based units and four review units
which are richly illustrated and cross-curricular to provide pupils with easy-to-grasp and
memorable lessons and an enjoyable experience of learning English.
Each unit consists of three lessons on a topic related to one of the four themes: Me and My
Friends, Me and My School, Me and My Family and Me and the World Around, all of which are
designed to invoke a sense of familiarity. The activities are organized to provide training on
listening, speaking, reading as well as writing.
Each lesson provides material for two teaching periods (equal to seventy minutes). The
lesson contains concise and clear instructions for a wide range of activities arranged in
a logical progression, helping pupils to develop critical thinking, coordination and the ability
to interact with each other as they learn to understand and use English in both its spoken
and written forms.
A variety of extra activities including singing, chanting, TPR (total physical response)
activities, exciting games and a creative project at the end of each unit aim to facilitate the
pupils' ability to reproduce language in a fun and engaging way.
The Student’s Book creates a feeling of familiarity through the appearance of both
Vietnamese and foreign characters, such as Mai, Nam, Quan, Phong, Hoa, Linda, Peter, Mary
and Tony.
The following is a brief description of how a unit is organized.
Introduction
7
LESSON 1
Unit 1 Hello
4 Listen and tick.
1 Look, listen and repeat.

Hello. I'm Mai. Hi, Mai. I'm Nam. Hello. I'm Miss Hien.
2.
1
Hello, Miss Hien.

5 Let's write.
2 Point and say. Nice to meet you.
1. Mai: . I'm Mai.
Hello. I'm .
Hello, . Nam: Hi, Mai. Nam.
I'm . I'm Hello
2. Miss Hien: Hello. Miss Hien.
Class: , Miss Hien. Nice to meet you.

Miss Hien Nam Mai Quan
6 Let's sing.
3 Let's talk.
Hello
Hello. I'm Mai. Hello. I'm Mai. Hello. I'm Nam. Hello. I'm Nam. Hello. I'm Miss Hien. Hello. I'm Miss Hien. Nice to meet you.
. I'm .
Nice to meet you.
Nam Quan Phong Mai Hoa Miss Hien
Hi = Hello
I'm = I am
7
6 Tieng Anh 3 Unit 1 Hello
1. Look, listen and repeat. 4. Listen and tick.

This section presents key vocabulary and This section focuses on improving listening
structures in comic form to provide pupils with skills. In some units pupils look at each pair of
reading, listening and oral practice. pictures as they listen to the recording and
2. Point and say. show their comprehension by putting a
check ( ) in the appropriate box. In other
This section provides for the controlled units, pupils number the pictures while they
practice of key vocabulary and grammar are listening.
points. Pupils may do choral and individual
repetition of the new vocabulary items and 5. Let's write.
structures supported by visual prompts before This section helps pupils use the vocabulary
practising speaking in pairs. Mechanical drills and structures they have learnt. They are
such as repetition, substitution, question-and- asked to fill the gaps using visual and/or
answer and transformation help pupils get textual prompts.
familiar with vocabulary and grammar
structures before they can reproduce the 6. Let's sing/chant/play.
language in wider context. This section contains a variety of ways in
3. Let's talk. which pupils can practise their English,
through easy- to-learn songs and chants,
This section contains different situations in games or writing about themselves. The
which pupils are free to choose the best songs/chants and games help pupils
English to use. There are illustrations and practise the pronunciation and rhythm of
prompts to encourage and guide the pupils as English through interaction and cooperation
they interact with their peers. with each other, while personal writing
allows them to express themselves in simple
sentences.
8 Tieng Anh 3
LESSON 2
4 Listen and number.

1 Look, listen and repeat. Hello, Miss Hien.
Hi, Nam. I'm fine, thanks. Bye, Nam.
How are you? And you?
Fine, thank you. Bye, Mai.

5 Read and complete.
2 Point and say. bye thank you finegoodbye
How are you,?
Fine, thanks. And you?
1. Miss Hien: Goodbye, class.2. Mai: Bye, Nam.
Class: (1), Miss Hien.Nam: (2), Mai.

Mai Fine, thank you. Nam
3. Nam: How are you, Quan?

Quan: (3), thanks. And you? Nam: Fine, (4).
Quan Phong
3 Let's talk. 6 Let's write.

,? , thank you. ? are you? ,. And you?
, thank you.
Fine, thanks.
Say ”goodbye” to your teacher and ”bye” to your friends. Unit 1 Hello
9
8Tieng Anh 3
The components of the first three activities 5. Read and complete.

in Lesson 2, 1. Look, listen and repeat, 2. This section aims to provide pupils with a
Point and say, and 3. Let's talk, follow the simple introduction to reading. Pupils show
same pattern as in Lesson 1. their understanding of the text through
filling the gaps, matching text with pictures,
4. Listen and number. answering the questions or choosing the
This section presents pupils with another correct answers.
listening activity. Pupils look at the pictures
while they are listening and show their 6. Let's sing/write/play.
comprehension by numbering the boxes in the As with the final section in Lesson 1, this
correct order or ticking "True" or "False". section allows pupils to reproduce language
through singing, playing games or writing
based on visual and/or textual prompts.
Introduction
9
LESSON 3
Read and match.

4 Hello, Nam. I'm Mai.
1 Listen and repeat.
Hello. I'm Miss Hien.
Bye, Nam.
Hi. I'm Nam.
b bye hello Bye, Nam.

Bye, Mai. I'm fine, thanks.
h Hello, Nam.
Hello, Miss Hien.
How are you? Nice to meet you.
2 Listen and
write.
5 Read and write.
. I'm Mai.
Hi, Mai.Nam.
, Nam.
to meet you, Miss Hien.

, Mai.
are you?
3 Let's chant.
6 , thanks.
Hello
Make name cards for you and your friends.
Hello, I'm Mai. Hello, I'm Mai. Hello. How are you? Present them to your class.
Hello. How are you?
Hi, Mai.Fine, thank you.

Hi, Mai.Fine, thank you.
I'm Nam.And you?
I'm Nam.And you?
Nice to meet you.Fine, thank you.

Nice to meet you.Fine, thank you.
10
Tieng Anh 3 Unit 1 Hello11
1. Listen and repeat.

4. Read and match.
This section teaches the phonics which appear
frequently in the vocabulary or structures of This section asks pupils to read and match
the unit, which young Vietnamese learners sentence halves, or questions with the
might find problematic. Pupils get familiar answers.
with the letters and sounds by listening and
repeating. 5. Read and write/complete.
This section asks pupils to read and
2. Listen and write. complete/ write sentences. It practises the
This section helps pupils practise the main sentence structures and/or vocabulary in
phonics they have learnt through a dictation the unit.
task. Pupils listen and fill the gaps.
6. Pro.ect
3. Let's chant. This section provides pupils with a creative
This section contains a chant which uses the project to carry out independently or in
structure(s) that pupils have learnt in groups. The purpose of this section is to foster
Lessons 1 and 2. Like songs, chants are a cooperation and interaction among the class.
helpful way of teaching the rhythm of
English, which is very different from
Vietnamese.
10 Tieng Anh 3
GENERAL TEACHING SUGGESTIONS
• The following guidelines are for you to refer to when you first use this course book in your
class. Feel free to make any adjustments, as it is you who knows your particular teaching
conditions and what your pupils need to learn.
• It is advisable to go through the contents of the lesson and the teaching notes before you go
into the classroom. This will help you familiarize yourself with the material and know what to
prepare for the lesson and what activities to conduct. For complicated activities such as
games and crossword puzzles you should consult the answer key before you teach.
WARM-UP
You should do a warm-up activity at the start of every lesson. This is a short activity (only two to
five minutes) to draw pupils’ attention to the way in which English is used. This activity is a good
way to revise the previous lesson and to lead into the new one. The warm-up activities vary so
you can choose the most suitable one for you, e.g., you can get pupils to sing a song or play a
non-verbal game such as Simon says, Pelmanism, Bingo, Slap the board, Doing actions (Miming), or
Charades (guessing game).
CLASSROOM MANAGEMENT
• Pair work
It is advisable to vary the pairs of pupils, as shown in the diagrams below.
If the number of pupils is uneven, two pupils can share one role. Pupils should change
their partners regularly in order to change the working atmosphere.
You can get a “closed pair” (two pupils who sit next to each other) or an “open pair” (two
pupils who sit apart from each other in the classroom) to demonstrate an activity when
necessary.
• Group work
It is useful to divide pupils into groups of four or six according to some criteria, e.g., they are
friends, or they have the same birthdays or hobbies. Separate pupils who are disruptive and
encourage them by praising them when they cooperate.
Pair work (varied) Group work of 4 or 6 (varied)
Introduction
11
• As pupils work in pairs or in groups, it is important to monitor the activity. Circulate and offer
help when necessary, but remember not to interfere with pupils’ work or correct all of their
mistakes. Let them work independently. Look at their ability to use English, as well as the
problems or difficulties they encounter during the activity. This will help you to prepare for
revision work later.
• The activities should be timed and should be stopped before pupils lose interest or
become distracted. A routine should be established for halting an activity, such as putting
your hand up or giving two claps to signal the end of the activity.
• Young learners love to be praised. When pupils perform an activity well, it is a good idea to
praise them (good, very good, great, well done, good job, etc). If a pupil cannot do a task, it is
advisable to encourage him/her (try again or have another try, not quite right, etc).
CLASSROOM LANGUAGE
• English should be used as much as possible in instructions and classroom management. This
reinforces the language the pupils are learning. In order to help pupils understand English, it
is useful to accompany your English with some gestures, or even Vietnamese when you
introduce something for the first time.
• The instructions should be simple, clear and consistent to ensure pupils feel comfortable and
know what they are required to do. If pupils are confused, Vietnamese should be used to
help them understand and to make sure that they can perform the activities successfully.
• Classroom language can be divided into receptive language and productive language. Pupils
can understand and respond to the receptive classroom language, and use the
productive classroom language when interacting with the teacher or with other pupils.
The following phrases are suggested instructions and expressions for use in your class
teaching:
Receptive classroom language Productive classroom language

Answer this / the question. Ask a question. Not yet. / I’ve done it.
Ask your neighbour /partner a question. Check yourCan Ianswers
borrow your
in pairs
pen/
/ groups.
pencil/rubber? I think it’s …
Close your books. I understand / I don’t understand. I’m sorry. I can’t rem
Copy it into your notebook / onto a piece / onto aI’m
sheet
sorry.
of paper.
I don’t know. Is this/that right?
Correct / Not quite right / Wrong. Draw a pictureIt’s
of …
myGoodbye/Good
/ your go / turn.night.
Hello / Hi / Good morning / Good afternoon / Good I’ve evening.
got one wrong / two right. Me too.
Please.
12 Tieng Anh 3
Productive classroom language
Receptive classroom language
Here it is / you are. See you again / tomorrow / on Sunday / next week.
How do you spell it in Thank you / Thanks / Many thanks.
What does it / this word / sentence mean? What’s … in E
English? I don’t think so. What’s number one / two / three / four?
Listen to Linda / this / the dialogue / story
/ dialogue between Nam and Mai.
Listen.
Look at this / the board / picture(s)
/ photo(s) / puppet(s).
Look.
Open your books. HOW TO END THE LESSON
Put up your hand. • In order to establish a classroom
Put your books routine, it is advisable to end the lesson
away. Quiet, please. in a way which suits your teaching
situation. If pupils stay in the classroom
Read this / the word(s) / dialogue
for other classes, you can give a signal to
aloud. Repeat after me, please. end the lesson such as putting your
Repeat, please. hands up, clapping your hands or tapping
Say it aloud. the board and saying It’s time to stop, and
get pupils to say Goodbye. See you next
Say it in English. time. when you leave the room.
Say it in Vietnamese.
• If there is time, you can round off the
Say it. lesson with a song, rhyme, chant or a
Sit down, please. game that pupils have learnt during the
unit.
Spell it / the word(s).
Stand up, please.
Talk to your ACTIVITIES BANN
partner. Try again. Spelling and writing
Well done / Excellent / That’s right /
• Give a list of the focus words that you
That’s not correct.
want pupils to spell correctly. Select some
Work on your own. pupils to read the words aloud.
Write a question. Individually, pupils look at each word
Write a sentence of your own. and write it in their notebooks. Pupils
check their work in pairs or groups.
Write the answer to this / the question.
Write the answers to these / the questions. • Write the focus words on the board.
Assign one word to each pupil to copy
down onto a piece of paper. Collect the
pieces of paper and put them into a box.
Erase the words from the board. Have
two teams take turns to pick out a word
and say it to a member of the opposing
team. This pupil must spell the word
correctly to score a point.
Introduction
13
Dictation GAMES
• Pupils work in pairs or in groups. They take Physical line-up (making sentences)
turns to dictate the focus words to each
other and check each other’s spelling. • Make two groups, A and B, and have them
Another method is to read the dictation sit on chairs facing the rest of the class.
and have pupils listen and write. Then Give each group word cards which form
pupils work in pairs to correct each other's different sentences. Read the sentence, e.g.
work. “This is Lan.” If the pupils of group A have
the word cards containing "this", "is",
"Lan" and the full stop, they should
Word cards stand up and move quickly into a line to
show the sentence in the correct order.
• Prepare word cards for the focus words The members of group B should remain
you wish to check. Use two teams of four seated. If they stand up when you call
pupils in the activity. Pupils from each group A's sentence, they will lose the
team take turns to come to the front of game, and vice versa.
the class to pick a card. They act out
the word on the card for their team, who
have to guess the word, in no more than Bingo
five tries, to score a point.
• Draw a word grid on the board and ask
pupils to copy it. Ask pupils to tell you
TPR (Total Physical Response) the words they have learnt in their
lessons. List them on the board. Each
• TPRs are actions done as commanded pupil chooses nine words from the list
by the teacher. They help pupils to to copy into their grid. While they are
associate language with particular doing this, copy each word onto a piece of
actions, which enhances their paper, put the pieces of paper into a bag
understanding. This is a fun way to help and mix them up. Select pupils to pick out
pupils understand the language without a piece of paper and call out the word.
putting too much emphasis, at this early Pupils with that word in their grid can
stage, on producing accurate English. The cross it out. Continue the game until
procedure of using TPR as a teaching there is a pupil who has all the words in
technique is as follows: their grid crossed out. That pupil is the
• Play the recording or read the text. Do the winner.
actions associated with the text. Repeat
this step. Play the recording again or
read the text without the actions. Charades (miming)
• Ask pupils to work in groups to see how • This is a great game to review vocabulary.
much of the text they can remember. You may need to do the actions with
pupils if they are shy at first. This will help
• Get pupils to say the text again without them to feel more comfortable. Divide the
performing the actions. Remind them of class into two teams. Show the first team
the text, if necessary. a vocabulary item. They must act it out. If
• Get pupils to say the text with the actions. the second team can guess the correct
word, they get a point. Switch the teams
and let the second team act out a word
while the first team guesses.
14 Tieng Anh 3
Simon says … Slap the board/word/number
• This is a fun and classic game. The • Slap the board/word/number is a fun
teacher (or a pupil) instructs the class to game you can play with pupils that will
carry out actions by saying, e.g. “Simon help reinforce the association between
says touch your nose" or “Simon says stamp written and spoken words.
your feet”. If the teacher does not begin
the instruction with “Simon says …”, • The goal of the activity is that given a
pupils should do nothing. Have pupils spoken word, the pupil will quickly be able
write down four or five commands (e.g. to recognize the word’s written form or
stand up, sit down, clap your hands, stamp a corresponding picture.
your feet, touch your ears, etc.) they have • You will need these materials: a fly
learnt on a sheet of paper. Explain the swatter or a rolled-up newspaper, and a
rules of the game and make sure pupils word or picture wall (words
understand that they must hear “Simon written/pictures stuck on a chalkboard or
says whiteboard).
…” to perform the action. If not, they
should do nothing. You can play a trial • Call a pupil up to the board. Call out a
game until pupils understand. Pupils word and wait for the pupil to slap the
should use the commands they have word or picture on the board. It is a good
written down. Pupils are eliminated if idea to give each pupil a time limit. Count
they do not perform the correct action, the number of words or pictures each
or if they perform an action when they pupil slaps correctly within the time limit.
have not heard “Simon says …”. The pupil with the highest number is the
winner.
Nim's game
Pelmanism
• This is a memory game. Collect a group
of items of the same type, e.g. school • Call a pupil up to the board. Call out a
things. The items should be in the word and wait for the pupil to slap the
pupils’ vocabulary. Arrange the items on word or picture on the board. It is a
a desk and cover them with a piece of good idea to give each pupil a time
cloth. Do not let pupils see what is limit. Count the number of words or
beneath the piece of cloth. Have a brief pictures each pupil slaps correctly within
discussion with the class on what might the time limit.
be under the piece of cloth, based on the • This is a card game testing
shape and size of what they can see, etc. concentration in which all of the cards are
• Divide the class into groups. Do not laid face down on the table. Each player
allow pupils to write anything down. in turn selects two cards and turns them
Explain that you will show the class the face up. If they are matching (of the
items under the piece of cloth for 60 same shape/colour/ picture), that player
seconds. After that, each group must wins the pair and plays again. If the
write down the name of as many objects cards are not matching, they are turned
as they can remember. face down again and play passes to the
next player. The game ends when all the
• Show the items for 60 seconds then cover cards are gone. The winner is the player
them with the piece of cloth. In their with the most pairs.
groups, the pupils try to write down all
the items. Groups get a point for a
correct guess and another for a correct
spelling. The group with the most points
wins the game.
Introdu
15
ction
Tic-Tac-Toe spy has seen (e.g. “Is it the teacher’s shirt?”)
Whoever guesses correctly becomes the next
• This game is a fun way for pupils to
spy.
practise their English while enjoying some
competition. On the board or on a sheet
of paper, draw a traditional tic-tac-toe
grid of 3x3 squares. In each square, write
a language item for pupils to complete,
e.g.: Do you like …? What lessons …? Why
do you
…?, etc. Pupils should copy the grid to
play the game. They need one grid for
each pair of pupils (or teams).
• Pupils play the game in pairs (or in
teams in larger classes). Ask them to
complete the language items. They
score an X (or O) for each sentence that
is grammatically correct.
• The pupil or team who succeeds in placing
three respective Xs (or Os) in a horizontal,
vertical or diagonal row wins the game.
I spy with my little eye ...

• Choose one pupil to be the spy. The spy
looks around the room and selects an
object which he or she then whispers
to the teacher. (With very young pupils,
it might be better to have them tell the
teacher outside the classroom.) He or she
then announces to the class, “I spy with
my little eye something [colour].” Pupils
then take turns guessing the object the
Spot the differences
• Spot the differences (sometimes known
TEACHING THE UNIT COMPONENTS
as the Photo hunt game) tests
observation and concentration skills 1. Look, listen and repeat.
by spotting the differences that exist
between two images that seem to be • It is very important to inform the class
identical. One image has a few more of the objectives of the lesson because
things in it than the other one does, pupils can only perform well if they
or it is missing things that the other understand what is expected. Say the
one has. unit title a few times and check pupils'
comprehension of the title, using simple
• To play the game, the teacher sets a and easy questions, or even Vietnamese
certain amount of time and delivers for the first few classes. Using
two pairs of pictures either to each Vietnamese makes what you mean
pupil, or they can work in groups to clear, but later on, increase your use of
find the differences. Pupils should English, and only give a short explanation
highlight each difference by drawing a in Vietnamese if necessary.
circle around it. The group that finishes
the game first will be the winner and • Hold up the Student’s Book, point to
must then give an oral report of the each of the pictures in the story in turn
differences to the class. and briefly discuss with the class what
they think is happening in each picture.
There are many more language games Elicit the answers by asking: What can you
that you can find on the Internet or on see in the picture? Who is the speaker? or
YouTube. Simply search for ESL or EFL Who are the speakers? Do you understand
(English as a second language, English as a what he/she is saying? or Do you
foreign language) games or video clips. understand what they are
16 Tieng Anh 3
saying? What does he/she want? or What offering help with pronunciation, if necessary.
do they want? What is he/she doing? or
What are they doing? etc. Encourage
pupils to guess the meaning of the key
vocabulary, using the pictures or
flashcards. You can teach the key terms
if they are abstract nouns or difficult
notions for pupils to guess from the
visual prompts.
• Play the recording for pupils to listen
and follow silently in their books.
• Play it again for pupils to do choral and
individual repetition until they feel
confident.
2. Point and say.

• Inform the class of the objectives of this
section: pupils are going to learn the
pronunciation of new words and
sentences. Give a few moments for pupils
to look at the pictures and read the text in
silence. Point to each word and say it
slowly and clearly. Check pupils’
comprehension of the vocabulary and
give explanations if necessary using
flashcards and gestures. Get pupils to
do choral repetition, using the
flashcards or picture cards as prompts.
When pupils are confident enough, get
different individuals to take turns saying
the sentences or asking and answering the
questions.
• Write the gapped sentences on the
board and elicit the words to fill the
gaps. Point to each sentence and say it
slowly and clearly before having pupils do
choral and individual repetition or
drilling, using the words and pictures as
prompts.
• If the task is drilling a question and
answer, drill the answer first. When you
have finished drilling the answer, drill
the question in the same procedure.
Finally, combine the question and
answer together. Do choral and
individual drilling respectively.
• Get pupils to interact in pairs. Have
them point to each picture, asking and
answering respectively. Go around
• Call on several open pairs to act • Play the recording all the way through
out the dialogue. for pupils to listen to as they are looking
at the pictures. Play it again for them to
• Follow-up activity: let pupils read
check the
the story in Look, listen and repeat to
themselves. Ask different individuals
to come to the front of the class to 17
act out the story either with or Introduction
without their books, depending on
how confident they feel.
3. Let's talk.
• Use flashcards or pictures to
revise the vocabulary and
structures in the previous section.
Pupils can look at the Student’s
Book and imagine they are the
characters in the story to ask and
answer the questions provided or
they can also role-play the focus
language, using real facts and
people.
• Elicit the language to fill the
gapped sentences. Write the
complete sentences on the board
and have pupils repeat them a few
times.
• Encourage pupils to write their
own exchanges and call some open
pairs to act out the dialogue in front
of the class.
4. Listen and tick.

• Inform the class of the objective
of this activity: they are going to
listen and tick the appropriate
box to show their comprehension.
• Give pupils a few moments to
look at the pictures. Draw pupils’
attention to specific details in the
picture, and check comprehension
by saying: Describe what you see in
the picture or What can you see in the
picture? What do you suppose this
speaker (boy/girl/person) is saying?
Remind pupils not to worry if they
do not understand every word, and
that they should associate what
they are hearing with the pictures.
appropriate box. Play the recording the simple and
third time for pupils to check their
answers.
• Have pupils swap their answers before
calling different individuals to report
theirs. If there are more than three pupils
with incorrect answers, ask these pupils to
explain how they selected the answers (in
Vietnamese if they cannot express their
ideas in English), and explain the
correct answer to them.
5. Listen and number/complete.

• The procedure is the same as Listen
and tick. However, here the pupils’ task is
either numbering the pictures in the
order in which they have heard them, or
filling the gapped sentences.
6. Read and match/complete/

answer.
• Inform the class of the objective of this
section: they are going to read the texts
and show their comprehension by
matching the texts with the pictures,
filling the gapped sentences or answering
the questions.
• Read or play the recording and let
pupils read the text in silence. Check
their comprehension and give the
meaning of any new vocabulary, if
necessary.
• Set time for pupils to read in silence and
do the task.
• Get pupils to swap and check their
answers before checking as a class.
7. Let's write./Look and write.

• Inform pupils of the objective of this
activity: they are going to write words or
phrases using the prompts (texts or
pictures). Show pupils how to carry out
the task.
• Give a few seconds for pupils to look at
the pictures or read the text in silence.
Then check comprehension by asking
easy questions (See Look, listen and repeat). until pupils feel confident to say the
words by themselves.
• Have pupils do the task
independently. Move around offering • Draw pupils' attention to the sentences.
help. Check their comprehension before reading
each sentence clearly. Have pupils do
• Have pupils swap and check their
choral and individual repetition, using
answers before checking as a class. Give
the word cards as prompts.
explanations if there is more than one
pupil making the same mistake.
9. Listen and write.
8. Listen and repeat (Phonics). • Inform pupils of the objective of this
activity: this is a dictation. Give a few
• Inform the class of the objective of
seconds for pupils to read the gapped
the activity: pupils are going to practise
sentences in silence.
saying the sounds of the focus letters in
words and sentences. Hold the phonics • Read the sentences slowly, pausing regularly
flashcards or point to the letters in red to allow time for the pupils to write.
in the Student's Book in such a way
• Have pupils swap their answers before
that the whole class can see. Pronounce
checking as a class.
the letters slowly and clearly a few
times before saying the words. • Draw pupils’ attention to capital letters
and the punctuation in a sentence
• Do choral and individual repetition
(comma, full stop, question mark, etc.).
18 Tieng Anh 3
10. Let's chant/sing. 12. Pro.ect
• Chants and songs are engaging and • Projects occur at the end of most units.
help pupils practise the pronunciation Through creativity, the projects help
and rhythm of English in a fun way. The pupils to reinforce what they have learnt
songs and chants in Tiếng Anh 3 are a and foster cooperation and interaction.
component of every unit. You can learn
them first at home before you teach. • If there is not enough class time, teachers
can give the project as homework.
• Get pupils to read the lyrics or the texts in
silence. Check their comprehension. • It is very important to end the unit with
Explain new vocabulary if necessary. a song, chant, or a game because it
makes learning English a fun and
• Sing or play the recording all the way memorable experience for pupils.
through a few times. Have pupils repeat
each line of the lyrics or the chant a few
times before having them chant or sing
along until they feel confident to sing or
chant without the book.
• When pupils can sing or chant with
confidence, get them to do the actions
(mime) as they are singing or chanting,
as this will help reinforce the meaning
of the language and make the activity
more enjoyable.
11. Let's play (a game).

• There are different kinds of games in Tiếng
Anh 3 such as Line-up (making sentences),
Bingo, Simon says, Kim’s game (memory
game), Pelmanism (concentration game)
and Charades (miming) (See Activities Bank,
Games).
• Make sure pupils know the name of the
game and understand clearly how to play
it by demonstrating the game in front of
the class with a few pupils, and have a
practice round before starting the game.
• Team games are more competitive and
more exciting. Keep the score on the
board and encourage a spirit of
cooperation.
Introduction
19
Unit 1 Hello

Hello. I'm Mai. Hello. I'm Miss Hien.
Hi, Mai. I'm Nam.
Hello, Miss Hien. Nice to

2 Point and say.
Hello. I'm .
Hello, .
I'm .
Miss Hien Nam Mai Quan
3 Let's talk.
. I'm.
NamQuan Phong Mai Hoa Miss Hien
Hi = Hello
I'm = I am
6 Tieng Anh 3
Objectives
By the end of this unit, pupils can
use the words and phrases related to the topic Introduction.
greet others and introduce themselves, using Hello/Hi. I’m + (name).
greet and respond to greetings, using How are you? and I’m fine, thanks. And you?
say goodbye, using Goodbye/Bye!
pronounce the sounds of the letters b and h in the words bye and hello respectively.
Warm-up: Greet the class by saying Hello. Encourage pupils to answer with Hello. Repeat
the procedure several times. Then introduce yourself to the class by pointing to yourself and say:
I’m Miss/Mr + (your name). Go around the class and say your name to different pupils. Help
individuals respond with Hello. I’m + (his/her name). Draw pupils’ attention to the title of the unit
and check their comprehension. Have them repeat it once or twice. Read the Activities Bank in
the Introduction for more activities.
1. Look, listen and repeat.

• Tell pupils that they are going to practise introducing themselves and responding to
the introduction (in Vietnamese if pupils cannot understand English). Point to the first
picture and elicit the answers of who the characters are. Show pupils how to find the
answers by reading the text in the speech bubbles. Explain what happens in the first
picture: Mai introduces herself to Nam, and Nam introduces himself to Mai. Have pupils
repeat the text in the bubbles a few times. Repeat the procedure with the second picture.
• Do choral and individual repetition, pointing to the characters speaking.
• Play the recording for pupils to listen and say along.
2. Point and say.

• Tell pupils that they are going to practise saying Hello/Hi. I’m + (name) and responding to
the greeting. Point to each character in the picture and elicit his/her name and the words
to fill the gaps. Write the whole sentences on the board. Have pupils repeat the sentences
a few times. Repeat the procedure with the second picture.
• Do choral and individal repetition, using the characters’ names as prompts, until pupils feel
confident to say the sentences without their books. Call an open pair to the front of the
class to give a model practice for the class to watch. Correct the pronunciation, if
necessary.
• Get pupils to work in pairs. Check as a class.
3. Let's talk.
• Tell pupils that they are going to practise more with their friends. Point to each character
eliciting the name. Ask pupils to guess what the children say. Fill the gaps and write
the sentences on the board. Get pupils to repeat the sentences a few times.
• Get pupils to work in pairs or groups of three to interact.
• Call a few pairs to act out the greetings and responses in front of the class. Correct
the pronunciation, if necessary.
Language note: Tell pupils to say Hello to their teachers or adults and Hi to their peers.
Unit 1 Hello
20
4 Listen and tick.
1. 2.
5 Let's write.
1. Mai:. I'm Mai.
I'm Hello Nam: Hi, Mai.Nam.
2. Miss Hien: Hello.Miss Hien.
Class:, Miss Hien. Nice to meet you.
6 Let's sing.
Hello
ello. I'm Nam. Hello. I'm Nam. Hello. I'm Miss Hien. Hello. I'm Miss Hien. Nice to meet you.
7 Tieng Anh 3 Unit 1 Hello 7

Warm-up: Spend a few minutes revising Hello/Hi and I’m + (name). Get individuals or pairs to act
out the greetings and responses in front of the class.
4. Listen and tick.

• Tell the class that they are going to listen and tick the correct boxes under the pictures.
Show pupils how to carry out the task and tick the box ( ) as this is the first time they do
this kind of task. Draw their attention to the pictures. Elicit the names of the characters.
Have pupils repeat them once or twice.
• Play the recording three times for pupils to listen, do the task and check their answers.
Tell pupils not to worry if they cannot understand every word and that they should focus
on the names of the characters while they are listening.
• Get pupils to swap and check their answers before checking as a class.
Key: 1b 2a
Audio script
Nam:Hello. I’m Nam.
Quan:Hello, Nam. I’m Quan. Nice to meet you.
Miss Hien: Hello. I’m Miss Hien.
Class:Hello, Miss Hien. Nice to meet you.
5. Let's write.
• Tell pupils that they are going to fill the gaps with I’m and Hello. Give pupils a few seconds
to read the texts in silence. Check comprehension and give feedback. Elicit the words
filling the gaps. Remind pupils to write the initial letter of the word at the beginning of
each sentence in capital letters.
• Allow pupils time to do the task. Go around to offer help, if necessary.
• Get pupils to swap and check their answers before writing the correct answers on the
board for pupils to copy down into their notebooks.
• Call a few open pairs to read the exchanges aloud.
Key: 1 Hello, I’m 2 I’m, Hello

Language note: Tell pupils that I’m is the contracted form of I am. I’m is used in speaking, an
6. Let's sing.
• Tell pupils that they are going to sing the Hello song. Teach the song, following the
procedure in the Teaching the unit components in the Introduction.
• Read the lyrics and check comprehension. Play the recording or sing the song all the way through.
• Have pupils do choral and individual repetition of the song line after line. When they are
familiar with the tune, ask a group of three to the front of the class. Each of them sings
Hello. I’m + (name) twice. Then the class sings Nice to meet you twice, waving their
hands to the three singers.
• Have the class sing the song again to reinforce learning.
Unit 1 Hello
21
Hi, Nam. How are
I'myou?
fine, thanks. And you? Bye, Nam.
Fine, thank you. Bye, Mai.
2 Point and say.

How are you,? Fine, thanks. And you?
Mai Fine, thank you. Nam
Quan Phong
3 Let's talk.
,? , thank you.?
, thank you.
Say ”goodbye” to your teacher and ”bye” to your friends.
8 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by calling some individuals to come
to the front to greet the class and say their names. The class responds by saying Hi + (his/her name),
and then say goodbye to them. Get the class to sing the Hello song.

• Tell the class that they are going to practise saying and responding to Hello/Hi, + (name)
and How are you? Check understanding. Elicit the names of the characters in the first
picture and explain what they say. Have pupils repeat the language a few times. Repeat
the procedure with the second picture.
Language note: Tell pupils that they say Goodbye to their teachers or adults and Bye to their
2. Point and say.

• Tell pupils that they are going to practise saying How are you? and replying with Fine,
thanks/ thank you.
• Draw pupils’ attention to the pictures. Point to each character and elicit his/her name.
• Point to the first picture and elicit the words to fill the gaps. Put the sentences on the board.
• Divide the class into two groups to do choral and individual repetition. Repeat the
procedure with the second picture.
3. Let's talk.
• Tell the class that they are going to practise more with their friends, using their own
names. Draw pupils’ attention to the pictures and elicit the language that the characters
might use. Elicit the words to fill the gaps. Put the sentences on the board and do choral
and individual repetition.
• Get pupils to work in pairs. Go around to offer help, if necessary.
• Call a few pairs to act out the dialogue in front of the class.
Unit 1 Hello
22
Hello, Miss Hien.

bye thank you fine goodbye
1. Miss Hien: Goodbye, class.2. Mai: Bye, Nam.

Class: (1), Miss Hien.Nam: (2), Mai.
3. Nam: How are you, Quan?

Quan: (3), thanks. And you? Nam: Fine, (4).
6 Let's write.
are you?
,. And you?
Fine, thanks.

Warm-up: Spend a few minutes revising Hi/Hello. How are you? I’m fine, thanks/thank you. Have
pupils play the Slap the board game, using the names of the characters: Miss Hien, Mai, Nam, Quan,
Hoa and Phong.
4. Listen and number.

• Tell pupils that they are going to listen and number the correct boxes. Show pupils how to
number the boxes. Do the first question as an example to make the task clear.
• Draw pupils’ attention to the first picture. Check their understanding by eliciting what is
happening in the picture. Give feedback. Repeat the procedure with the rest of the
pictures.
Tell pupils not to worry if they cannot understand every word, and that they should pay
attention to the order and match the recording with the pictures.
Key : a4 b3 c2 d1
Audio script
1. Miss Hien: Hello. I’m Miss Hien. 2. Nam: How are you, Miss Hien?
Class:Hello, Miss Hien. Nice to meet you.Miss Hien: I’m fine, thanks. And you?
Nam:I’m fine, thank you.
3. Miss Hien: Goodbye, class.4. Nam:Bye, Mai.
Class:Goodbye, Miss Hien.Mai:Bye, Nam.
5. Read and complete.

• Tell pupils that they are going to read and fill the gaps with the appropriate words. Give
pupils a few seconds to read the text in silence. Check comprehension and give feedback.
• Give pupils time to do the task and go around to offer help, if necessary. Get pupils to
work in pairs.
• Divide the class into two groups and get them to read aloud each character’s lines
respectively.
Key : 1 Goodbye 2 Bye 3 Fine 4 thank you
6. Let's write.
• Tell pupils that they are going to read and fill the gaps. Draw pupils’ attention to the picture
and text. Give pupils a few seconds to read the text in silence. Elicit the words to fill the
gaps.
• Give pupils time to do their writing.
• Tell pupils to swap and check their answers before calling different pairs to read aloud the
sentences.
• Write the correct sentences on the board for pupils to copy down into their notebooks.
• Call a few open pairs to act out the dialogue.
Key : 1 How 2 Fine, thanks

Unit 1 Hello
23
b bye Bye, Nam.
h hello Hello, Nam.
2 Listen and write.
1., Nam.
2., Mai.
3 Let's chant.
Hello
Hello, I'm
Hello. How are you?
Mai. Hello,
Hello. How are you?
I'm Mai.
Hi, Mai. Fine, thank you.

Hi, Mai. Fine, thank you.
I'm Nam. And you?
I'm Nam. And you?
Nice to meet you. Fine, thank you.

Nice to meet you. Fine, thank you.
10 Tieng Anh 3
Warm-up: Spend a few minutes revising Hi/Hello. How are you? and I’m fine, thanks/thank you. And
you? Get pupils to do a dictation, using the words learnt in the previous lessons. Follow the
procedure in Activities Bank in the Introduction.

• Tell pupils that they are going to practise saying the letters, words and sentences in the
book. Put the phonics letters b and h on the board and say them a few times. Ask pupils
to repeat after you. Prompt pupils to say the words and sentences, paying attention to
the target phonics letters. Do choral repetition of the words and sentences until pupils feel
confident.
Language notes:
Tell pupils to write the initial letters of the words starting a sentence or names of people in capital
Write small letters for other words in the sentence.

• Tell pupils that they are going to do a dictation. Give pupils a few seconds to read the text
in silence before starting the dictation.
• Have pupils swap and check their answers before checking as a class. Write the
correct answers on the board for pupils to copy down into their notebooks.
• Get pupils to work in pairs and practise saying the sentences.
Key: 1 Bye 2 Hello
Audio script
1. Bye, Nam.2. Hello, Mai.
3. Let's chant.
• Tell pupils that they are going to say the Hello chant. Read the chant and check
comprehension. Follow the procedure in Teaching the unit components in the Introduction.
• Play the recording a few times for pupils to do choral and individual repetition. Show
pupils how to chant and do the actions. Call two groups of four to give a demonstration.
• Get groups of pupils to sit face to face and practise chanting and doing the actions. Go
around to offer help, if necessary.
• Call two groups to the front of the class to chant and do the actions. The rest of the class
claps along to the rhythm of the chant.
Unit 1 Hello
24
4 Read and match.
Hello, Nam. I'm Mai.
Hello. I'm Miss Hien. Bye, Nam.
Hi. I'm Nam. I'm fine, thanks.
Bye, Mai. Hello, Miss Hien.
Nice to meet you.
How are you?
5 Read and write.

. I'm Mai.
Hi, Mai.Nam.
to meet you, Miss Hien.
are you?
, thanks.
6 Make name cards for you and your friends.

Present them to your class.

Warm-up: Spend a few minutes revising Hi/Hello. How are you? and I’m fine/Fine, thanks/thank you.
And you? Then have the class say the Hello chant.
4. Read and match.

• Tell pupils that they are going to read all the sentences on the left and pair them with
those on the right by drawing a line between them. Give a few seconds for pupils to read
the text in silence. Use the first pair of sentences as an example to make the task clear.
Get pupils to work in pairs.
• Give pupils time to do the matching. Go around to offer help, if necessary.
• Get pupils to swap and correct their answers before checking as a class.
• Do choral and individual repetition of the sentences.
Key: 2a 3b 4c
5. Read and write.

pupils a few seconds to read the text in silence. Check comprehension and give
feedback.
• Give pupils time to do the task. Go around to offer help, if necessary.
• Get pupils to swap and correct their answers before checking as a class. Write the
Key: 1 Hello/Hi 2 I’m 3 Nice 4 How 5 Fine/I’m fine
6. Pro.ect
• Tell pupils that they are going to make their name cards and present them to their
class. Check understanding. Get pupils to prepare necessary school things to carry out the
project (paper, pens, coloured pencils, scissors, glue, etc.)
• Give pupils time to do the project in class. Get pupils to work in groups. Go around to offer
help. If there is not enough time, ask pupils to finish the project as homework.
• Call several individuals to the front of the class to present their cards, using their name
cards and saying Hello. I’m + (name).
• Have pupils stick their cards on the walls of the classroom.
• Have the class sing the Hello song and say the Hello chant to end the class.
Unit 1 Hello
25
Unit 2 What's your name?

Hi. My name's Peter.
Hello, Peter.
My name's Nam.
I'm Linda. What's your name?
My name's Mai.
2 Point and say.

What's your name? My name's.
Peter Phong Linda Quan
3 Let's talk.
your name?
My name's.
M
Nam Quan Peter PhongMai Linda
What's = What is
Objectives y name's = My name is
12 Tieng Anh 3
use the words and phrases related to the topic Name.
ask and respond to the question What’s your name?
spell a name and ask how to spell a name, using How do you spell your name?
pronounce the sounds of the letters m and p in the words Mai and Peter respectively.
Warm-up: Greet the class by saying Hello. How are you? Encourage pupils to answer with Hello, Miss/
Mr + (name). I’m fine, thanks. And you? Go to one pupil and say My name’s + (name). What’s your
name? Have him/her answer with his/her name. Repeat the procedure a few times. Draw pupils’
attention to the title of the unit and check their comprehension. Have them repeat it once or
twice.

• Tell pupils that they are going to ask someone’s name. Point to the first picture and elicit
the names of the characters and what they say. Explain the dialogue and have pupils
2 Point and say.

• Tell pupils that they are going to practise asking and answering the question What’s your
name? Draw pupils’ attention to the pictures. Point to each character and elicit his/her
name and what each character says. Elicit the word to fill the gap. Write the question and
the answer on the board and have pupils repeat them once or twice. Repeat the
• Do choral and individal repetition, using the characters’ names.
3 Let's talk.
• Tell pupils that they are going to practise more with their friends. Point to Nam and Quan
and elicit what they say. Fill the gaps and put the sentences on the board. Get pupils to do
choral and individual repetition a few times. Get a pair to do the dialogue. Correct the
pronunciation, if necessary.
• Get pupils to work in pairs or groups of three, using the characters’ names in the book or
their own names.
Language note: Explain that the short form What’s is used in conversations and What is is us

26
4 Listen and tick.
Linh Peter Linh Mai

1.
Nam Mai Linda Nam

2.
5 Look and write.
1. A: What's your name? 2. A: I'm .

B: Peter. What's your name?
B: Linda.
6 Let's sing.
13
Unit 2 What's your name? 13
The alphabet song
ABCDEFG
HIJKLMNOPQRSTUV
W X Y Z.
Now I know my ABCs.
Next time will you sing with me?
Tieng Anh 3
Warm-up: Spend a few minutes to revise My name’s and What’s your name? Get
individuals/pairs to act it out in front of the class. Have the class say the Hello chant. Read the
Activities Bank in the Introduction for more activities.
4. Listen and tick.

• Tell pupils that they are going to listen and tick the correct boxes. Draw pupils’ attention
to the pictures. Elicit the names of the characters in each picture. Ask pupils to guess what
the characters say to one another and give feedback.
Key: 1a 2b
Audio script
Linh: I’m Linh. What’s your name?
Peter: Hello, Linh. My name’s Peter. Nice to meet you.
Nam: Hi. My name’s Nam. What’s your name?
Linda: Hello, Nam. I’m Linda. Nice to meet you.
5. Look and write.

• Tell pupils that they are going to look at the pictures and fill the gaps. Draw pupils’
attention to the pictures and the texts. Give a few seconds for pupils to read the texts in
silence. Check comprehension and give feedback.
• Elicit the words to fill the gaps. Remind pupils to write the initial letter of the word at
the beginning of each sentence in capital letters.
• Get pupils to swap and check their answers before asking different pairs to read the
dialogues aloud. Write the correct answers on the board for pupils to copy down into their
notebooks.
Key: 1 My name’s 2 Mai, My name’s
Language note: Remind pupils that the initial letters of proper names are in capital letters.
6. Let's sing.
• Tell pupils that they are going to sing The alphabet song. Teach the song, following
the procedure in the Teaching the unit components in the Introduction. Read the lyrics,
check comprehension and give feedback.
• Sing the song and do the actions (e.g. using a finger to trace the letters). When pupils feel
confident with the tune and the actions, ask a group of four to the front of the class to
give a demonstration.
• Get groups of pupils to sit face to face and practise singing and doing the actions.
• Call a group of six to the front of the class to sing. When they come to the letter Z, the
class will join and sing the last two lines together.
• Repeat the same procedure once or twice until pupils can sing from their memory.

27
What's your name? How do you spell your name?
My name's Linda. L-I-N-D-A.
2 Point and say.

How do you spell your name?
.
Nam Linda Quan Peter
3 Let's talk.
What's?
.
How do you? .
Peter Hoa QuanNam Mai
14 Tieng Anh 3
Warm-up: Spend a few minutes revising What’s your name? and I’m + (name). Call a few pairs to do
the dialogue in front of the class. Then get the class to sing The alphabet song. Read the Activities
Bank in the Introduction for more activities.

• Tell pupils that they are going to spell names. Draw pupils’ attention to the first picture
and elicit the names of the characters and what they say. Give feedback. Get pupils to
Explain how to spell one’s name, e.g. Linda. Have pupils practise spelling several names.
• Do choral and individual repetition of the language, pointing to the characters speaking.
Language notes:
Remind pupils to say the first syllable of the names Linda, Peter and Mary louder because it is stres
Tell pupils that a in Linda is pronounced / / because it is unstressed.
2. Point and say.

• Tell pupils that they are going to practise spelling names. Draw pupils’ attention to the first
picture. Elicit the names of the characters and what each one says. Fill the bubble. Put the
question and the answer on the board. Have pupils repeat the language a few times.
Repeat the procedure with the second picture.
• Do choral and individal repetition of the letters in focus (L, I, N, D, A, Q, U, P, E and R) before
having pupils drill the spelling.
3. Let's talk.
• Tell pupils that they are going to practise more with their friends. Draw pupils’ attention to
the picture and elicit the characters’ names and the words to fill the gaps. Put them on the
board and have the class repeat the questions and the answers a few times. Call an open
pair to give a demonstration. Correct the pronunciation, if necessary.
• Get pupils to work in pairs or in groups of four, using the characters’ names in the book or
their own names.
• Call a few pairs to do the dialogue in front of the class.

28
P-E-T-E-R. L-I-N-D-A.
Quan Peter Linda Quan Peter Mai Mai Linda
5 Read and match.

A: Hi. My name's Linda.
B: Hi, Linda. I'm Hoa. Nam
A: What's your name?

B: My name's Peter.
Peter
A: How do you spell your
name? B: N-A-M.
Linda Hoa
6 Let's write.
What's your name?
My name's.
How do you
spell your name?
.
15 Tieng Anh 3 Unit 2 What's your name? 15

Warm-up: Have pupils play a game of Slap the board with character cards, following the procedure
in Activities Bank in the Introduction. At the end of the game, write the name under each character
and get the class to spell the names they have written and sing The alphabet song. Read the Activities

• Tell pupils that they are going to listen and number the pictures. Draw pupils’ attention to
the pictures. Point to each picture and elicit the characters’ names and what they might
say.
Key: a4 b2 c1 d3
Audio script
Peter:My name’s Peter.
Mai:Hello, Peter. My name’s Mai.
Linda: My name’s Linda. What’s your name?
Quan: Hi, Linda. My name’s Quan.
Mai:How do you spell your name?
Linda: L-I-N-D-A.
Quan: How do you spell your name?
Peter:P-E-T-E-R.
5. Read and match.

those on the right by drawing a line between them. Draw pupils’ attention to the pictures
and give them a few seconds to read the text in silence. Check comprehension and give
feedback. Get pupils to work in pairs.
• Give pupils time to do the task and go around to offer help, if necessary.
• Divide the class into two groups and get them to read aloud each character’s line
respectively.
Key: 1c 2b 3a
6. Let's write.
• Tell pupils that they are going to read and fill the gaps. Draw pupils’ attention to the
picture and text. Give a few seconds for pupils to read in silence. Tell pupils to give names
to the new characters in the picture.
• Give pupils time to fill the gaps.
• Tell pupils to swap and check their answers before calling different pairs to read their
answers aloud.
• Call a pair to do the dialogue in front of the class.
Key: Pupils’ own answers

29
m Mai My name's Mai.
p Peter Hello, Peter.
2 Listen and write.
1. Hello,.
2. My name's.
3 Let's chant.
What's your name?
What's your name? My name's Mai.

Nice to meet you. What's your name? Nice to meet you.
What's your name? Nice
Mytoname's
meet you.
Linda.
My name's Peter.
16 Tieng Anh 3
Warm-up: Get pupils to sing The alphabet song and play the Spelling and writing game, using Mai,
Linda, Peter, what and the names of a few pupils. Follow the procedure in Activities Bank in the
Introduction for more activities.

book. Put the phonics letters m and p on the board and say them a few times. Ask pupils
confident.
Language note: Draw pupils’ attention to the sound of the letter p, as it is aspirated, unlike in Vie

• Have pupils swap and check their answers before checking as a class. Write the correct
answers on the board for pupils to copy down into their notebooks.
Key: 1 Peter 2 Mai
Audio script
1. Hello, Peter.2. My name’s Mai.
3. Let's chant.
• Tell pupils that they are going to say the What’s your name? chant. Read the chant and
check comprehension, following the prodedure in Teaching the unit components in the
Introduction.
• Play the recording a few times for pupils to do choral and individual repetition. Show pupils
how to chant and do the actions. Call two groups of four to give a demonstration.
claps along to the rhythm.
4 Read and match.
Hello. I'm Mai. My name's Quan.
Nice to meet you too.
What's your
Hi, Mai. I'm Peter.
name? My name's
P-E-T-E-R.
Linda.
Nice to meet you. My name's Linda.
How do you spell your name?
hi name's how what's my
1. Peter: Hello. (1) name's Peter.

Quan: (2) , Peter. My name's Quan.
Peter: Nice to meet you, Quan. (3) do you spell your name?
Quan: Q-U-A-N.
2. Linda: (4) your name?

Phong: My (5) Phong. And your name?
Linda: Linda. L-I-N-D-A.
6
Work in groups. Interview your classmates.
What's your name? My name's.

17 Tieng Anh 3
Warm-up: Spend a few minutes having the class sing The alphabet song and saying the What’s your
name? chant.
4. Read and match.

• Tell pupils that they are going to read the sentences on the left and pair them with those
on the right by drawing a line between them. Give a few seconds for pupils to read the
text in silence. Check comprehension. Use the first pair of sentences as an example. Get
pupils to work in pairs.
• Get pupils to swap and check their answers before checking as a class. Give feedback.
• Call a few pairs to read the dialogues.
Key: 1b 2d 3a 4c

• Tell pupils that they are going to read and fill the gaps with the appropriate words. Give a
few seconds for pupils to read the texts. Check comprehension.
• Get pupils to swap and check their answers before checking as a class. Write the correct
• Do choral and individual repetition.
Key: 1 My 2 Hi 3 How 4 What’s 5 name’s
6. Pro.ect
• Tell pupils that they are going to collect the names of their classmates and write them on
a sheet of paper. Allow pupils time to carry out the project in class.
• Call individual pupils to the front of the class to present the collected names and spell
them. Finally, tell pupils to post their work on the walls of the classroom.
• Have the class sing The alphabet song and say the What’s your name? chant to end the class.

31
Unit 3 Thi s is Ton y

This is Tony. And this is Linda.
Hello, Tony. Hi, Linda. Nice to meet you.
2 Point and say.

This is. Hello,. Nice to meet you.
LindaPeter Tony Quan
3 Let's talk.
This is. .
Linda Nam Mai Peter
18 Tieng Anh 3
Objectives
use the words and phrases related to the topic Introduction.
introduce someone, using This is + (name).
ask and answer questions about someone, using Is this/ Is that + (name)?
pronounce the sounds of the letters t and y in the words Tony and yes respectively.
Warm-up: Greet the class by saying Hello. How are you? Say the What’s your name? chant in Unit 2
again. Go to a pupil to ask his/her name. Repeat the procedure several times with a few pupils.
Draw pupils’ attention to the title of the unit and check their comprehension. Have them repeat it
once or twice.

• Tell pupils that they are going to practise introducing someone, using This is + (name).
Elicit the name of the teacher and the two pupils and what they say. Give feedback. Have
pupils repeat the text in the bubbles a few times. Repeat the procedure with the second
picture.
2. Point and say.

• Tell pupils that they are going to practise introducing someone, using This is + (name),
and responding to that introduction. Draw pupils’ attention to the picture. Point to each
character and elicit the name and the words to fill the gaps. Give explanations, if
necessary. Write the sentences on the board and have pupils repeat them a few times.
• Get pupils to work in pairs to practise the language. Check as a class.
Language note: Draw pupils’ attention to the linking between two words (e.g. This is) when spe
3. Let's talk.
• Tell pupils that they are going to practise more with their friends. Give a few seconds
for pupils to look at the picture and read the text. Elicit the words to fill the gaps. Write
sentences on the board and have pupils repeat them a few times.
• Get pupils to work in groups of four, using the characters’ names in the book or their own
names. Correct the pronunciation, if necessary.
• Call a group of four to the front of the class to act out the introduction.
Unit 3 This is Tony

32
4 Listen and tick.
1. 2.
5 Look and write.
1. Linda: Nam. 2. Mai: Phong.

Peter: , . Linda: , .
Nice to meet you. Nice to meet you.
6 Let's sing.
How are you?
Hello, Peter. How are you?
I'm fine, thank you. How are you?
Thank you, Peter. I'm fine too.
Let's go to school together.
How are you, Nam, Quan and Mai?
Thank you, Miss Hien, we're fine.
19 Tieng Anh 3 Unit 3 This is Tony 19

Warm-up: Spend a few minutes revising the language learnt by calling a group of four to the
front of the class to introduce each other.
4. Listen and tick.

• Tell pupils that they are going to listen and tick the correct boxes. Give a few seconds for
pupils to look at the pictures. Elicit the name of each character and what they might say to
one another. Give feedback.
Key : 1a 2b
Audio script
Nam:Mai, this is Linda.
Mai:Hello, Linda.
Quan:Tony, this is Phong.
Phong: Hello, Tony.
5. Look and write.

• Tell pupils that they are going to look at the pictures and fill the gaps. Give a few seconds
for pupils to look at the pictures and read the text in silence. Check comprehension
and give feedback. Elicit the words to fill the gaps. Remind pupils to write the initial letter
of the word at the beginning of each sentence in capital letters.
• Get pupils to swap and check their answers before calling two open pairs to read
aloud the dialogues. Write the correct answers on the board for pupils to copy down
into their notebooks.
Key : 1 This is; Hello, Nam 2 This is; Hello, Phong
6. Let's sing.
• Tell pupils that they are going to sing the How are you? song. Teach the song, following
the procedure in the Teaching the unit components in the Introduction.
• Sing each line of the song and have pupils repeat a few times.
• Ask groups of pupils to sit face to face and practise singing and clapping.
• Divide the class into three groups and sing the song in this way:
Group 1: Hello, Peter. How are you?

Group 2: I’m fine, thank you. How are you?
Group 1: Thank you, Peter. I’m fine too.
All groups: Let’s go to school together.

Group 1: How are you Nam, Quan and Mai?
Group 2: Thank you, Miss Hien, we’re fine.
Unit 3 This is Tony

33
Is that Tony? Is that Quan?

Yes, it is.
No, it isn't. It's Phong.

2 Point and say.
Is that? Yes, it is.
No, it isn't. It's. Peter/yes
Mai/no/Hoa
Tony/yes
Mary/no/Linda
3 Let's talk.
Is that?
.
It's = It is
It isn't = It is not
20 Tieng Anh 3
Warm-up: Spend a few minutes singing the How are you? song. Divide the class into three
groups and ask them to sing the song in the same way as in the last lesson.

• Tell pupils that they are going to ask and answer questions about someone. Give pupils a
few seconds to look at the pictures and read the text. Point to the first picture and elicit
what each character says. Give feedback and have pupils repeat the text a few times.
Language note: Draw pupils’ attention to the stress on the words that and isn’t.
2. Point and say.

• Tell pupils that they are going to practise asking and answering questions about someone,
using Is that + (name)? Point to Picture a and elicit the name of the character and what is
said about him. Give feedback and put the question and answer on the board. Have pupils
repeat each of the sentences a few times. Repeat the procedure with the other pictures.
• Do choral and individual repetition, pointing to the characters.
• Get pupils to work in groups of three. Check as a class.
3. Let's talk.
• Tell pupils that they are going to practise more with their friends. Ask them to look at the
pictures and read the text. Check comprehension and elicit the words to fill the gaps. Put
the question and the answer on the board. Have pupils repeat them a few times.
• Get pupils to work in pairs, using the characters’ names in the book or their classmates’
names.
Language note: Tell pupils that It’s and It isn’t are the contracted form of It is and It is no
respectively. They are used in speaking.
Unit 3 This is Tony

34
5 Look, read and answer.
1. Is that Linda? 2. Is that Peter?

. .
3. Is that Phong? 4. Is that Nam?

. .
6 Let's play. Line-up

21
Unit 3 This is Tony 21

Warm up: Spend a few minutes revising the language learnt by playing a game of Slap the board,
using the character cards. Read the Activities Bank in the Introduction for more activities.

• Tell pupils that they are going to listen and number the pictures. Draw pupils’ attention to
the pictures. Check understanding and elicit the name of the character in each picture.
Key: a3 b2 c1 d4
Audio script
Nam:Is that Linda?
Hoa:Yes, it is.
Quan: Is that Peter?
Mai:No, it isn’t. It’s Tony.
Mai:Is that Peter?
Tony:Yes, It is.
Hoa:Is that Linda?
Phong: No, it isn’t. It’s Mai.
5. Look, read and answer.

• Tell pupils that they are going to look at the pictures, and read and answer the questions.
Give pupils a few seconds to read and look at the pictures. Check comprehension and elicit
the name of each character.
• Call a few pairs to read the dialogues aloud.
Key: 1 Yes, it is 2 No, it isn’t 3 Yes, it is 4 No, it isn’t
6. Let's play.
• Tell pupils that they are going to play the Line-up game. Follow the procedure in Activities
Bank in the Introduction. Explain to pupils how to play the game and check understanding.
Get two groups to demonstrate the game.
• Start the game and put the scores and the correct sentences on the board.
• At the end of the game, have the class say Congratulations! to the winning group and read
the sentences on the board.
Unit 3 This is Tony

35
t Tony Is that Tony?
y yes Yes, it is.
2 Listen and write.
1. That is.
2., it is.
3 Let's chant.
Is that Nam?
sI that Nam? Yes, it is. Yes, it is.

s that Hoa? No, it isn't. No, it isn't. It's Mai! It's Mai!
I
sI that Linda?Yes, it is. Yes, it is.

s that Peter?No, it isn't. No, it isn't.
I
It's Tony! It's Tony!
22 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson and get pupils to sing the How are you?
song.

book. Put the phonics letters t and y on the board and say them a few times. Ask pupils
confident.
Key: 1 Tony 2 Yes
Audio script
1. That is Tony.2. Yes, it is.
3. Let's chant.
• Tell pupils that they are going to say the Is that Nam? chant, following the procedure
in Teaching the unit components in the Introduction. Read each line of the chant and
check comprehension. Do choral and individual repetition of each line. Then say the chant
or play the recording all the way through.
• Show pupils how to chant and do the actions. Call two groups of six to give a demonstration.
• Call a group to the front of the class to chant the questions while the other pupils chant
the answers. Swap roles after the first round.
Unit 3 This is Tony

36
isn't that hello this
Miss Hien: (1) is Quan.
Class: (2) , Quan.
Linda: Is (3) Quan?
Nam: No, it (4) .
It's Phong.
5 Look, read and write.

1. Hi! I'm .
2. This is .
3. And this is .
4. That's .
5. And that's .
Draw your best friend.

6
This is.
23 Tieng Anh 3 Unit 3 This is Tony 23

Warm-up: Spend a few minutes revising the language learnt by getting two groups of six to the
front of the class to perform the Is that Nam? chant.

• Tell pupils that they are going to read the text and complete the sentences. Give a few
seconds for pupils to read the text and look at the pictures. Check comprehension and
elicit the words to fill the gaps.
Key: 1 This 2 Hello 3 that 4 isn’t
5. Look, read and write.

• Tell pupils that they are going to look at the pictures, read and fill the gaps. Check
comprehension and elicit the words to fill the gaps.
Key: 1 Mai 2 Nam 3 Phong 4 Linda 5 Peter
6. Pro.ect
• Tell pupils that they are going to choose a friend and draw a picture of him/her.
Check understanding. Get pupils to prepare the necessary school things to carry out the
project (paper, pens, coloured pencils, etc.)
• Give pupils time to do the project in class. Go around to offer help, if necessary. If there is
not enough time, ask pupils to do the project as homework.
• Call pupils to the front of the class to present their drawings. Have pupils work in pairs,
ask and answer about them, using Is that + name?, Yes, it is/ No, it isn’t. It’s ...
• Have pupils put their drawings on the walls of the classroom and conduct a poll for the
best five drawings. Praise and give prizes.
• Have the class say the Is that Nam? chant and sing the How are you? song to end the class.
Unit 3 This is Tony

37
Unit 4 How old are you?

Who's that? Who's that?
It's Mr Loc.
It's Tony.
2 Point and say.

Who's that? It's.
Miss Hien Mary

Mr Loc
3 Let's talk.
that?
.
Who's = Who is
24 Tieng Anh 3
Objectives
use the words and phrases related to the topic Ages.
ask and answer questions about someone, using Who’s that? It’s …
ask and answer questions about someone’s age, using How old are you? I’m …
pronounce the sounds of the letters f and s in the words five and six respectively.
Warm-up: Greet pupils. Walk around the class to greet some specific pupils and ask their names;
then have pupils sing the Hello song. Spend a few minutes revising the previous unit by having
pupils say the Is that Nam? chant. Draw pupils’ attention to the title of the unit and check
comprehension. Have them repeat it once or twice.

• Tell pupils that they are going to learn how to ask and answer questions about someone
using Who’s that? It’s … Point to the first picture and elicit the names of the characters and
explain what they say. Have pupils repeat the text in the bubbles a few times. Repeat the
2. Point and say.

• Tell pupils that they are going to practise asking and answering questions using Who’s
that? Point to each character and elicit his/her name. Point to the first picture and elicit the
words to fill the gap. Write the question and the answer on the board. Repeat the
procedure with the other pictures.
3. Let's talk.
to elicit his/her name and the words to fill the gaps. Put the question and the answer on
the board. Have pupils repeat them a few times.
• Get pupils to work in pairs to act out the dialogue.
• Call a few pairs to do the dialogue in front of the class. Correct the pronunciation, if
necessary.
Language note: Show pupils the difference between this and that, using gestures (pointing at s

38
4 Listen and tick.
1. 2.
5 Read and write.
1. A: that? 2. A: And ?
B: It's Tony. B: It's Mr Loc.
6 Let's write.
Who's that?
Tony Mary Peter Linda
1. It's Tony. 2. . 3. . 4. .
25 Tieng Anh 3 Unit 4 How old are you? 25

Warm-up: Spend a few minutes revising Who’s that? It’s + (name) by getting some pairs of
pupils to act out the dialogue in the classroom. Have the whole class play a spelling game: spell a
specific name, e.g. Q-U-A-N, and have pupils say the name, or vice versa.
4. Listen and tick.

• Tell pupils that they are going to listen and tick the correct boxes under the pictures. Give
a few seconds for pupils to look at the pictures. Check understanding by eliciting the
names of the characters.
Key: 1b 2a
Audio script
1. Nam: Who’s that? 2. Nam: And who’s that?
Mai:It’s Tony. Mai:It’s Mr Loc.
5. Read and write.

• Tell pupils that they are going to read and complete the sentences. Give a few seconds for
pupils to look at the pictures and read the text in silence. Check comprehension by eliciting
the names of the characters and the words to fill the gaps. Remind pupils to write the
initial letter of the word at the beginning of each sentence in capital letters.
• Call different pairs to read the dialogues aloud.
Key: 1 Who’s 2 Who’s that
Language note: Tell pupils that It’s is the contracted form of It is. It is is more formal tha
6. Let's write.
for pupils to look at the pictures and read the text in silence. Check comprehension and
elicit the words to fill the gaps.
• Call different pairs to read their answers aloud.
Key: 2 It is Mary. 3 It is Peter. 4 It is Linda.

39
1Look, listen
and repeat.
How old are you, Mai? How old are you, Nam?
I'm eight years old. I'm eight years old, too.
2 Point and say.

How old are you,
I'm .
?
Tom, 9 Phong, 10
Peter, 7 Mary, 6
3 Let's talk.
How old ? .
26 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by calling different pupils to the front
of the class and asking about specific pupils in the classroom, using Who’s that? and It’s … Read
the Activities Bank in the Introduction for more activities.
• Tell pupils that they are going to ask and answer about ages. Elicit the names of the
characters in the first picture and their ages. Have pupils repeat the question and the
answer a few times. Repeat the procedure with the second picture.
2. Point and say.

• Tell pupils that they are going to practise asking and answering about ages. Point to the
first two pictures to elicit the characters’ names, the ages and the words to fill the gaps.
Put the questions and the answers on the board. Have pupils repeat them a few times.
Repeat the procedure with the other two pictures.
• Teach pupils to count from 1 to 10 before the drilling activity.
• Do choral and individual repetition, using the names and ages.
3. Let's talk.
for pupils to look at the picture. Elicit the names of the characters and the words to fill the
gaps. Put them on the board and do choral and individual repetition.
• Get pupils to work in pairs, acting as the characters in the book or using their own names
and ages. Go around to offer help and correct the pronunciation, if necessary.
• Ask a few pairs to act out the situation in front of the class.

40
4 Listen and write.
1. I'm 2. I'm 3. I'm 4. I'm

years old. years old. years old. years old.
5 Read and tick. Age
Hi. I am Mary.
I am six years old.
Hello. I am Mai.
I am eight years old.
My name is Phong.
I am ten years old.
I am Tony.
I am ten years old, too.
6 Let's sing.
Let's count
from one to ten
One, two, three, four, five, ¡ump.
Six, seven, eight, nine, ten, ¡ump.

Warm-up: Spend a few minutes revising How old are you? I’m … by calling a few pairs to the front
of the class to do the dialogue. Then have pupils play a game of Bingo, using numbers (see
Activities Bank in the Introduction).

• Tell pupils that they are going to listen to the recording and fill the gaps in the sentences.
Give a few seconds for pupils to look at the pictures and read the text. Ask pupils to guess
the age of each character and check as they listen to the recording. Do the first question
as an example.
Key: 1 six 2 seven 3 eight 4 ten
Audio script
1. Miss Hien: How old are you? 2. Miss Hien: How old are you?
Girl: I’m six years old. Boy: I’m seven years old.
3. Mr Loc: How old are you? 4. Mr Loc: How old are you?
Girl: I’m eight years old. Boy: I’m ten years old.
5. Read and tick.

• Tell pupils that they are going to read and tick the correct boxes. Give a few seconds for
pupils to look at the pictures and read the text in silence. Check comprehension by
eliciting the name and the age of each character. Do the first question as an example. Get
• Divide the class into four groups and get them to take turns to read aloud each character’s
lines.
Key: 1 6 28 3 10 4 10
6. Let's sing.
• Tell pupils that they are going to sing the Let’s count from one to ten song. Teach the
song, following the procedure in Teaching the unit components in the Introduction.
• Sing each line of the song and check comprehension. Get pupils to repeat each line of the
song a few times. When pupils are familiar with the tune, give a demonstration of the
song and the actions. Get a group of three pupils to give a demonstration.
• Have groups of pupils sit face to face and practise singing and doing the actions.
• Call a group of four to the front of the class, each singing two lines of the song. The whole
group sings the last word, jump, jumping on the spot. The whole class claps the tune.

41
f five I'm five years old.
s six I'm six years old.
2 Listen and write.
1.I'myears old.
2.I'myears old.
3 Let's chant.
How old are you?
How old are you? Three, three. I'm three.

Five, five. I'm five. Six, six.
I'm six.
How old are you?
How old are you?
28 Tieng Anh 3
Warm-up: Spend a few minutes revising Who’s that? It’s … and How old are you? I’m …. Then
get pupils to sing the Let’s count from one to ten song.

book. Put the phonics letters f and s on the board and say them a few times. Ask pupils
confident.

Key: 1 five 2 six
Audio script
1. I’m five years old.2. I’m six years old.
3. Let's chant.
• Tell pupils that they are going to say the How old are you? chant. Teachthe chant How old
are you?, following the procedure in Teaching the unit components in the Introduction.
Give a few seconds for pupils to read the chant. Check comprehension.
• Say each line of the chant, then have pupils repeat it a few times. Give a demonstration of
chanting and clapping the rhythm. Divide the class into two groups: one group chants the
questions and the other chants the answers.
• Get groups of pupils to sit face to face and prastice chanting and doing the actions. Go

42
4 Read and match.
Who's that? I'm six years old.
How old are you? Yes, it is.
Is that Mary? It's my friend Linda.
5 Read and write.
1. Hoa: are you, Nam?
Nam: eight years old.
2. Tony: are you, Quan?
Quan: ten .
Talk to your friends. Write their names and ages.

How old are you, Hung?I'm eight years old.
Name Age
Hung 8

Warm-up: Spend a few minutes revising the How old are you? chant. Get a group of four to the
front of the class to chant and do the actions. Then have the whole class sing the Let’s count from
one to ten song.
4. Read and match.

those on the right by drawing a line between them. Give a few seconds for pupils to read
the text in silence. Check comprehension.
• Call a few open pairs to read the dialogues.
Key: 1c 2a 3b
5. Read and write.

• Tell pupils that they are going to read and fill the gaps. Give a few seconds for pupils to
read the text in silence. Check comprehension.
Key: 1 How old, I’m 2 How old, I’m, years old
6. Pro.ect
• Tell pupils that they are going to interview four classmates to get their names and
ages. Check understanding. Have a group of four pupils do a demonstration in front of the
class before starting the activity.
• Give pupils time to do the interview in class.
• Get pupils to work in groups. Go around to offer help, if necessary.
• Call several pupils to the front of the class to report their work.
• Have the class say the How old are you? chant and sing the Let’s count from one to ten song to
end the class.

43
Unit 5 Are they your friends?

This is Mai. Mai, this is my friend Mary.
Hello, Mai. Hello, Mary. Nice to meet you.
2 Point and say.

Mai, this is my friend.
Hi, Mai.
Peter Tony
Hello,.
Nice to meet you.
Hoa Mary
3 Let's talk.
, this is. Hi,.
30 Tieng Anh 3
Objectives
use the words and phrases related to the topic Are they your friends?
introduce a friend, using This is my friend + (name).
ask and answer about friends, using Are they your friends?
pronounce the sounds of the letters a and e in the words that and yes respectively.
Warm-up: Spend a few minutes revising This is + (name) and Who’s that? It’s + (name). Put the
character cards on the board and have pupils play a game of Slap the board, following the
procedure in Activities Bank in the Introduction. Finally, point to the pictures on the board
respectively and ask Who’s that? Get half of the class to answer with It’s + (name) and the rest of
the class say Hello + (name). Draw pupils’ attention to the title of the unit and check
comprehension. Have them repeat it once or twice.

• Tell pupils that they are going to introduce their friends saying This is my friend + (name).
Point to the first picture and elicit the character names and what each one says. Give
feedback and have pupils repeat the text in the bubbles a few times. Repeat the
2. Point and say.

• Tell pupils that they are going to practise saying and responding to This is my friend +
(name). Point to each character and elicit his/her name. Point to the pictures and ask
pupils to fill the gaps. Put all the sentences on the board and have pupils repeat each
sentence.
• Do choral and individual repetition, using the characters’ names.
Language note: Remind pupils to link the words This is ... when speaking.
3. Let's talk.
and elicit the name and what he/she says. Ask pupils to fill the gaps in the bubbles. Put
the sentences on the board and have pupils repeat them a few times.
• Have pupils work in pairs or groups of three to do the dialogue, using the names of
the characters or their own names. Go around to offer help with the pronunciation, if
necessary.
• Call three pupils to act out the dialogue in front of the class.
Unit 5 Are they your friends? 44
4 Listen and tick.
1. 2.
5 Read and write.

My friends
1. Linda: my friend Mary. 2. Nam: This is Tony.

Peter: , Mary. I'm Peter. Quan: , Tony.
Nice to meet you.

6 Let's sing.
The more we are together
The more we are together,
Together, together.
The happier we are.
For your friends are my friends,
And my friends are your friends.
The happier we are.
31 Tieng Anh 3 Unit 5 Are they your friends? 31

Warm-up: Call a group of three to the front of the class to practise This is my friend + (name)
and Hello/Hi + (name). Then have pupils sing the Let’s count from one to ten song. Read the Activities
4. Listen and tick.

pupils to look at the pictures. Elicit the names of the characters and what is happening
in each picture.
• Play the recording three times for pupils to listen, do the task and then check their answers.
Key: 1b 2a
Audio script
1. Linh: Who’s that? 2. Nam: Hi, Mary. This is my friend Quan.
Hoa: It’s my friend Peter. Quan: Hello, Mary.
Mary: Hello, Quan.
5. Read and write.

• Tell pupils that they are going to read and fill the gaps. Give a few seconds for pupils to
look at the pictures and read the text in silence. Check comprehension. Elicit the words to
fill the gaps. Remind pupils to write the initial letter of names, and of the word at the
beginning of each sentence in capital letters.
• Call a few open pairs to read the dialogue aloud.
Key: 1 This is, Hello 2 my friend, Hello
6. Let's sing.
• Tell pupils that they are going to sing the The more we are together song. Teach the song,
following the procedure in the Teaching the unit components in the Introduction.
• Read the song and check comprehension. Give the meaning of unfamiliar vocabulary. Play
the recording or sing the song all the way through.
• Have choral and individual repetition of each line of the lyrics. When pupils are familiar
with the tune, give a demonstration of the song and actions.
• Call a group of six to the front of the class. The group sings the first two lines in every
stanza and the rest of the class sings the last two lines.
• Have the whole class sing the song to reinforce learning.

45
That's Peter. And that's Tony. Are they your friends?
Are they your friends?

Yes, they are.
No, they aren't.
2 Point and say.

Yes,. No,.
3 Let's talk.
Areyour friends?
They're = they are

aren't = are not
32 Tieng Anh 3
Warm-up: Spend a few minutes revising the The more we are together song. Read the Activities Bank
in the Introduction for more activities.

• Tell pupils that they are going to ask and answer the question Are they your friends? Point
to the first picture and elicit the names of the two boys and what the other children say.
Have pupils repeat the text in the bubbles a few times. Repeat the procedure with the
second picture.
Language note: Get pupils to identify the difference between are and aren’t by saying the wo
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question Are they your
friends? Point to the picture and elicit the words to fill the gaps. Put the questions and
answers on the board and have pupils repeat each one a few times.
• Do choral and individal repetition.
3. Let's talk.
for pupils to look at the picture and read the text in silence. Elicit the names of the
characters and the words to fill the gaps in the question and answer. Put them on the
board and do choral and individual repetition.
• Get pupils to work in pairs, using the characters’ or their own names. Go around to offer
help and correct the pronunciation, if necessary.

46

and name nine friends
Hi! I'm Mai.
Hi! My (1) is Mai. I
am (2) years old.
This is Linda. (3) this is Tony.
They are my (4) . Linda is nine
years old and Tony is ten years old.
6 Write about you and your friends.
Your name: My name is.
Your age: I am.
Names of your friends:,
andare my friends.
33 Tieng Anh 3 Unit 5 Are they your friends? 33

Warm-up: Spend a few minutes revising the previous lesson by calling a pair to the front of the
class to act out the question Are they your friends? and the answers Yes, they are or No, they aren’t.
Then have the class sing the The more we are together song.

• Tell pupils that they are going to listen and number the correct boxes. Give a few seconds
for pupils to look at the pictures. Check comprehension and ask pupils to guess what
the characters might say.
Key: a2 b3 c4 d1
Audio script
1. Quan: Who’s that? 2. Linda: Are Mary and Mai your new friends?
Nam: It’s my new friend Tony. Peter: Yes, they are.
Peter: Hello, Tony. This is my new friend Hoa.
Tony: Hello, Hoa.
Hoa:Hi, Tony.
Nam: Hi, Quan. This is my new friend Peter.
Quan: Hello, Peter.
Peter: Hello, Quan.

• Tell pupils that they are going to read and fill the gaps. Follow the procedure in Teaching
the unit components in the Introduction. Give a few seconds for pupils to read the text in
silence. Check comprehension.
• Do choral repetition of the text.
Key: 1 name 2 nine 3 And 4 friends
6. Write about you and your friends.

• Tell pupils that they are going to write about themselves.
• Give a few seconds for pupils to read the text in silence. Check comprehension.
• Give pupils time to do their writing.
• Tell pupils to share their answers with a partner before calling different pupils to read
aloud their answers.

47
a that Who is that?
e yes Yes, it is.
2 Listen and write.
1. Isyour friend?
2., it is.
3 Let's chant.
Who's that?
Who's that?
It's Linda.
It's Linda.
Is she your
Yes, she is.
Yes, she is.
friend? Who are
They're Nam and
Mai. They're Nam
they?
and Mai. Yes, they
are.
Yes, they
are. Yes,
Are Mary and
they are.
Linda your friends?
Yes, they
are.
34 Tieng Anh 3
Warm-up: Spend a few minutes calling some pupils to the front of the class to read their
answers in Lesson 2, Exercise 6. Then call a group of six to the front of the class to sing the song The
more we are together. The rest of the class sings and claps along to the song.

book. Put the phonics letters a and e on the board and say them a few times. Ask pupils
confident.

Key: 1 that 2 Yes
Audio script
1. Is that your friend?2. Yes, it is.
3. Let's chant.
• Tell pupils that they are going to say the Who’s that? chant. Follow the prodedure in
Teaching the unit components in the Introduction.
• Do choral and individual repetition of each line of the chant.
• Give a demonstration of the chant and actions. When pupils are familiar with the rhythm,
call two groups of six to chant as an example.
• Call two groups of six to the front of the class to take turns chanting the questions and the
answers. The whole class claps along to the rhythm.

48
4 Read and match.
Who's that? Yes, they are.
Is that your friend? They're Peter and Linda.
Who are they? It's Tony.
Are they your friends? No, it isn't.
5 Circle the correct words.

1. Mai, this is my ( friend / friends ).
2. Who are ( they / name )?
3. Are ( Peter / Peter and Mary ) your friends?
4. ( Yes / No ), they are my friends.
5. No, they ( are / aren't ) my friends.
Put the photos of your friends on a sheet of paper and present them to your c
This is Binh, and this is Manh. They're my friends.
This is Manh.
35
Tieng Anh 3 Unit 5 Are they your friends? 35
Warm-up: Spend a few minutes revising the Who’s that? chant. Then have pupils do a dictation,
using the sentences they have learnt. Read the Activities Bank in the Introduction for more
activities.
4. Read and match.

text in silence. Check comprehension and give feedback.
• Give time for pupils to do the task. Go around to offer help, if necessary.
• Call a few open pairs to read the dialogues.
Key: 1c 2d 3b 4a
5. Circle the correct words.

• Tell pupils that they are going to read and circle the correct answers. Give a few seconds
for pupils to read the sentences in silence. Check comprehension and give feedback.
• Do choral and individual repetition of the correct sentences.
Key: 1 friend 2 they 3 Peter and Mary 4 Yes 5 aren’t
6. Pro.ect
• Tell pupils that they are going to find photos of their friends to stick on a poster. They are
going to write This is + (name of the friend) under each photo and present their posters
to the class.
• Give the project as homework as pupils need time to find the photos.
• Have the class sing the The more we are together song and say the Who’s that? chant to end
the lesson.
• In the next class, have pupils stick their work on the walls of the classroom and give a
presentation, using This is + (name of the friend).

49
Review 1
1 Listen and tick.
1.
2.
3.
4.
5.
36 Tieng Anh 3
Objectives
listen and identify specific information.
read and identify specific information.
read and identify general ideas.
read, listen and understand a short story.
1. Listen and tick.

• Tell pupils that they are going to listen and tick the correct boxes. Give pupils a few seconds
to look at the pictures. Check comprehension and elicit information in the pictures and give
feedback.
• Get pupils to swap and check their answers before checking as a class. Explain the
answers and give further support to pupils who got more than half of the answers
wrong.
Key: 1b 2a 3a 4b 5b
Audio script
1. Nam: Hi, I’m Nam. 2. Mai:What’s your name? Peter:3. MyMai:Who’s
name’s Peter.
that?Mai:How old are you?
Linda: Hello, Nam. I’m Linda. Nam: NiceI’m
Peter: to seven.
meet you, Linda. Linda: NiceIt’s
Nam: to meet you too.
my friend, Peter.
4. Mary: Who’s that? Mai:How old is he?
Nam: It’s my friend, Tony. Nam: He is seven years old.
5. Nam: Mai, this is my friend, Linda.

Mai:Nice to meet you. I’m Mai.
Linda: Nice to meet you too.

• Tell pupils that they are going to listen and number the correct boxes. Give pupils a
few seconds to look at the pictures. Check comprehension and elicit information in the
pictures and give feedback.
answers and give further support to pupils who got more than half of the answers wrong.
Key: a4 b2 c1 d3
Audio script
1. Phong: How old are you, Peter? 2. Nam:What’s your name?
Peter: I’m seven years old. Mary: My name’s Mary.
Nam:How do you spell Mary?
Mary: That’s M-A-R-Y.
4. Tony:Hello, Mai, how are you?
3. Mai:Who’s that? Mai:Hi, Tony. I’m fine, thank you. And you?
Nam: It’s my friend, Linda. Tony:I’m fine, thanks.
Review 1 50
nine hello friends name
(1) ! My (2) is Nam. I'm eight years old.
These are my (3) Peter and Linda. Peter is seven years old,
and Linda is (4) .
4 Read and match.

Hello, Nam. L-I-N-D-A.
How old are you, My name's Tony.
Mary? What's your
Yes, they are.
name?
I'm eight.
How do you spell your name? Hi, Peter.
Are Peter and Mary your friends?
5 Look and say.

, Mai.
, Tony?
I'm fine, thanks.?
.
Are friends?
, Tony?
Yes,.
eight years old.

37 Tieng Anh 3 Review 1 37
• Tell pupils that they are going to read the text and fill the gaps. Give a few seconds for
pupils to read the text in silence. Check comprehension.
• Give pupils time to do the task.
• Do choral and individual repetition of the text.
Key: 1 Hello 2 Nam 3 friends 4 nine
4. Read and match.

on the right by drawing a line between them. Give a few seconds for pupils to read in
• Have a few pairs act out the dialogues.
Key: 1e 2d 3b 4a 5c
5. Look and say.

• Tell pupils that they are going to do some dialogues. Give a few seconds for pupils to look
at the pictures and read the text in silence. Check comprehension and elicit the words to
fill the gaps and give feedback.
• Call a few pairs to act out the dialogues. Give feedback and praise pupils who did well and
encourage pupils to listen and make improvement.
Key:
a Hello b How are you c How old are you d they your
Hello, Mary And you I’m they are
Fine, thanks
Review 1
51
Short story Cat and Mouse 1
1 Read and listen to the story.
Hello, I'm Chit the Mouse. What's your name?

I'm Miu the Cat.
Nice to meet you, Miu.

How are you?
I'm fine, thank you. Nice to meet you too.
How do you spell Chit"?

Who's that?
C-H-I-T. How do you
spell Miu"?
M-I-U. Nice! This is my sister Mimi.
Mimi, this is Miu.
Pleased to meet you, Miu.
Pleased to meet you too, Mimi.

Are they
your friends? Yes, they are.
38 Tieng Anh 3
1. Read and listen to the story.
• This is the first of the four cartoons about Miu the Cat and Chit the Mouse. To help pupils
get the idea of the story, simply let them read and listen to this episode. In later episodes,
the initial task will be more challenging.
• Before pupils listen, ask them to look at the pictures and ask them questions (e.g.
Apart from the cat and mouse, what can you see? A chair, a door, a window, etc.)
• Play the tape and let the pupils read and listen.
Audio script
(Knock! Knock!)
Chit:Hello, I’m Chit the Mouse. How are you?

Miu:I’m fine, thank you.
Chit:What’s your name?

Miu:I’m Miu the Cat.
Chit:Nice to meet you, Miu.
Miu:Nice to meet you too.
Miu:How do you spell Chit"?

Chit:C-H-I-T. How do you spell Miu"?
Miu:M-I-U.
Chit:Nice!
Miu:Who’s that?
Chit:This is my sister Mimi.
Chit:Mimi, this is Miu.

Mimi:Pleased to meet you, Miu.
Miu:Pleased to meet you too, Mimi.
Chit:Who’s that?
Miu:Maurice and Doris. Chit:Are they your friends? Miu:Yes, they are.
Review 1
52
2Complete the conversation.
Chit:Hello. (1)Chit the Mouse.

How (2)?
Miu:I'm (3), thank you.
Chit:What's (4)name? Miu:(5)Miu the Cat.
Chit:Nice to (6), Miu.
Miu:How (7)Chit"? Chit:C-H-I-T.
3 Work in pairs. Have a similar conversation

with a partner. Use your names.
4 Match the questions with the answers.
Who's that? M-I-U.
How do you spell Miu"? Yes, they are.
What's your name? My sister Mimi.
Are they your friends? Miu.

2. Complete the conversation.
• Tell pupils that they are going to read and fill the gaps. Give them a few seconds to read
the text in silence, and check their comprehension.
• Ask pupils to swap and check their answers before checking as a class.
Key: 1 I’m 2 are you 3 very well 4 your 5 I’m 6 meet you 7 do you spell
Audio script
Chit:Hello, I’m Chit the Mouse. How are you?
Miu:I’m very well, thank you.
Chit:What’s your name?
Miu:I’m Miu the Cat.
Chit:Nice to meet you, Miu. Miu:How do you spell “Chit”? Chit:C-H-I-T.
3. Work in pairs. Have a similar conversation with a partner. Use

your names.
• Tell pupils that they are going to practise the dialogues, using their own names.
• Ask groups of pupils to sit face to face and practise the dialogue.
• Call a few pairs to act out the dialogue. Correct the pronunciation, if necessary.
4. Match the questions with the answers.

• Tell pupils that they are going to read the questions on the left and pair them with the
answers on the right by drawing a line between them. Give them a few seconds to read
the text and check comprehension.
• Call a few pairs to read the dialogues aloud.
Key: 1c 2a 3d 4b
Review 1
53
Unit 6 Stand up!
1 Look, listen and

repeat. Be quiet,
boys! Sorry, Sir.
Good morning, Mr Loc.
Good morning, class. Sit down, please!
2 Point, say and do the actions.

St d up!
come here don't talk
stand up open your bookclose your book

3
Let's talk.
Don't! your book, please! up, please!
here, please!
your book, please! down, please!
40
Be quiet! = Don't talk!
Tieng Anh 3
Objectives

use the words and phrases related to the topic Classroom intructions.
give and respond to classroom instructions.
ask for and give permission, using May I …? and Yes, you can./No, you can't.
pronounce the sounds of the letters c and d in the words come and down respectively.
Warm-up: Spend a few minutes revising the previous unit by getting the class to say the chant
Who’s that? and sing the The more we are together song. Draw their attention to the title of the
unit and check comprehension. Have them repeat it once or twice.

• Tell pupils that they are going to practise giving and responding to classroom instructions.
Point to the first picture and elicit the name of the teacher. Then explain what the
characters say and the meaning of the new vocabulary. Have pupils repeat the text in the
bubbles a few times. Repeat the procedure with the second picture.
2. Point, say and do the actions.

• Tell pupils that they are going to practise giving and acting out classroom instructions (say
this in Vietnamese, if necessary). Point to each instruction and check comprehension. Teach
the new vocabulary. Demonstrate the actions. Have pupils act out each instruction a few
times.
• Get pupils to work in pairs, taking turns to say and act out the instructions. Check as a class.
3. Let's talk.
for pupils to look at the pictures. Elicit the words to fill the gaps. Write the instructions on
the board and get pupils to repeat them a few times.
• Get pupils to work in pairs, taking turns to say and act out the instructions. Correct
the pronunciation, if necessary.
• Call a few pairs to perform the task in front of the class.
Language note: Tell pupils that using please makes the instruction more polite.
Unit 6 Stand up!

54
4 Listen and tick.
1.
2.
3.
5 Look and write.
your book, Be , please! your book,

please! please!
down, please! here, please! up, please!
6 Let's play.
Simon says ...
Simon says, Stand up!"
41 Tieng Anh 3 Unit 6 Stand up! 41

Warm-up: Spend a few minutes revising the previous lesson by calling a few pairs to come to
the front of the class to act out the instructions learnt. Then play a game of Charades, asking
pupils to mime the instructions.
4. Listen and tick.

pupils to look at the pictures.
Key: 1a 2c 3c
Audio script
Mr Loc:Good morning, boys and girls.
Class:Good morning, Mr Loc.
Mr Loc:Sit down, please!
Miss Hien: Be quiet, boys!
Boy:Sorry, Miss Hien.
Class:Goodbye, Mr Loc.
Mr Loc:Goodbye, class. Linda, come here, please!
5. Look and write.

• Tell pupils that they are going to look at the pictures and complete the sentences. Give a
few seconds for pupils to read the text in silence. Check comprehension. Remind pupils to
write the initial letter of the word at the beginning of each sentence in capital letters.
• Call individual pupils to read aloud the answers.
Key: 1 Open 2 quiet 3 Close 4 Sit 5 Come 6 Stand
6. Let's play.
• Play the game Simon says, following the procedure in the Activities Bank in the Introduction.
Have a group of six give a demonstration before starting the game.
• Get pupils to play the game in groups. Go around to offer help, if necessary.
• Have pupils sing the The more we are together song to end the activity.
Unit 6 Stand up!

55
May l come in, Mr Loc?
Yes, you can.

May l go out, Mr Loc?
No, you can't.
2 Point and say.

May l?Yes, you can.
come in/yes go out/yes
No, you can't.

speak/no write/no
3 Let's talk.
May l?
42
.
Warm-up: Spend a few minutes revising the previous
can't lesson by calling a group of five to come to
= cannot
the front of the class and act out the instructions learnt. Read the Activities Bank in the
Introduction forTieng
more Anh 3
activities.

• Tell pupils that they are going to practise asking for permission using May I …? Draw
pupils’ attention to the first picture and elicit the names of the characters. Then explain
what they say. Have pupils repeat the text a few times. Repeat the procedure with the
second picture.
2. Point and say.

• Tell pupils that they are going to practise asking for and giving permission using May I…?
Yes, you can./No, you can't. Point to each picture and elicit the meaning of the words
under it. Use the first picture as an example and put the question and answer on the
board. Have pupils repeat them a few times.
• Do choral and individual repetition, pointing to the pictures.
3. Let's talk.
for pupils to look at the pictures. Check comprehension. Prompt pupils to say the words to
fill the gaps. Write the questions and answers on the board and have pupils repeat them a
few times.
• Get pupils to work in pairs. Go around to offer help and correct the pronunciation, if
necessary.
• Call a few pairs to the front of the class to act out the dialogue.
Unit 6 Stand up!

56
5 Read and match.

1. A: May l go
out? B: Yes, you
can.
2. A: May l ask a question?
B: Yes, you can.
3. A: May l open the
book? B: No, you can't.
4. A: May l come
in? B: Yes, you
can.
6 Let's write.
1. A: May l 2. A: May l ?
? B: Yes, you can.
B: Yes, you can.
3. A: May l B: No, you can't.

?
4. A: May l ? B: Yes, you can.
43 Tieng Anh 3 Unit 6 Stand up! 43

Warm-up: Spend a few minutes revising the previous lesson by playing a game of Bingo, using
the instructions learnt. Read the Activities Bank in the Introduction for more activities.

• Tell pupils that they are going to listen and number the boxes. Give a few seconds for
pupils to look at the pictures. Elicit the names of the characters and what they might
say. Give feedback.
Key: a4 b1 c2 d3
Audio script
1. Lan:May I come in? 2.Lan: May I open the book?
Miss Hien: Yes, you can.Miss Hien: Yes, you can.
3. Thu:May I sit down?4.Hong:May I write now?
Miss Hien: No, you can't.Miss Hien: Yes, you can.
5. Read and match.

• Tell pupils that they are going to read the dialogues on the left and pair them with the
pictures on the right by drawing a line between them. Give a few seconds for pupils to
look at the pictures and read the text in silence. Check comprehension and give feedback.
Get pupils to work in pairs.
• Divide the class into two groups and get them to read A’s lines and B's lines respectively.
Key: 1c 2d 3a 4b
6. Let's write.
• Tell pupils that they are going to look at the pictures and complete the dialogues.
Give a few seconds for pupils to look at the pictures and read the text in silence.
Check comprehension.
• Give time for pupils to fill the gaps.
• Tell pupils to swap and check their answers before calling four pupils to write their
answers on the board. Then write the correct answers on the board for pupils to copy
down into their notebooks.
• Call a few pairs to read aloud the dialogues.
Key: 1 come in 2 sit down 3 close my book 4 open my book
Unit 6 Stand up!

57
c come May l come in?
d down May l sit down?
2 Listen and write.
1. May lin?
2. Sit, please.
3 Let's sing.
Come in and sit down
Hello, hello, Miss Minh Hien.
May l come in and sit
down? Hello, hello. Yes,
you can.
Come in, sit down and study.
Open your book and read aloud:
A B C D E F G!
44 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by calling a group of pupils to the
front of the class to do the dialogue in Lesson 2, Exercise 6. Read the Activities Bank in the
Introduction for more activities.

book. Put the phonics letters c and d on the board and say them a few times. Ask pupils
confident.

Key: 1 come 2 down
Audio script
May I come in?
Sit down, please.
3. Let's sing.
• Teach the song Come in and sit down. Follow the procedure in Teaching the unit components
in the Introduction.
• Read the song and check comprehension. Then play the recording all the way through.
• Have pupils do choral and individual repetition of each line. When pupils are familiar with
the tune, show them how to sing the song and do the actions.
• Call two groups of four to come to the front of the class: one group sings the first two
lines, the other sings the next three lines, and have the whole class sing the last line
together.
• Have the whole class sing the song to reinforce learning.
Unit 6 Stand up! 58
4 Read and match.
talk!
Open Be question, Mr Loc?
May l ask your book, please!
a May l my name, Miss Hien?
write Don't quiet, please!
1. down, please! 2. Don't , please!
3. A: May l 4. A: May l ?
?
B: No, .
B: Yes, .
6
Write and put the instructions in a box. Choose and act them out.
Open your book!
45
Tieng Anh 3 Unit 6 Stand up! 45
Warm-up: Spend a few minutes revising the previous lesson by having the whole class sing the
Come in and sit down song. Read the Activities Bank in the Introduction for more activities.
4. Read and match.

• Tell pupils that they are going to read the sentence halves on the left and pair them
with those on the right by drawing a line between them. Give a few seconds for pupils to
read the text in silence. Check comprehension. Discuss the first sentence with pupils as an
example.
• Allow pupils time to do the task. Go around to offer help, if necessary.
• Call five pupils to read aloud the answers.
Key: 1c 2e 3b 4d 5a

• Tell pupils that they are going to look at the pictures and fill the gaps. Give pupils a
few seconds to look at the pictures and read the text in silence. Check comprehension and
give feedback.
Key: 1 Sit 2 talk 3 go out, you can 4 stand up, you can't
6. Pro.ect
• Tell pupils that they are going to write the instructions they have learnt and put them in a
box. Then they pick some instructions and act them out. Check understanding. Get pupils
to prepare the necessary school things to carry out the project (paper, pens, scissors, etc.)
• Give pupils time to write the instructions in class. Get pupils to work in groups. Go around
to offer help, if necessary.
• Have pupils play a game of Simon says using the instructions and end the class with the
Come in and sit down song.
Unit 6 Stand up!

59
Unit 7 Tha t's my school

That's my school. That's my classroom. Is it big?
Is it big?
Yes, it is. No, it isn't. It's small.
2 Point and say.

That's the.
gym library
computer room playground
3 Let's talk.
That's.
That's = That is
46 Tieng Anh 3
Objectives
use the words and phrases related to the topic My school.
talk about school facilities, using That is the + (school facility).
ask and answer the question Is the + (school facility) + (adjective)?
pronounce the sounds of the letters g and l in the words gym and look respectively.
Warm-up: Spend a few minutes revising the previous lesson by having pupils play a game of
Simon says, using the instructions that pupils have learnt in Unit 6. Read the Activities Bank in
the Introduction for more activities. Get pupils to sing the Come in and sit down song. Draw
pupils’ attention to the title of the unit and check comprehension. Have them repeat it once or
twice.

• Tell pupils that they are going to talk about the school and the school facilities, using
That’s + (school facility). Point to the first picture and elicit the names of the characters,
and what they are saying. Have pupils repeat the text a few times. Repeat the procedure
with the second picture.
2. Point and say.

• Tell pupils that they are going to practise saying That is + (school facilities). Give a few
seconds for pupils to look at the pictures and read the text. Have pupils repeat the new
words a few times. Point to the first picture and elicit the word to fill the gap. Put the
sentence on the board. Have pupils repeat it a few times.
• Do choral and individual repetition, using the pictures in the book.
• Get pupils to practise in pairs. Check as a class.
3. Let's talk.
for pupils to look at the picture and check their understanding by eliciting the name of
each school facility. Ask pupils to fill in the blank. Put the sentence on the board and do
choral and individual repetition.
• Have pupils work in pairs, using the picture in the book. Go around to offer help and
correct the pronunciation, if necessary.
• Call some pairs to act out the dialogue in front of the class.
• If there is time, tell some pupils to talk about their own school.
Language note: Remind pupils to use This is … for something that is nearby and That is …
for something that is far away.
Unit 7 That's my school

60
4 Listen and tick.
1.
2.
3.
1. That is my . 2. That is the .
3. That is the . 4. That is the .
6 Let's sing.
This is the way we go to school
This is the way we go to This is the way we go to

school, Go to school, go to school, Go to school, go to
school. school.
This is the way we go to This is the way we go to
school, So early in the school, So early in the
morning. morning.
47 Tieng Anh 3
Unit 7 That's my school 47
Warm-up: Spend a few minutes revising the previous lesson by playing a game of Slap the
board, using the vocabulary learnt. Read the Activities Bank in the Introduction for more activities.
Then have the whole class say This is … or That is …, using the picture cards.
4. Listen and tick.

• Tell pupils that they are going to listen and tick the correct boxes. Give a few seconds
for pupils to look at the pictures. Check understanding by eliciting the names of the
school facilities and give feedback.
Key: 1b 2c 3a
Audio script
1. Linda: That’s the computer room. Is it big?
2. Linda: That’s the gym.
Nam: Linda:Yes, it is. Nam: Is it big?
3. Linda: And that’s the classroom. Is it big?
Linda: No, it isn’t. It’s small.
Nam: Linda:Yes, it is.

• Tell pupils that they are going to look at the pictures and fill the gaps. Give a few
seconds for pupils to look at the pictures and read the text in silence. Check
comprehension and give feedback.
• Get pupils to swap and check their answers before calling different individuals to read
the sentences aloud.
• Write the correct answers on the board for pupils to correct each other’s answer.
• Call individual pupils to read the sentences aloud.
Key: 1 classroom 2 library 3 computer room 4 gym
6. Let's sing.
• Tell pupils that they are going to sing the This is the way we go to school song. Teach
the song, following the procedure in the Teaching the unit components in the
Introduction.
• Sing each line of the lyrics and have pupils repeat it a few times. When pupils are
familiar with the tune, show them how to sing the song and do the actions.
• Have the whole class sing the song and do the actions to reinforce learning.

61
Is your school big? Is your classroom big?
Yes, it is. No, it isn't. It's small.
2 Point and say.

Is the? Yes, it is.
TRƯỜNG TIỂU HỌC
school, new/yes gym, big/yes
No, it isn't. It's. library, old/no playground, large/no
3 Let's talk.
Is the?
48 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by singing the This is the way we go to
school song. Call a group of four to the front of the class to sing the song and do the actions
while the others clap along.

• Tell pupils that they are going to ask and answer the question Is the + (school facility)
+ (adjective)? Give a few seconds for pupils to look at the first picture and read the text.
Check comprehension and give feedback. Have pupils repeat the text a few times.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question Is the +
(school facility) + (adjective)?
• Point to each school facility. Check comprehension and then teach the new vocabulary.
Have pupils repeat each word a few times. Point to the first picture and elicit the words to
fill the gap. Put the question and answer on the board. Have pupils repeat each of the
sentences a few times.
• Do choral and individual repetition, pointing to the pictures in the book.
3. Let's talk.
for pupils to look at the pictures and elicit the names of the school facilities and the
adjectives such as old, new, large and big. Ask pupils to fill the gaps. Put them on the
board and have pupils repeat them a few times.
• Call a pair to act out the dialogue in front of the class.
• If there is time, tell some pairs to ask and answer questions about their own school.

62
5 Read and circle.

Look at my school. It is beautiful. That is my classroom. It is big. And
that is the computer room. It is new but small. Look at the library. It
is large and new. And look at the gym. It is big but old.
1. The classroom is ( big / small ).

2. The computer room is ( big /small ).
3. The library is ( old / new ).
4. The gym is ( new / big ).
6 Write about your school.

1. Is your school big? .
2. Is the computer room new? .
3. Is the gym large? .
4. Is the library big? .
49 Tieng Anh 3 Unit 7 That's my school 49

Warm-up: Spend a few minutes revising the question Is the + (school facility) + (adjective), using the
picture cards as prompts. Then have the whole class sing the This is the way we go to school song.

• Tell pupils that they are going to listen and number the pictures. Give a few seconds for
pupils to look at the pictures. Check understanding and give feedback.
Key: a3 b1 c4 d2
Audio script
1. Tom:Is your school new? 2. Tom:Is the library big?
Linda: No, it isn’t. It’s old. Linda: Yes, it is.
3. Tom:Is your classroom big? 4. Tom:Is the school gym large?
Linda: No, it isn’t. It’s small. Linda: Yes, it is.
5. Read and circle.

• Tell pupils that they are going to read the text and circle the correct words. Give a few
seconds for pupils to look at the pictures and read the text. Check comprehension. Get
Key: 1 big 2 small 3 new 4 big
6. Write about your school.

• Tell pupils that they are going to write about their school. Give a few seconds for pupils to
read the text in silence. Check comprehension and give feedback.
• Tell pupils to swap and check their answers before checking as a class.
• Call four pupils to write their answers on the board, each writing the answer to one of the
four questions.

63
g gym The gym is old.
l look Look at the school.
2 Listen and write.
1. The schoolis large.
2.at the library.
3 Let's chant.
TRƯỜNG TIỂU HỌC
Is your school new?
Is your school Yes, it is. It's new.

new? Is your Yes, it is. It's big.
school big? No, it isn't. It's
Is your classroom small. No, it isn't.
large? Is the It's large.
playground small?
50 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by playing a game of Slap the
board, using the vocabulary learnt. Read the Activities Bank in the Introduction for more activities.
Then have pupils sing the This is the way we go to school song.

book. Put the phonics letters g and l on the board and say them a few times. Ask pupils
confident.

Key: 1 gym 2 Look
Audio script
1. The school gym is large.2. Look at the library.
3. Let's chant.
• Tell pupils that they are going to say the Is your school new? chant. Teach the chant,
following the procedure in Teaching the unit components in the Introduction. Read each
line of the chant and have pupils repeat it a few times. Show them how to say the chant
and do the actions.
• Ask groups of pupils to sit face to face and practise chanting and doing the actions. Go
4 Read and match.
Is that your No, it isn't. It's old.
school? Is the Wow! It's very nice.
library big? No, it isn't. It's small.

Is the music room Yes, it is.
new? This is my
school.
itgymplayground niceclassroom
This is my school. It is new and nice. The school (1) is
very large. I play and chat with my friends there. That is the library.
(2) is old but large. The (3) is new
but small. I do exercise there. And here is my (4) . It is
large and very (5) .
Write the names of the rooms in the school.

Tell your classmates about them.
51
Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting two groups to the front of
the class to sing and act out the s your school new? chant.
4. Read and match.

text. Check comprehension. Get pupils to work in pairs.
• Call a few pairs to act out the dialogue.
Key: 1d 2c 3a 4b

• Tell pupils to read the text and fill the gaps. Give pupils a few seconds to read the text.
Check comprehension and give feedback.
Key: 1 playground 2 It 3 gym 4 classroom 5 nice
6. Pro.ect
• Tell pupils that they are going to write the names of the rooms in the school. Check
understanding and get pupils to prepare the necessary school things (paper, pens or
coloured pencils, scissors, glue, etc.).
• Give pupils time to do the project in groups. Go around to offer help, if necessary.
• Call several pupils to the front of the class to present their labels. For example: This is the
gym.
• Play a game of Slap the board, using the words for school things. Have pupils sing the
This is the way we go to school song to end the class.
Suggested answers: gym, library, computer room, classroom.

65
Unit 8 Thi s is my pen

This is my pen. That's my rubber.
Is it?
Is it?
Yes, it is. Yes, it is.
2 Point and say.

This is my.
pencil pencil case school bag

That's my.
notebook pencil sharpener
3 Let's talk.
This is. That's.
52 Tieng Anh 3
Objectives
use the words and phrases related to the topic School things.
identify school things, using This/That is + (school thing) and These/Those are + (school things).
talk about school things, using These/Those are … .
pronounce the sounds of the letters r and th in the words ruler and these respectively.
Warm-up: Spend a few minutes revising the previous unit by calling a group of five pupils to the
front of the class to act out the Is your school new? chant. The class claps the rhythm. Draw
pupils’ attention to the title of the unit and check comprehension. Have them repeat it once or
twice.

• Tell pupils that they are going to practise talking about school things using This/That is +
(school thing). Elicit the names of the characters and what they say. Have pupils repeat the
text in the bubbles. Repeat the same procedure with the second picture.
Language note: Tell pupils that Is it? in the first picture means Is it your pen? and Is it? in
2. Point and say.

• Tell pupils that they are going to practise saying This/That is … Give pupils a few seconds
to look at the pictures and read the words under them. Check comprehension and
give feedback. Have pupils repeat each word a few times. Point to the first picture and
elicit the word to fill the gap. Put the sentence on the board and have pupils repeat it a
few times.
• Do choral and individual repetition, using the pictures in the book or objects in the classroom.
3. Let's talk.
• Tell pupils that they are going to practise more with their friends. Give pupils a few
seconds to look at the pictures and read the text in silence. Elicit the words to fill the gaps
and write the sentences on the board. Get pupils to repeat them a few times.
• Get pupils to practise the dialogue. Go around to offer help and correct the pronunciation,
if necessary.
• Call a few pupils to act out the dialogue in front of the class.
Unit 8 This is my pen 66
4 Listen and tick.
1.
2.
3.
1. This is my . 2. That is my .
It new. old.
6 Let's play.
Slap the board
53 Tieng Anh 3 Unit 8 This is my pen 53

Warm-up: Spend a few minutes revising the previous lesson by playing a game of Pelmanism
(see Activities Bank), using the vocabulary learnt in the previous lesson. Then have pupils sing
the song This is the way we go to school.
4. Listen and tick.

pupils to look at the pictures, check comprehension and give feedback.
Get pupils to swap and check their answers before checking as a class.
Key: 1b 2c 3a
Audio script
1. Mai: Tony:
ThisMai:
is my pencil. Is it? 2. Tony: That’s my school bag.
3. Mai: Tony:
Yes, it is. Mai:Is it?
Mai: This is my book. Is it? Tony: Yes, it is.
Yes, it is.

• Tell pupils that they are going to look at the pictures, read the sentences and fill the gaps.
Give a few seconds for pupils to look at the pictures and read the text in silence.
Key: 1 ruler, is 2 rubber, It is
6. Let's play.
• Tell pupils that they are going to play a game of Slap the board. Follow the procedure
in Teaching the unit components in the Introduction. Put picture cards of school things on
the board and elicit the word for each object.
• Call two teams of four to the board and start the game.
• Put the scores of the groups on the board.
Unit 8 This is my pen

67
These are my books. Those are my pencils.
Are they?
Are they?
Yes, they are. Yes, they are.
2 Point and say.

These are my.
notebooks pens
Those are my.
pencil cases rubbers
3 Let's talk.
These. Those.
54 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by calling two groups to the front of
the class to play a game of Slap the board, using the vocabulary learnt.

• Tell pupils that they are going to talk about school things using These/Those are + (school
things). Draw pupils’ attention to the first picture and elicit the names of the school things
in the picture. Give feedback and get pupils to repeat what the characters say a few times.
Repeat the same procedure with the second picture.
Language note: Tell pupils that Are they? in the first picture means Are they your books
and Are they? in the second picture means Are they your pencils?
2. Point and say.

• Tell pupils that they are going to practise saying These are/Those are + (school
things). Give pupils a few seconds to look at the pictures and read the words under
them. Check comprehension and give feedback. Have pupils repeat the new words a few
times. Point to the first picture and elicit the word to fill the gap. Put the sentence on the
board. Have pupils repeat it a few times.
• Do choral and individual repetition, using the pictures in the book or objects in
the classroom.
Language notes: Draw pupils’ attention to the different use of these and those, using gesture
3. Let's talk.
• Tell pupils that they are going to practise more with their friends. Draw pupils’ attention to
the pictures and check comprehension by eliciting the words for the school things in the
pictures. Get pupils to talk about school things, using the pictures or objects in the
classroom.
• Call different groups to act out the dialogue in front of the class.
• Correct the pronunciation, if necessary.

68
5 Read and write.

My name's Nam. Hi! My name is Nam. This is my classroom. It
is small but nice. This is my desk and these are
my school things. This is my school bag. It is
big. These are my books and notebooks.
They are new. These are my pencil cases and
pens. They are new too. Look! Those are my
new friends.
1. My is Nam.
2. My classroom is but .
3. My is big.
4. My and are new.
5. My and are new too.
6 Let's write.
1. These my 2. Those my
and . and .
the vocabulary learnt.

few seconds to look at the pictures. Elicit the names of the school things.
Key: a3 b4 c2 d1
Audio script
1. Nam: Hello, Mr Robot. These are my rulers.
2. Linda: Hi, Mr Robot. Those are my notebooks.
Robot: Are they? Robot: Are they?
Nam: Yes, they are. Linda: Yes, they are.
3. Peter: Hello, Mr Robot. These are my pens.
Robot: Are they? 4. Mai: Hi, Mr Robot. Those are my pencil cases.
Peter: Yes, they are.
Robot: Are they?
Mai: Yes, they are.
5. Read and write.

• Tell pupils that they are going to read and complete the sentences about Nam and his
school things. Give pupils a few seconds to look at the picture and read the text in silence.
Check comprehension and explain the new vocabulary, if necessary. Get pupils to work in
pairs.
• Write the answers on the board for pupils to copy down into their notebooks.
• Call individual pupils to read the text aloud.
Key: 1 name 2 small, nice 3 school bag

4 books, notebooks 5 pencil cases, pens
6. Let's write.
• Tell pupils that they are going to look at the pictures and fill the gaps. Follow the
procedure in Teaching the unit components in the Introduction. Give pupils a few seconds
to read the text in silence. Check comprehension and give feedback.
• Give pupils time to do the task. Get pupils to work in pairs.
• Tell pupils to swap and check their answers before checking as a class. Put the correct
Key: 1 are, pens, books 2 are, pencils, rulers

69
r ruler Those are rulers.
th these These are pens.
2 Listen and write.
1. These are my.
2. Areyour books?
3 Let's chant.
Look! Look! Look!
Look! Look! Look!
These are books. Look! Look! Look!
They're my Those are robots.
books. They're my robots.
Look! Look! Look! Look! Look! Look!
These are pens. Those are notebooks.
They're my pens. They're my notebooks.
56 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by playing the Kim’s game (see Activities
Bank), using the vocabulary learnt.

book. Put the phonics letters r and th on the board and say them a few times. Ask pupils
confident.

Key: 1 rulers 2 these
Audio script
1. These are my rulers.2. Are these your books?
3. Let's chant.
• Tell pupils that they are going to say the Look! Look! Look! chant. Follow the procedure in
Teaching the unit components in the Introduction. Give pupils a few seconds to read the
chant in silence. Check comprehension and give feedback. Read each line of the chant and
have pupils repeat it a few times. Show pupils how to say the chant and do the actions.
• Play the recording a few times for pupils to do choral and individual repetition.
• Get pupils to sit face to face and practise chanting and doing the actions. Go around to
offer help, if necessary.
• Call two groups to the front of the class to chant and do the actions while the rest of the
class claps along to the rhythm.

70
4 Read and match.
This is a cases.
That is a pencil pen.
These are pencil books.
Those are sharpener.
5 Read and write.
1. Hello! Myis Linda. 4. Look!my school bag.
2. my rubber. 5. And my notebooks.
3. my and .
6
Draw your school things. Colour and write the names.
Show them to your friends.

Warm-up: Have the class say the Look! Look! Look! chant.
4. Read and match.

• Tell pupils that they are going to read and match the words on the left and pair them with
those on the right by drawing a line between them. Give pupils a few seconds to read the
text. Check comprehension and give feedback.
Key: 1b 2d 3a 4c
5. Read and write.

pupils a few seconds to look at the pictures and read the text in silence. Check
Key: 1 name 2 This is 3 These are, pens, notebooks 4 That is 5 those are
6. Pro.ect
• Tell pupils that they are going to draw, colour and then write the names of two school
things. Present them to the class. Check understanding and get pupils to prepare the
school things (paper, pencils, coloured pencils, scissors, glue, etc.)
• Call several pupils to the front of the class to present their work. For example: This is my + (a
school thing), These are my + (school things). If there is not enough time, assign the project
as homework.
• Have the class play a game of Slap the board and say the Look! Look! Look! chant to end the
class.

71
Unit 9 What colour is it?

Is this your school bag? Is that your pen?
Yes, it is.
No, it isn't. My pen is here.
2 Point and say.

Is this/that your?
desk/yes pencil sharpener/no
Yes, it is.
No, it isn't.
pen/yes pencil case/no
3 Let's talk.
Is this/that?
58 Tieng Anh 3
Objectives
use the words and phrases related to the topic Colours.
ask and answer questions about someone’s school things, using Is this/that + (school thing)?
ask and answer questions about the colours of school things, using What colour is it/are they?
pronounce the sounds of the letters i and o in the words it and orange respectively.
Warm-up: Spend a few minutes revising the previous unit by having pupils say the chant Look!
Look! Look! Draw pupils’ attention to the title of the unit and check comprehension. Have them
repeat it once or twice. Read the Activities Bank in the Introduction for more activities.

• Tell pupils that they are going to ask and answer the question Is this/that your +
(school thing)? Give feedback and have pupils repeat the text in the bubbles a few times.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question Is this/that your
+ (school thing)? Point to each picture and have pupils repeat the words under it a few
times. Elicit the word to fill the gap. Write the question and answer on the board and have
pupils repeat them a few times.
Language note: Practise the rising intonation with yes/no questions and the falling intonatio
3. Let's talk.
seconds to look at the school things in the pictures and check comprehension. Point to a
school thing and elicit the words to fill the gaps. Write them on the board and have pupils
repeat them a few times. Get a pair to give a demonstration of the dialogue before
starting the activity.
necessary.

72
4 Listen and tick.
1.
2.
3.
1. Mary: Is this your ? 2. Mary: Is this your ?

Peter: Yes, . Peter: No, .
3. Mary: Is that your 4. Mary: Is that your ?

Peter: Yes, .
?
Peter: Yes, .
6 Let's write.
1. This is a .
2. Is this your ? Yes, .
3. That is a .
4. Is that your ? No, .

59 Tieng Anh 3
Unit 9 What colour is it? 59
Warm-up: Spend a few minutes revising the previous lesson by calling a few pairs to the front of
the class to ask and answer the question Is this/that …? using picture cards or objects in the
classroom.
4. Listen and tick.

• Tell pupils that they are going to listen and tick the correct boxes. Give pupils a few
seconds to look at the pictures. Check comprehension and give feedback.
Key: 1b 2a 3b
Audio script
1. Mai:Is this your pencil case? 2. Mai: Is that your notebook?
Nam: Yes, it is. Nam: Yes, it is.
3. Mai:Is this your pen?
Nam: Yes, it is.

• Tell pupils that they are going to read and answer the questions about school
things. Give pupils a few seconds to look at the pictures and read the text in
• Call a few open pairs to do the dialogue.
Key: 1 pen, it is 2 pencil case, it isn’t 3 school bag, it is 4 book, it is
6. Let's write.
• Tell pupils that they are going to read the text and fill the gaps. Give pupils a few seconds
to look at the pictures and read the text in silence. Check comprehension and elicit the
words to fill the gaps.
• Call a few pupils in open pairs to do the dialogue.
Key: 1 school bag 2 school bag; it is 3 pencil case 4 pencil case; it isn’t

73
What colour is your box? What colour are your pencils, Na
It's red. They're green.
2 Point and say.

What colour is/are
your ?
It's/They're . pen/blue ruler/white pencil case/yellow
school bags/brown rubbers/green notebooks/orange
3 Let's talk.
What colour is/are? .
60 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson. Call two groups of four to the front
of the class. Have one group point to something that is near or far and ask Is this ...? or Is that ...?,
and the other group answer the question.

• Tell pupils that they are going to practise asking and answering questions about
colours using What colour is/are + (school thing(s))? Draw pupils’ attention to the first
picture and elicit the names of the characters and what they say. Explain the new
vocabulary. Have pupils repeat the text in the bubbles a few times. Repeat the procedure
with the second picture.
Language note: Remind pupils of the use of is and are in the questions What colour …?
What colour is + singular noun?
What colour are + plural noun?
2. Point and say.

• Tell pupils that they are going to practise asking and answering questions about the
colours of school things. Draw pupils’ attention to the pictures. Check comprehension and
teach the new vocabulary. Have pupils repeat each word a few times.
• Point to the pictures and elicit the words to fill the gaps. Put the sentences on the board.
Have the class repeat the question and answer.
• Do choral and individual repetition, pointing to the pictures in the book.
3. Let's talk.
seconds to look at the picture and read the text. Check comprehension by pointing to each
school thing, eliciting its name and colour. Ask pupils to fill the gaps in the question and
answer. Put them on the board and have pupils repeat the questions and the answers
with different school things a few times.
• Get two pupils to give a demonstration of the dialogue before starting the activity.
necessary.
• Call a few open pairs to act out the dialogue in front of the class.

74
5 Read and match.

1. This is my desk. It is yellow.
2. These are my pencil sharpeners. They are blue.
3. That is my pen. It is black.
4. Those are my pencils. They are green.
5. That is my bookcase. It is brown.
6 Let's sing.
My new pen
Linda, Mai, do you have any pens?
Yes, sir, yes, sir, here they are.
One is for Peter and one is for Mai.
And one is for you, sir. Thanks! Goodbye.
61 Tieng Anh 3 Unit 9 What colour is it? 61

the vocabulary learnt.

• Tell pupils that they are going to listen and number the correct boxes. Give pupils a few
seconds to look at the pictures. Check comprehension by eliciting the name of each school
thing.
Key: a3 b2 c4 d1
Audio script
1. Nam: What colour are your pencil sharpeners?2. Mai:What colour is your pencil?
Mai: They’re green.Nam: It’s blue.
3. Mai: What colour is your school bag?4. Nam: What colour are your pens?
Nam: It’s black.Mai:They’re orange.
5. Read and match.

• Tell pupils that they are going to match the sentences on the left with the pictures on the
right. Follow the procedure in Teaching the unit conponents in the Introduction. Give pupils
a few seconds to look at the pictures and read the text in silence. Check comprehension
and match the first pair as an example.
• Give pupils time to do the task. Get pupils to work in pairs. Go around to offer help, if
necessary.
• Write the correct answers on the board for pupils to copy down into their notebooks.
• Call a few open pairs to read the dialogues aloud.
Key: 1b 2d 3a 4e 5c
6. Let's sing.
• Tell pupils that they are going to sing the My new pen song. Teach the song, following the
procedure in Teaching the unit components in the Introduction.
• Read each line of the song and check comprehension. Sing each line of the song and have
pupils repeat it a few times. When pupils feel confident with the tune, show them how to
sing the song and do the actions.
• Get groups of pupils to sit face to face to practise singing and doing the actions.
• Call a group of four to come to the front of the class and sing, each singing one line of the
song.
• Have the whole class sing the song to reinforce learning .

75
i it What colour is it?
o orange It's orange.
2 Listen and write.
1.is my school bag.
2. My favourite colour is.
3 Let's chant.
What colour is it?
What colour is it? It's red. It's red.

What colour is it? It's green. It's green.
What colour is it? It's orange. It's orange.
What colour are they? They're blue. They're blue.
What colour are they? They're brown. They're brown.
What colour are they? They're black. They're black.
62 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting pupils to sing the My new
pen song.

book. Put the phonics letters i and o on the board and say them a few times. Ask pupils
confident.

Key: 1 It 2 orange
Audio script
1. It is my school bag.2. My favourite colour is orange.
3. Let's chant.
• Tell pupils that they are going to say the What colour is it? chant, following the procedure
in Teaching the unit components in the Introduction. Give pupils a few seconds to read the
chant in silence. Check comprehension and give feedback. Read each line of the chant and
have pupils repeat it a few times. Show them how to say the chant and do the actions.
• Get pupils to sit face to face and practise chanting and doing the actions. Go around to
offer help, if necessary.
• Call two groups of six to the front of the class and chant: one chants the questions and
the other chants the answers. The whole class claps along to the rhythm.

76
4 Read and match.
Is that your school bag? Yes, they are.
What colour is it? They're green.
Are these your Yes, it is.
rubbers? What colour It's black.
are they?
they pens colour desk green
This is my school bag. It is (1) . That is my
(2) . It is brown. These are my books.
(3) are blue. Those are my (4) .
They are black. And what (5) is your school bag?
Colour the rainbow. Talk about it with your classmate.

63 Tieng Anh 3
Unit 9 What colour is it? 63
Warm-up: Have the class say the What colour is it? chant.
4. Read and match.

• Tell pupils that they are going to read the questions on the left and pair them with the
answers on the right by drawing a line between them. Give pupils a few seconds to read
the text in silence. Check comprehension.
Key: 1c 2d 3a 4b

to read the text in silence. Check comprehension.
Key: 1 green 2 desk 3 They 4 pens 5 colour
6. Pro.ect
• Tell pupils that they are going to colour the rainbow and talk about its colours with
their classmates. Get pupils to prepare the necessary school things to carry out the project
(paper, pencils, coloured pencils, scissors, glue, etc.)
help, if necessary. If there is not enough time, give the project as homework.
• Call individual pupils to the front of the class to present their rainbows. For example: This
is my rainbow. It is + (colours).
• Have pupils stick their rainbows on the walls of the classroom and choose the best five.

77
Unit 10 What do you do
at break time?

What do you do at break time, Mai? And what about you, Phong?
I play badminton. I play football.
2 Point and say.

What do you do at break time?
football basketball
I play.
chess table tennis
3 Let's talk.
64 Tieng Anh 3
Objectives
use the words and phrases related to the topic At break time.
ask and answer questions about break-time activities, using What do you do at break time?
express likes and dislikes, using Do you like + (activity)?
pronounce the sounds of the letters bl and sk in the words blind and skating respectively.
Warm-up: Spend a few minutes revising the previous unit by getting pupils to play a game of
Slap the board, using the vocabulary learnt. Read the Activities Bank in the Introduction for more
activities. Then have pupils say the What colour is it? chant. Draw pupils’ attention to the title of
the unit and check comprehension. Have them repeat it once or twice.

• Tell pupils that they are going to practise asking and answering questions about break
activities, using What do you do at break time? Draw pupils’ attention to the first picture
and elicit the names of the characters and what they are saying. Check comprehension
and give the meaning of new vocabulary. Have pupils repeat the text a few times. Repeat
the procedure with the second picture.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question What do you
do at break time? Point to each picture and elicit the meaning of new words. Point to the
first picture and elicit the word to fill the gap. Put the question and the answer on the
board and have pupils repeat them a few times.
3. Let's talk.
• Tell pupils that they are going to practise more with their friends. Give a few seconds for
pupils to look at the picture and check comprehension by pointing to and eliciting the
name of each activity. Call a pair to give a demonstration of the dialogue before starting
the activity.
• Have pupils work in pairs. Go around to offer help and correct the pronunciation, if
necessary.
• If there is time, tell pupils to ask and answer questions about their own activities at break
time.
Unit 10 What do you do at break time?

78
4 Listen and tick.
1.
2.
3.
5 Read and write.

Hello. My name is Nam. These are my friends, Quan, Mai, Linda, Tony,
and Phong. At break time, we play different games and sports. Quan
and I play chess. Mai and Phong play table tennis. Linda and Tony play
badminton.
1. Quan and Nam play .
2. Mai and Phong play .
3. Linda and Tony play .
6 Write about you.

What do you play at break time?
I play .
65 Tieng Anh 3 Unit 10 What do you do at break time? 65

Warm-up: Spend a few minutes revising the previous lesson, using What do you do at break time? I
play … Call a few pairs to act out the question and the answer in front of the class. Then have the
class sing the song The more we are together.
4. Listen and tick.

• Tell pupils that they are going to listen and tick the correct boxes. Give a few seconds
for pupils to look at the pictures. Check comprehension and give feedback.
Key: 1b 2b 3a
Audio script
1. Tony: What do you do at break time? 2. Linda: What do you do at break time?
Mai: I play badminton. Tom:I play basketball.
3. Mai: What do you do at break time?
Nam: I play table tennis.
5. Read and write.

to read the text in silence. Check comprehension and give feedback. Get pupils to work in
pairs.
• Call some pupils to read the text and the sentences aloud.
Key: 1 chess 2 table tennis 3 badminton
6. Write about you.

• Tell pupils that they are going to write about their activities at break time. Check
• Give time for pupils to do the task.
• Call some pupils to act out the dialogue or write their answers on the board.

79
Do you like badminton, Linda? Do you like hide-and-seek, Tom?
No, I don't. I like basketball.

OK. Let's play it now.
Yes, I do.
2 Point and say.

Do you like?
Yes, I do.
skipping/yes skating/yes
No, I don't.
hide-and-seek/no blind man's bluff/no
3 Let's talk.
Do you like?
66 Tieng Anh 3
Warm-up: Spend a few minutes revising What do you do at break time? Call a few pupils to the front
of the class to act out the dialogue. Then play a game of Bingo, using the vocabulary learnt.

activities they like playing at break time, using Do you like + (activity)?
• Draw pupils’ attention to the first picture and elicit the names of the characters and the
activity. Have pupils repeat the text a few times. Repeat the procedure with the
second picture. Give feedback and teach the new vocabulary.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question Do you like +
(activity)?
• Point to each picture and check comprehension. Teach the new words and have pupils
repeat each of them a few times. Draw pupils’ attention to the first picture and elicit the
word to fill the gap. Put the question and the answer on the board and have pupils repeat
each sentence a few times.
3. Let's talk.
pupils to look at the pictures and check understanding by pointing to each activity and
eliciting the name. Get a pair of pupils to give a demonstration of the dialogue before
• Have pupils work in pairs, using the pictures in the book or other activities that pupils
know. Go around to offer help and correct the pronunciation, if necessary.
• If there is time, tell pupils to ask and answer questions about their own activities at break
time.

80
5 Read and write.

Hi. I am Phong. I am at school with my friends now. I like table
tennis. At break time, Nam and I play table tennis. Quan and Tony
do not like table tennis. They like chess. Mai and Linda do not like
chess or table tennis. They like badminton.
1. What do Phong and Nam like? They like .
2. What do Quan and Tony like? They .
3. What do Mai and Linda like? .
6 Let's sing.
Hide-and-seek
Hide, hide, hide-and-seek. Let's play hide-and-seek.
Where is Tony?
Where is Mary?
I can't find you all.

Warm up: Spend a few minutes revising the questions What do you do at break time? and Do you like
+ (activity)? Then play a game of Charades, using the names of the break time activities.

pupils to look at the pictures. Elicit the names of the activity in each picture and give
feedback.
Key: a4 b2 c1 d3
Audio script
1. Nam: What do you do at break time? 2. Tony:What do you do at break time?
Linda: I play badminton. Phong: I play blind man’s bluff.
Nam: Do you like it? Tony:Do you like it?
Linda: Yes, I do. Phong: Yes, I do.
3. Tom: Do you like hide-and-seek? 4. Linda:Do you like table tennis? Mai:No, I don’t. I lik
Nam: Yes, I do.
Tom: Do you play it at break time?
Nam: Sure, I do.
5. Read and write.

• Tell pupils that they are going to read the text and answer the questions. Give a few
seconds for pupils to read the text. Check comprehension and give feedback.
• Give pupils time to do the task. Ask pupils to underline the activities that the characters
like playing at break time. Get pupils to work in pairs.
• Go around to offer help, if necessary.
• Call individual pupils to ask and answer the questions.
Key: 1 table tennis 2 like chess 3 They like badminton.
6. Let's sing.
• Tell pupils that they are going to sing the Hide-and-seek song. Teach the song, following
the procedure in Teaching the unit components in the Introduction.
• Read each line and check comprehension. Sing each line and have pupils repeat it. When
pupils are familiar with the tune, ask them to sing and do the actions.
• Ask groups of pupils to sit face to face and practise singing and doing the actions.
• Call a group of five to the front of the class to sing and do the actions.
• Have the whole class sing the song and do the actions to reinforce learning.

81
bl blind Do you like blind man's bluff?
sk skating I like skating.
2 Listen and write.
1. I don't like chess. I like.
2. They like.
3 Let's chant.
Break time. Break time.

What do you do at break I play chess. I play chess.
time? Break time. Break time.
What do you do at break I play badminton. I play badminton.
time?
Break time. Break time.
I play table tennis. I play table tennis.
What do you do at break
time? Break time. Break time.
I play hide-and-seek. I play hide-and-seek.
What do you do at break
time?
68 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting pupils to sing the Hide-
and- seek song. Call a group of five to the front of the class to sing the song. The rest of the class
claps along with the song.

book. Put the phonics letters bl and sk on the board and say them a few times. Ask
pupils to repeat after you. Prompt pupils to say the words and sentences, paying
attention to the target phonics letters. Do choral repetition of the words and sentences
until pupils feel confident.

Key: 1 blind man’s bluff 2 skating

Audio script
I don’t like chess. I like blind man’s bluff.
They like skating.
3. Let's chant.
• Tell pupils that they are going to say the What do you do at break time? chant. Teach the
chant, following the procedure in Teaching the unit components in the Introduction. Say
the chant and check comprehension. Have pupils repeat every line of the chant. When
they are familiar with the rhythm, show them how to say the chant and do the actions.
• Divide the class into two groups to say the chant: one group chants the questions and the
other chants the answers. The two groups swap their roles after the first round.
• Call two groups to the front of the class to chant. The whole class claps along to the rhythm.

82
4 Read and match.
OK. Let's play it.
What do you do at break time? I play badminton.
Do you like football? Yes, I do.
Let's play football. They like chess.
What do Mai and Linda like?
5 Write about you.
Hi! My name is . I like .
At break time, I play .
6 Bingo
badminton volleyball chess
football table tennis hide-and-seek
skipping skating blind man's bluff

Warm-up: Spend a few minutes revising the previous lesson by calling two groups to the front of
the class to chant What do you do at break time?
4. Read and match.

on the right by drawing a line between them. Check understanding. Give a few seconds
for pupils to read the text. Check comprehension.
Key: 1b 2c 3a 4d
5. Write about you.

• Tell pupils that they are going to write about themselves. Give a few seconds for pupils to
look at the pictures. Elicit the name of each activity. Call a few pupils and elicit the words
to fill the gaps.
• Call a few pupils to read their sentences aloud.
6. Pro.ect
• Tell pupils that they are going to play Bingo. Explain how the game is played (see
Activities Bank). Read the words in the grids and check comprehension. Then start the
game.
• When the game is over, ask pupils to make sentences with the words crossed. For
example: I play badminton at break time.
• Have the class sing the Hide-and-seek song to end the class.

83
Review 2
Listen and tick.
1.
2.
3.
4.
5.
70 Tieng Anh 3
Objectives
1. Listen and tick.

• Tell pupils that they are going to listen and tick the correct boxes. Give pupils a few seconds
to look at the pictures. Check comprehension and elicit information in the pictures and give
feedback.
answers and give further support to pupils who got more than half of the answers
wrong.
Key: 1a 2b 3a 4b 5b
Audio script
1. Class: Good morning, Miss Hien. 2. Linda: Is your school big? 3. Mai: What colour is your book?
Miss Hien: Sit down, please.Nam: Yes, it is.Tony: It’s green.
4. Mai: What colour are your pencils, Nam?5. Linda: What do you do at break time?
Nam: They are red.Nam: I play football.
Linda: Great!

Key: a3 b4 c1 d2
Audio script
1. Nam: May I come in? 2. Tom: Is that the classroom?
Miss Hien: Yes, you can. Mai: No, it isn’t. It’s the computer room.
3. Tom: Is that your pencil case? 4. Mary: What do you do at break time?
Mai: I play hide-and-seek.
Mai: What colour is it? It’s pink.
Tom: Mai:
Yes. It’s my pencil case.
Review 2 84
room Quan school playground
This is my (1) . It's big. I'm in Class 3B. My classroom is
big too. Now it is break time. Many of my friends are in the (2)
. I'm in the computer (3)
with my friend (4) .
4 Read and match.

Is your school big? It's brown.
Are those your books? Yes, you can.
What colour is your school bag? Yes, they are.
May I come in? I play basketball.
What do you do at break time? Yes, it is.
5 Look and say.
What do you do at break time? Are these your books?
.
.
, Nam? My pencils are red. ?
Yes, you can.

71 Tieng Anh 3
Review 2 71
Key: 1 school 2 playground 3 room 4 Quan
4. Read and match.

• Tell pupils that they are going to read the questions on the left and pair them with those
Key: 1e 2c 3a 4b 5d
5. Look and say.

• Tell pupils that they are going to do some dialogues. Give a few seconds for pupils to look
at the pictures and read the text in silence. Check comprehension and elicit the words to
fill the gaps and give feedback.
Key:
a I play football
b Yes, they are./No they aren’t
c What colour are your pencils
d May I open the book
Review 2
85
Short story Cat and Mouse
1 Fill the gaps. Then listen and check. A
Hello, Maurice!
, Miu!
Maurice, this is Chit. He's a mouse.

Pleased to, Maurice. Is thishouse? , it is.
Pleased to meet you too, Chit. It's big! That's right.
Wow! Is that your? Do you like hide-and-seek?

Yes, it is.
Yes!
It's beautiful! Thank you! Good! Let's play hide-and-seek.
One, two, three....
72 Tieng Anh 3
1. Fill the gaps. Then listen and check.
• Before pupils read the story, ask them to look at the pictures and ask them questions.
(e.g. Are there many houses? What colours are they?)
• Give pupils time to fill the gaps. Then ask them to practise the conversation in groups of
three. Play the recording three times for pupils to listen, check their answers and
understand the story.
Key:
Picture 2 Hello
Picture 3 meet you
Picture 4 your/ Yes
Picture 5 chair
Audio script
Miu:Hello, Maurice!
Maurice:Hello, Miu!
Miu: Chit: Maurice, this is Chit. He’s a mouse. Pleased to meet you, Maurice.
Maurice: Pleased to meet you too, Chit.
Chit: Maurice: Is
Chit:
this your house? Yes, it is.
Maurice: It’s big!
That’s right.
Chit: Maurice: Wow!

Chit: Is that your chair? Yes, it is.
Maurice: It’s beautiful!
Thank you!
Chit:Do you like hide-and-seek?

Maurice/Miu:Yes!
Chit:Good! Let’s play hide-and-seek.
Chit: One, two, three ...
Review 2
86
2 Ask and answer the questions.
1. What colour is Chit? 2. Is Miu a brown cat?
3. What colour is Maurice? 4. Is the house big or small?
3 Number the sentences. Then act out in pairs.

Chit: It's big!
Maurice: That's right.
Maurice: Yes, it is.
Maurice: Pleased to meet you

1 too. Miu: Maurice, this is Chit.
Chit: Pleased to meet you,
Maurice. Chit: Is this your house?
4 Put the words in the correct order.

1. your is chair that ?
2. you hide-and-seek do like ?
3. too pleased meet to you .
4. play hide-and-seek let's .
5. your is this house ?

2. Ask and answer the questions.
• Tell pupils that they are going to read and answer the questions. Give them a few seconds
to read the questions and the story again. Tell them to underline the key words in the
questions and find the answers in the story.
• Call a few pairs to read the questions and answers aloud.
Key:
1. He’s white. 2. No, he isn’t. He’s black./He’s a black cat.
3. Maurice is red. 4. It’s big./ It’s a big house.
3. Number the sentences. Then act out in pairs.

• Tell pupils that they are going to read and number the sentences in the correct order. Give
them a few seconds to read the text.
• Call a few pairs to read the dialogue aloud.
Key:
1. Miu: Maurice, this is Chit.
2. Chit: Pleased to meet you, Maurice.
3. Maurice: Pleased to meet you too.
4. Chit: Is this your house?
5. Maurice: Yes, it is.
6. Chit: It's big!
7. Maurice: That's right.
4. Put the words in the correct order.

• Tell pupils that they are going to put the words in the correct order to make sentences.
Give them a few seconds to read the text.
• Ask pupils to swap and check their sentences before checking as a class.
• Call a few pairs to read the correct sentences aloud.
Key:
1. Is that your chair? 2. Do you like hide-and-seek? 3. Pleased to meet you
too.
4. Let’s play hide-and-seek. 5. Is this your house?
Review 2
87
Unit 11 Thi s is my family

And that's my mother next to him.
Who's that man?
He's my father.
She's nice!
Really? He's young!
Point and say.
Who's that?
2
grandfathergrandmother father
He's/She's my. mother brother

sister
3 Let's talk.
Who's that?
He's/She's my .
6
Tieng Anh 3
Objectives
use the words and phrases related to the topic My family.
ask and answer questions about family members, using Who’s that? He’s/She’s + (family member).
ask and answer about the age of a family member, using How old is your + (family member)?
pronounce the sounds of the letters br and gr in the words brother and grandmother
respectively.
Warm-up: Spend a few minutes revising language learnt unit by singing the Hide-and-seek song
and saying the chant What do you do at break time? Draw pupils’ attention to the title of the unit
and check comprehension. Have them repeat it once or twice.

• Tell pupils that they are going to ask and answer questions about family members and
their ages. Give a few seconds for pupils to look at the first picture and elicit what the
characters say. Give the meaning of unfamiliar words and have pupils repeat the language
a few times. Repeat the same procedure with the second picture.
• Do choral and individual repetition, pointing to the characters speaking. Have pairs of
pupils perform the dialogue in front of the class.
2. Point and say.

• Tell pupils that they are going to practise asking and answering questions to identify a
family member, using Who’s that? He’s/She’s + (family member). Point to each picture
and check comprehension. Give feedback and have pupils repeat each word a few times.
necessary. Check as a class.
Language note: Draw pupils’ attention to the pronunciation of th in the words father, mother
3. Let's talk.
for pupils to look at the picture and check comprehension. Give feedback and elicit the
words to fill the gap. Put the question and answers on the board for pupils to repeat a few
times. Call a pair to give a demonstration of the dialogue before starting the activity.
• Have pupils work in pairs. Go around to offer help and correct the pronunciation, if
necessary.
• If necessary, tell pupils to ask and answer questions about their own families.
88
Unit 11 This is my family
4 Listen and tick.
1.
2.
3.
5 Read and
complete.
1. This is a photo of Mai's family.
2. The man is her .
3. The woman is her .
4. And the boy is her .
6 Let's sing.
A happy family
Happy, happy, happy father.
Yes, yes, yes, yes!
Happy, happy, happy mother.
We are a happy family!
Happy, happy, happy
Yes, yes, yes, yes!
children. Happy, happy,
We are a happy family!
happy family.
7 Tieng Anh 3
Unit 11 This is my family 7
Warm-up: Spend a few minutes revising the language learnt by having the class play a game of
Slap the board, using the words for family members. Read the Activities Bank in the Introduction
for more activities. At the end of the game, point to each word and ask the class to practise
asking and answering questions with Who’s that? It’s my + (family member).
4. Listen and tick.

pupils to look at the pictures. Check comprehension and give feedback.
Key: 1b 2a 3c
Audio script
1. Linda: Who’s that man? 2. Linda: And who’s that woman?
Mai: He’s my father. Mai: She’s my mother.
Linda: Really? He’s young! Linda: She’s nice!
Mai: Thank you.
3. Mai: And that’s my grandfather.
Linda: He is nice too.
Mai: But he isn’t young. He’s old.

• Tell pupils that they are going to read the sentences and fill the gaps. Give a few seconds
for pupils to look at the picture and read the sentences. Check comprehension and give
feedback.
• Give pupils time to do the task. Go around to offer help with the spelling.
• Ask pupils to swap and check their answers before writing the correct answers on the
• Call a few pupils to read the sentences aloud.
Key: 1 family 2 father 3 mother 4 brother
6. Let's sing.
• Tell pupils that they are going to sing the song A happy family. Teach the song, following
the procedure in the Teaching the unit components in the Introduction. Read each line of
the song and check comprehension. Let pupils listen to the song all the way through. Then
sing each line and have pupils repeat a few times. When pupils are familiar with the tune,
show them how to sing and do actions.
• Ask a group of four to the front of the class to sing the first four lines, and the whole class
to sing the last four lines.
• Have the whole class sing the song and do the actions a few times to reinforce learning.
89
That's my brother. That's my grandmother.
How old is your brother?
He's seven.
How old is she?
She's sixty-five.
2 Point and say.

How old is your?
He's/She's.
grandfather 68 grandmother 65 father 42
mother 41 brother 13 sister 10
3 Let's talk. Nam's family

6
How old is your? 69 66 45
42
.
8
8
Tieng Anh 3
Warm-up: Spend a few minutes revising the languge learnt by getting the class to sing the song
A happy family. Then play a game of Line-up, using the question Who’s that? and the answer It’s my +
(family member).

• Tell pupils that they are going to practise asking and answering questions about the ages
of family members. Draw their attention to the first picture and elicit the names of the
characters and the language in the bubbles. Give feedback and have pupils repeat the
language a few times. Repeat the procedure with the second picture.
2. Point and say.

• Tell pupils that they are going to do further practice on asking and answering questions
about the ages of family members. Give a few seconds for them to look at the pictures
and read the words. Teach the numbers sixty-eight, sixty-five, forty-two, forty-one, and
thirteen. Point to each family member and elicit the age. Have pupils repeat each word and
number a few times. Point to the first picture and elicit the words filling the gaps. Put the
question and the answer on the board. Have pupils repeat each of them a few times.
Language note: Draw pupils’ attention to the word stress of grandfather and grandmother
when speaking. Have them practise saying these words a few times.
3. Let's talk.
for pupils to look at the picture and check understanding. Teach the numbers sixty-nine,
sixty-six and forty-five. Have pupils repeat each number a few times.
• Do an example with pupils. Point to, for example, the father, and prompt pupils to say the
words to fill the gaps. Put the question and the answer on the board and have pupils
repeat each of them a few times. Call a pair to give a demonstration of the dialogue before
• Get pupils to work in pairs, using the characters and numbers in the book, and then go on
to talk about their own family members. Go around to offer help and correct the
pronunciation, if necessary.
• Call a few pairs to act out the dialogues in front of the class.
90

Hi! My name is Quan. I am ten years old. That is a picture of my family.
My father is forty-four years old. My mother is thirty-nine years old. My
brother is fourteen years old.
Age
Quan 10
His father
His mother
His brother
6 Write about your family.

1. How old are you? 2. How old is your mother?
I am . She is .
3. How old is your father? 4. How old is your brother/sister?
He is . .
9
Tieng Anh 3
Warm-up: Spend a few minutes revising the language learnt by calling a few pairs to the front of
the class to ask and answer questions about the ages of their family members. Then have the
class sing the song A happy family.

• Get pupils to swap and check their answers before you check as a class.
Key: a3 b4 c2 d1
Audio script
1. Tom That’s my sister. 2. Tom: That’s my grandfather.
: How old is she? Linda: How old is he?
Mai: She’s six years Tom: He’s sixty-eight.
Tom old.
:
3. Mai: Who’s that? 4. Mai: And who’s
Tom It’s my grandmother. Tom that? It’s my
: How old is she? : brother. How
Mai: She’s sixty-four. Mai: old is he? He’s
Tom Tom thirteen.
: :

• Tell pupils that they are going to read the text and do the task. Give pupils a few seconds
to read the text and the content of the table. Teach the numbers forty-four and thirty-nine.
Check comprehension and give feedback. Discuss the worked example.
• Give pupils time to do the task. Go around to offer for help, if necessary.
• Call some pupils to read the text aloud.
Key: His father: 44 His mother: 39 His brother: 14
6. Write about your family.

• Tell pupils that they are going to answer some questions about their own family. Give
pupils a few seconds to read the questions. Call a pupil and ask him/her the first two
questions as examples.
• Get a few pupils to read their answers in front of the class. Then call a few pupils to write
their answers on the board and correct their spelling, if necessary.

91
br brother That's my brother.
gr grandmother My grandmother's fifty-five years old.
2 Listen and write.
1. Myis fifteen.
2. Myis fifty-three years old.
3 Let's chant.
How old is he?

How old is he?
He's eight.
He's eight years old.
How old is she?
She's nine.
She's nine years old.
How old are you?
I'm ten.
I'm ten years old.
10 Tieng Anh 3
Warm-up: Spend a few minutes revising the language learnt by doing a quick dictation of
the reading text in Lesson 2, Exercise 5. Tell the class to close their books before the dictation.
Have pupils swap and check their answers.

book. Put the phonics letters br and gr on the board and say them a few times. Ask
Key: 1 brother 2 grandfather
Audio script
My brother is fifteen.
My grandfather is fifty-three years old.
3. Let's chant.
• Tell pupils that they are going to say the How old is he? chant. Give a few seconds for
pupils to read the chant. Read each line and check comprehension. Give feedback and get
pupils to read each line a few times. Show them how to say the chant and do the actions.
• Call two groups to the front of the class to chant and do the actions: one group chants the
questions and the other chants the answers. The rest of the class claps along to the
rhythm.
92
4 Read and match.
Who's that? I'm ten.
How old are you? He's fifty.
How old is your father? She's forty-five.
How old is your mother? It's my mother.

This is a photo of my (1) .
Look at the man. He is my (2)
. He is forty-four
years old. The woman next to him is my (3) .

She is thirty-nine
years old. The boy is my (4) . He is fourteen years
old. And the little girl is my (5) . She is five years
old. Can you find me and guess how old I am?
Draw your family. Tell your classmates about it.

11 Tieng Anh 3
Warm-up: Spend a few minutes revising the language learnt by getting two groups to the front of
the class to say the How old is he? chant.
4. Read and match.

text. Check comprehension and give feedback.
• Call a few pairs to act out the dialogue.
Key: 1d 2a 3b 4c

• Tell pupils that they are going to look at the picture, read the text and fill the gaps.
Give them a few seconds to look at the picture and read the text. Check comprehension
and give feedback. Fill the first gap as an example.
Key: 1 family 2 father 3 mother 4 brother 5 sister
6. Pro.ect
• Tell pupils that they are going to draw a picture of their family and present it to the class.
Have pupils ask and answer the questions, using Who’s this? How old is he?
• If there is not enough time, ask pupils to do the project as homework. Have the class sing
the song A happy family or say the How old is he? chant to end the class.
93
Unit 12 Thi is my house
s
1
Look, listen and
repeat. There's a garden over there.
Come and see it.
This is my house.
Wow! It's big!
It's very nice!
2
Point and say.
There's a .
It's very nice!

living room
kitchen bathroom
bedroom dining room garden
3
Let's talk. Nam's
There's a . house
Wow! It's
!
12 Tieenngg Anh 3
Objectives
use the words and phrases related to the topic My house.
describe a house, using There’s a + (house facility).
ask and answer questions about things in the house, using Is there a + (house facility)?
pronounce the sounds of the letters ch and th in the words kitchen and bathroom
respectively.
Warm-up: Spend a few minutes revising the language learnt by having the class sing the
song A happy family or say the chant How old is he? Draw pupils’ attention to the title of the unit

• Tell pupils that they are going to practise talking about house facilities using There is a +
(house facility). Give a few seconds for pupils to look at the first picture and elicit the
names of the characters and what they are saying. Give feedback and explain the new
vocabulary. Have pupils repeat the text a few times. Repeat the procedure with the
second picture.
2. Point and say.

• Tell pupils that they are going to practise saying sentences with There is a + (house
facility). Point to each picture, elicit the meaning of the new words and have pupils repeat
each word a few times. Use the first picture as an example and put the sentence and the
response on the board. Have pupils repeat each of them a few times.
• Do choral and individual repetition, using the words as prompts.
Language note: Draw pupils’ attention to the linking sound between there’s and a. Have pup
3. Let's talk.
for pupils to look at the picture and read the text. Check comprehension and give
feedback. Point to a room and elicit the word filling the gap. Put the sentence and the
response on the board and have a pair act out the dialogue as an example before starting
the activity.
necessary.
• If there is time, tell pupils to ask and answer questions about their own houses.
94
Unit 12 This is my house
4
Listen and tick.
1.
2.
3.
5
Look and write.
1. This is . 3. There is .
2. There is .
4. There is . 5.
There is . 6. There is .
6
Let's sing.
The way I clean my house
This is the way I clean my house,
Clean my house, clean my
house. This is the way I clean my
house So early in the morning!
This is the way I clean my room,
Clean my room, clean my room.
This is the way I clean my room
So early in the morning.
13 Tieng Anh 3 Unit 12 This is my house 13

Warm-up: Spend a few minutes revising the language learnt by having the class play a game of
Slap the board. Read the Activities Bank in the Introduction for more activities. Then call a few
pairs to the front of the class to do the dialogue in Exercise 3.
4. Listen and tick.

• Play the recording three times for pupils to listen, do the task and check the answers.
• Get pupils to swap and check each other’s answers before checking as a class.
Key : 1a 2b 3a
Audio script
1. This is my 2. Linda There’s a garden. Come and see it.
house. Wow! It’s : It’s very beautiful!
Linda big! Mai:
:
Mai:
3. Mai: That’s the kitchen there
over Come and see it. .
Linda: Wow! It’s very nice!
5. Look and write.

for pupils to look at the pictures and read the sentences. Check comprehension and
give feedback. Point to the first picture and elicit the words filling the gap as an example
before starting the activity. Get pupils to work in pairs.
• Call some pupils to read aloud the sentences.
Key: 1 a/my house 2 a living room 3 a dining room

4 a bedroom 5 a bathroom 6 a kitchen
6. Let's sing.
• Tell pupils that they are going to sing the song The way I clean my house. Teach the
song, following the procedure in the Teaching the unit components in the Introduction.
Read each line of the lyrics and check comprehension. Give the meaning of the new
vocabulary. Then have pupils listen to the song all the way through. Sing each line and
have pupils repeat it a few times. When pupils feel confident with the tune, show them
how to sing the song and do the actions.
• Call a group of six to the front of the class singing and doing the actions, while the others
clap along.
• Have the whole class sing the song and do the actions.
Unit 12 This is my house 95
This is the living room. Is there a fence?
Wow! It's nice! No, there isn't.

Is there a garden?
Yes, there is.
Come and see
it.
2 Point and say.

Is there a?
Yes, there is.
pond/yes gate/yes
No, there isn't.

yard/yes fence/no
3 Let's talk.
Tony's house
Is there a?
.
1144
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the language learnt by getting pupils to sing the song
The way I clean my house. Then play a game of Slap the board, using the vocabulary learnt. Read the

house facilities. Give a few seconds for pupils to look at the first picture and read the text
in silence. Check comprehension and give feedback. Ask pupils to repeat the text a few
times. Repeat the procedure with the second picture.
• Play the recording again for pupils to listen and say along.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question Is there a +
(house facility)? Give a few seconds for pupils to look at the first picture and read the text.
Teach the new vocabulary and have pupils repeat each of the words a few times. Point to
Picture a and prompt pupils to say the question and answer. Put the question and answer
on the board and have pupils repeat each of them a few times. Repeat the procedure with
the remaining pictures.
• Do choral and individual repetition, pointing to each picture.
Language note: Draw pupils’ attention to the rising intonation of the questions and the falling in
Is there a pond?Yes, there is. No, there isn’t.
3. Let's talk.
for pupils to look at the picture and read the text. Check comprehension and give
feedback. Elicit the words to fill the gaps. Put the question and answer on the board and
have pupils repeat them a few times. Call a pair to do the exchange before starting the
activity.
necessary.
• If there is time, tell pupils to ask and answer questions about their own houses.
96

Hi! My name is Phong.
pond tree house beautiful
Hi! My name is Phong. This is my (1) . There is not
any fence around my house. There is not a yard, but there is a
garden in front of the house. It is (2) . There is a (3)
and a (4) in the garden.
6 Write about your house.
Yes, there is./No, there isn't.

1. Is there a garden? .
2. Is there a fence? .
3. Is there a yard? .
4. Is there a pond? .
5. Is there a tree? .
15
Tieng Anh 3 Unit 12 This is my house 15
Warm-up: Spend a few minutes revising the language learnt by having pupils sing the song The
way I clean my house. Then call a pair to the front of the class to do the dialogue in Exercise 3.

Key: a2 b1 c4 d3
Audio script
1. Tony: This is my house. 2 Phong: Is there a pond?
Phong Oh, it’s nice. And . Tony: Yes, there is. Come and see
: there’s a very big tree it. Phong: Wow! What a nice pond!
next to it.
3. Phong Is there a 4 Phong: That’s a nice fence around
: gate? Yes, . the house.
Tony: there is. Tony: Thank you.

• Tell pupils that they are going to read the text and fill the gaps. Give a few seconds for the
class to look at the picture and read the text. Check comprehension and give feedback.
• Call some pupils to read the text aloud.
Key: 1 house 2 beautiful 3 tree 4 pond
6. Write about your house.

• Tell pupils that they are going to answer some questions about their own houses. Give a
few seconds for pupils to read the questions. Check comprehension and give feedback.
• Give time for pupils to write down their answers.
• Tell pupils to swap and check their answers before calling a few pupils to read theirs.
• Call some pupils to write their answers on the board. Correct their spelling and
grammatical errors, if necessary.
97
ch kitchen This is the kitchen.
th bathroom Is there a bathroom?
2 Listen and write.
1. Theis large.
2. Is there a?
3 Let's chant.
Is there a garden?
Is there a garden behind the house? Yes, there is. Yes, there is.
Is there a yard behind the house? Yes, there is. Yes, there is.
Is there a gate behind the house? No, there isn't. No, there
Is there a p o beh d the house? heret
isn't. No, . No, there
isn't.
16
Tieng Anh 3
Warm-up: Spend a few minutes revising the language learnt by calling a few pupils to read their
answers in Lessons 2, Exercise 6. Then have the class sing the song The way I clean my house.

book. Put the phonics letters ch and th on the board and say them a few times. Ask

Key: 1 bathroom 2 kitchen
Audio script
1. The bathroom is large. 2. Is there a kitchen?
3. Let's chant.
• Give a few seconds for pupils to read the chant. Check comprehension and give feedback.
Say the chant all the way through. Then have pupils repeat each line of the chant a
few times. When pupils get familiar with the chant, show them how to say the chant and
do the actions.
• Call two groups of six to the front of the class to chant and do the actions: one group
chants the questions and the other chants the answers. Have the remaining of the class
clap along to the rhythm.
98
4 Read and write.
Hi. My name is Mai. This is my (1) .
It is large. The gate of the house is blue. There
is a (2) in front of the house.
There is a (3) in the garden.
You can see the (4) room in the
house. It is quite big.
5 Read again and write the answers.

1. Is Mai's house small? .
2. What colour is the gate? .
3. Is there a garden? .
4. Is there a pond in the garden? .
5. Is there a yard? .
6
Draw and colour your house.
Write the names of the rooms in the house.
17
Tieng Anh 3 Unit 12 This is my house 17
Warm-up: Spend a few minutes revising the language learnt by getting two groups of six to the
front of the class to perform the chant Is there a garden? Then have the class sing the song The way I
clean my house.
4. Read and write.

• Tell pupils that they are going to read the text and fill the gaps with appropriate words.
Give a few seconds for pupils to look at the picture and read the text. Check
comprehension and give feedback. Elicit the word to fill the first gap as an example.
• Do choral repetition of the reading.
Key: 1 house 2 garden 3 pond 4 living
5. Read again and write the answers.

• Tell pupils that they are going to read the text again and write the answers to the questions.
• Get pupils to swap and check their answers before checking as a class. Write the answers
on the board for pupils to copy down into their notebooks.
Key: 1 No, it isn’t. 2 It’s blue. 3 Yes, there is. 4 Yes, there is. 5 No, there isn’t.
6. Pro.ect
• Tell pupils that they are going to draw and colour their houses, label the rooms and finally
present pictures to the class. Get pupils to prepare necessary school things to carry out
the project (coloured pencils, crayons, etc.)
help, if necessary. If there is not enough time, ask pupils to do the project as homework.
• Call a few pupils to the front of the class to show their pictures and describe them.
E.g. This is a living room. It is green. / There’s a kitchen in the house. It’s large.
• Have pupils sing the song The way I clean my house or say the Is there a garden? chant to end
the class.
939
Unit 13 Where's my book?
1
Look, listen and
repeat.
Where's my book, Mum? Is the pen there too, Mum?
I can't see it in my
room!
It's here, dear. No, it's not on the

On the chair. chair. It's there, on the
table.
2
Point and say.
Where's the ?
poster bed chair
f
It's here/there.
picture coat ball
3
Let's talk. Where's the ?
It's here/there.
where's = where is
18 Tieenngg Anh 3
Objectives
use the words and phrases related to the topic Location.
ask and answer questions about locations, using Where’s the + noun (singular)? and Where are the +
pronounce the sounds of the letters ch and wh in the words chair and where respectively.
Warm-up: Spend a few minutes revising the language learnt by playing a game of Bingo using
the vocabulary learnt. Draw pupils’ attention to the title of the unit and check comprehension.
Have them repeat it once or twice.

location of things in a room. Give a few seconds for pupils to look at the first picture and
elicit the name of each character and explain what they say. Have pupils repeat the text in
the bubbles a few times. Repeat the procedure with the second picture.
• Do choral and individual repetition, pointing to the character speaking.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question Where’s the
+ (noun)? Give a few seconds for pupils to look at the pictures and read the text in
silence. Point to each picture and elicit the meaning of the words. Explain the new
vocabulary and have pupils repeat each word a few times. Use the first picture as an
example and put the question and answer on the board and have pupils repeat them a
few times.
Language note: Draw pupils’ attention to the falling intonation of the questions with Where
and the answers. Draw arrows to show the intonation.
Where’s my book?It’s here.It’s there.
3. Let's talk.
• Tell pupils that they are going to practise more with their friends. Point to each thing
the picture and elicit its name and location. Use one of the things as an example (e.g.
picture) and put the question and answer on the board and have pupils repeat them a few
times. Call a pair to do a demonstration of the dialogue before starting the activity.
• Get pupils to work in pairs. Go around to offer help and correct the pronunciation, if necessary.
Language note: Tell pupils that Where’s is the contracted form of Where is, and is used in sp
100
4
Listen and tick.
1.
2.
3.
5
Read and complete.
here there
1. This is my bed.
It is .
2. This is my desk.
It is , next to the bed.
3. These are my school bags and books.

They are , on the desk.
4. Those are posters, pictures and maps.

They are , on the
wall.
6
Let's sing.
The poster and the ball
The poster's on the The ball's under the bed.
wall. The poster's on The ball's under the bed.
the wall. E-I-E-I-O. E-I-E-I-O.
The poster's on the The ball's under the bed.
wall.
19 Tieng Anh 3
Unit 13 Where's my book? 19
Warm-up: Spend a few minutes revising the language learnt by playing a game of Spelling and
writing (see Activities Bank in the Introduction) using the words learnt. Then call a few pairs to
the front of the class to ask and answer the question Where’s the…?
4. Listen and tick.

• Tell pupils that they are going to listen and tick the boxes. Give a few seconds for them to
look at the pictures. Check comprehension and give feedback.
Get pupils to swap and check their answers before checking as a class.
Key: 1a 2b 3a
Audio script
1. Nam: Where’s my poster? 2. Peter: Where’s my ball?
Mary: It’s there, on the table. Tony: It’s here, on the chair.
Nam: Oh, I see. Thanks. Peter: Thanks. Let’s play football!
3. Mai: Where’s my coat?
Mum: It’s here, on the chair.
Mai: Thanks, Mum.

• Tell pupils that they are going to look at the pictures, read the sentences and
complete them. Give a few seconds for pupils to look at the picture and read the text in
silence. Check comprehension and give feedback. Elicit the word to fill the first gap as an
example before starting the activity.
• Get pupils to swap and check their answers before writing the answers on the board
for pupils to copy down into their notebooks.
• Call a few pairs to read the completed sentences aloud.
Key: 1 here 2 here 3 here 4 there
Language note: Explain the difference in meaning between here and there. Draw pupils’ attent
6. Let's sing.
• Tell pupils that they are going to sing the song The poster and the ball. Read the lyrics
and check comprehension. Sing the song or play the recording all the way through. Sing
each line of the lyrics and have pupils repeat it a few times. When pupils are familiar with
the tune, show them how to sing the song and do the actions.
• Call two groups of six to the front of the class to sing: one group sings the first two lines
and the other group sings the third, and the two groups sing the last line. The remaining
of the class claps along to the song.
• Have the whole class sing the song again to reinforce learning.
• Repeat the procedure with the second stanza.
101
Where are my posters, Mum? Oh, they're under my bed. Thanks, Mu
I don't know, dear. Look in your bedroom.
2 Point and say.
Where are the?

They're.
near/table under/bed
on/wall behind/door
3 Let's talk.
a
Where?
b
c f
.
e
d
20
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the language learnt by having the class sing the song
The poster and the ball. Read the Activities Bank in the Introduction for more activities.

• Tell pupils that they are going to practise asking and answering questions about things in
the room. Give a few seconds for pupils to look at the first picture and elicit the name of
each character and what they say. Give feedback and explain the new vocabulary. Have
picture.
2. Point and say.

• Tell the class that they are going to practise asking and answering the question Where are the
+ noun (plural)? Point to each picture and elicit the meaning of each word under the
picture. Give feedback and have pupils repeat each word a few times. Point to the first
picture and prompt pupils to say the words. Write the question and answer on the board
and have pupils repeat them a few times.
3. Let's talk.
for pupils to look at the picture. Elicit the words for the things in the room. Prompt pupils
to say the words to fill the gap for item a in the picture. Write the question and answer on
the board and have pupils repeat them a few times. Call a pair to give a demonstration of
the dialogue before starting the activity.
102

Hello! My name is Phong. Here is
a picture of my room. This is my bed.
My coat is on the bed. There are
three balls under the bed. There are two
chairs near the desk. There are four
books and a photo on the desk. There
are three posters on the wall.
1. Where is Phong's coat? It is .
2. Where are the balls? They are .
3. Where are the chairs? They are .
4. Where are the books and Phong's photo? They are .
5. Where are the posters? They are .
6 Write about your bedroom.

There is , ,
, , and .
There are , ,
, , and .
21
Tieng Anh 3 Unit 13 Where's my book? 21
Warm up: Spend a few minutes revising the language learnt by calling a few pairs to the front of
the class to do the dialogue in Exercise 3. Then have the class sing the song The poster and the
ball.

• Tell pupils that they are going to listen and number the boxes. Give a few seconds for
pupils to look at the pictures and check comprehension. Give feedback.
Key: a2 b4 c1 d3
Audio script
Nam:Where are my books?
Mai:They’re there, on the chair.
Mai:Where are my books? Nam:They’re here, on the desk.
Peter:Where are my books? Linda:They’re there, on the bed.
Linda:Where are my books?
Peter:They’re there, under the desk.

• Tell pupils that they are going to read the text and write answers. Give a few seconds for
pupils to look at the picture and read the text in silence. Check comprehension and
give feedback. Do the first question as an example before starting the activity.
Key: 1 on the bed 2 under the bed 3 near the desk

4 on the desk 5 on the wall
6. Write about your bedroom.

• Tell pupils that they are going to read and write some facts about their own rooms. Give a
few seconds for pupils to read the text. Check comprehension and give feedback.
• Tell pupils to swap and check their writing before calling a few pupils to read their writing
aloud.
• Call a few pupils to write their text on the board. Correct the spelling and grammatical
errors, if necessary.
103
ch chair It's under the chair.
wh where Where's the ball?
2 Listen and write.
1.the book?
2. The book is on the.
3 Let's chant.
Where's the book?

Where's the book? Here! Here!
It's here!
Where's the ball?
There! There!
It's under the chair.
Where are the
On the wall. On the wall.
They're on the wall.
posters?
On the wall. On the wall.
They're on the wall.
Where are the
pictures?
22 Tieenngg Anh 3
Warm-up: Spend a few minutes revising the language learnt by getting pupils to play Kim’s game
(see Activities Bank in the Introduction) using the vocabulary learnt.

book. Put the phonics letters ch and wh on the board and say them a few times. Ask
pupils to repeat after you. Prompt pupils to say the words and sentences, paying attention
to the target phonics letters. Do choral repetition of the words and sentences until pupils
feel confident.
Key: 1 Where’s 2 chair
Audio script
Where’s the book?
The book is on the chair.
3. Let's chant.
• Tell pupils that they are going to say the chant Where’s the book? Read each line of the
chant and check comprehension. Give feedback. Say the chant or play the recording all
the way through. Say each line of the chant and have pupils repeat it a few times. Show
pupils how to say the chant and do the actions.
• Call two groups of six to the front of the class to chant and do the actions: the first
group chants the questions and the other chants the answers. Have the remainder of the
class clap along to the chant.
104
4 Read and tick.
This is my room. There is a table and there are two chairs. There is
a poster on the wall. There is a ball under the table. There are three
books on the table.
5 Read and write.

You: Look! This is a picture of my bedroom.
Your friend: It's nice. Tell me about the things in your room.
You: OK. Well, there's a and two .
Your friend: What about books and posters?
You: .
6
Draw your bedroom and describe it to your classmates.
23
Tieng Anh 3 Unit 13 Where's my book? 23
Warm-up: Spend a few minutes revising the language learnt by getting two groups of six pupils
to the of the class to sing the song The poster and the ball and say the chant Where’s the book? Read
the Activities Bank in the Introduciton for more activities.
4. Read and tick.

• Tell pupils that they are going to read the text and tick the correct picture. Give a few
seconds for pupils to read the text in silence. Check comprehension and give feedback.
Key: c
5. Read and write.

• Tell pupils that they are going to read the text and complete the conversation about their
own bedrooms. Give a few seconds for pupils to look at the picture and read the text
in silence. Check comprehension and give feedback.
• Role-play the dialogue with a pupil, where you play “your friend”.
• Call a few pupils to write their answers on the board. Correct the spelling and grammatical
errors, if necessary.
• Do choral repetition of the sentences on the board.
6. Pro.ect
• Tell pupils that they are going to draw their own bedrooms and describe them to the
class. Get pupils to prepare the necessary school things to carry out the project (coloured
pencils, crayons, etc.)
• Give pupils time to do the project in class. If there is not enough time, ask pupils to finish
the project as homework.
• Call a few pupils to the front of the class to show their pictures and describe them. Using
the sentence patterns learnt. Have the pupils stick their drawings on the walls of the
classroom for display.
• Get the class to say the chant Where’s the book? and sing the song The poster and the ball to
end the class.
105
Unit 14 Are there any posters
in the room?
1
Look, listen and repeat.
This is a
picture of my Are there any posters in the room?
room.
Are there any chairs

in the room?
Yes, there No, there aren't.
are.
2
Point and say.
Are there any
in the room?
maps/yes sofas/yes
Yes, there are.
No, there aren't.
wardrobes/no cupboards/no
3
Let's talk.
Are there any ?
Yes, .
No, .
there aren't = there are not

24 Tieenngg Anh 3
Objectives
use the words and phrases related to the topic Things in a room.
ask and answer questions about things in a room, using Are there any + thing (plural) + location?
ask and answer questions about the quantity of things in a room, using How many + thing (plural)+ are
pronounce the sounds of the letters a and u in the words fan and cup respectively.
Warm-up: Spend a few seconds revising the previous unit by having pupils sing the song
The poster and the ball and say the chant Where? Draw pupils’ attention to the title of the unit

• Tell the class that they are going to ask and answer questions about things in a room. Give
a few seconds for pupils to look at the first picture and elicit the name of the characters
and what they say. Have pupils repeat the text in the bubbles a few times. Repeat the
procedure with the second picture. Point to the things in the pictures and teach pupils the
new words: map, cupboard, sofa.
2. Point and say.

• Tell pupils that they are going to practise asking and answering questions about things in a
room. Give a few seconds for pupils to look at the pictures and read the text in silence.
Point to each picture and elicit the meaning of the words under it. Give feedback and have
pupils repeat them a few times. Use the first picture as an example and put the question
and answer on the board and have pupils repeat them a few times.
• Do choral and individual repetition pointing to the pictures.
Language notes:
Remind pupils of the differences in pronunciation of the final s in posters, sofas, cupboards, w
Have pupils practise saying the two words are and aren’t a few times.
3. Let's talk.
• Tell pupils that they are going to practise more with their friends. Point to each thing in the
picture and elicit the name of the thing. Have pupils repeat the words a few times. Use
one thing in the picture as an example (e.g. beds) and put the question and answer on
the board and have pupils repeat them a few times. Call a pair to give a demonstration of
the dialogue before starting the activity.
Language note: Draw pupils’ attention to the plural nouns after Are there any...?
106
Unit 14 Are there any posters in the room?
4
Listen and tick.
1.
2.
5
Look, read and write.
1. This is a living room.

2. There is a TV on the in the room.
3. There are four pictures and a big on the wall.
4. There are four near the table.
6
Let's write.
1. Are there any wardrobes in your bedroom? .
2. Are there any sofas in your living room? .
3. Are there any cupboards in your dining room? .
4. Are there any pictures or maps in your bedroom? .
25 Tieng Anh 3 Unit 14 Are there any posters in the room?

Warm-up: Spend a few minutes revising the language learnt by having the class do a dictation (see
Activities Bank in the Introduction), using the vocabulary and sentence patterns learnt.
4. Listen and tick.

seconds to look at the pictures. Elicit the names of the things in each picture and give
feedback.
Key: 1a 2b
Audio script
Peter: This is a picture of my living room. It’s large. Mai: Are there any maps in the room?
Peter: Yes, there are two.
Mary: This is a picture of my bedroom. Nam: Are there any sofas in the room? Mary: No, there are

• Tell pupils that they are going to look at the picture and complete the sentences. Give a
few seconds for pupils to look at the picture and the text. Check comprehension. Elicit the
word to fill the first gap as an example.
• Ask pupils to swap and check their answers before writing the answers on the board for
pupils to copy down into their notebooks.
• Call a few pupils to read the sentences aloud.
Key: 2 cupboard 3 map 4 chairs

Language note: Tell pupils that aren’t is the contracted form of are not and is used in speaking
6. Let's write.
• Tell pupils that they are going to write about their own rooms. Give pupils a few seconds
to read the questions. Check comprehension. Call a pupil and ask him/her the first two
questions as examples.
• Tell pupils to swap and check their answers before calling a few pupils to read the answers.
• Ask two pupils to write their answers on the board. Correct the spelling and
107
How many chairs are there?
And how many cups are there?
Let's count them. One, two, three, … . There are eight.

There are six.
2 Point and say.

How manyare there?
fans mirrors
There are.
doors windows
3 Let's talk.
How many?
.
26
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the language learnt by playing a game of Bingo, using
the vocabulary learnt. Then call a few pairs to the front of the class to ask and answer questions
with the words on the board, using Are there any + thing (plural) + location?

• Tell the class that they are going to practise asking and answering questions about
the number of things in a room. Give a few seconds for pupils to look at the first picture
and elicit the name of each character and explain what they say. Give feedback and have
picture.
2. Point and say.

• Tell the class that they are going to practise asking and answering questions, using How many
+ thing (plural) + are there? Give pupils a few seconds to look at the pictures and read the
text in silence. Check comprehension and give feedback. Point to the pictures and have
pupils repeat the word under each picture a few times. Use the first picture as an example
and put the question and answer on the board and have pupils repeat them a few times.
3. Let's talk.
• Tell the class that they are going to practise more with their friends. Give a few seconds
for pupils to look at the pictures and elicit the name of each room and the number of
things in the room. Point to the beds in the first picture and prompt pupils to say the
words to fill the gaps. Put the question and answer on the board and have pupils repeat
them a few times. Call a pair to give a demonstration of the dialogue before starting the
activity.
Unit 14 Are there any posters in the room? 108
5 Read and write.

This is my living room. There are many things in the room. There are
two windows and one door. There are a sofa, a desk and eight chairs.
There is a lamp on the desk and a TV on the cupboard. There are four
pictures and two fans on the walls.
1. How many doors are there in the living room? .
2. How many windows are there? .
3. How many chairs are there? .
4. How many pictures are there? .
5. How many fans are there? .
6 Let's play.
Spot the differences.
27
Tieng Anh 3 Unit 14 Are there any posters in the room?
Warm-up: Spend a few minutes revising the language learnt by calling a few pairs to the front of
the class to do the dialogue in Exercise 3. Read the Activities Bank in the Introduction for more
activities.

for pupils to look at the picture. Check comprehension and give feedback.
When playing for the second time, pause after each sentence for pupils to number the
picture.
Key: 1 bed 2 desk 3 two chairs 4 TV
Audio script
This is my bedroom. There’s a bed in the room. There’s a desk. There are two chairs. There’s al
5. Read and write.

• Tell pupils that they are going to read the text and answer the questions. Give a few
seconds for pupils to read the text in silence. Check comprehension and explain the new
vocabulary. Ask pupils to read each question and underline the key words. Then read the
text to scan for the answers. Discuss the first question with pupils and give the answer as
an example.
• Call a few pairs to ask and answer the questions.
Key: 1 There is one door. 2 There are two windows. 3 There are eight chairs.
4 There are four pictures. 5 There are two fans.
6. Let's play.
• Tell the class that they are going to play a game of Spot the differences (see Activities Bank in
the Introduction).
• Describe how to play the game and check understanding. Say some model sentences and have
pupils repeat them a few times (e.g. In Picture a there are two chairs behind the table. In
Picture b there are two chairs near the door).
• Set the time and get groups of pupils to sit face to face and start the game.
• Ask the winning group to report the differences to the class.
109
a fan There's a fan on the wall.
u cup There's a cup on the table.
2 Listen and write.
1. Where's the?
2. Where's the?
3 Let's chant.
How many desks?
How many, how many,
How many desks are there? One, one, there's one.
How many, how many, How many maps are there? How many, how m
Two, two, there are two.
Three, three, there are three.
28
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the language learnt by getting a few pairs of pupils to do
the dialogue in Lesson 2, Exercise 6. Read the Activities Bank in the Introduction for more activities.

book. Put the phonics letters a and u on the board and say them a few times. Ask pupils
confident.
Key: 1 cup 2 fan
Audio script
1. Where’s the cup?2. Where’s the fan?
3. Let's chant.
• Tell pupils that they are going to say the How many desks? chant. Say the chant or play
the recording all the way through for pupils to listen. Check comprehension and give
feedback. Read each line of the chant and have pupils repeat it a few times. When pupils
are familiar with the rhythm, show them how to say the chant and do the actions.
• Call two groups of six to the front of the class: one group chants the questions and the
other chants the answers. Have the remainder of the class clap along to the rhythm.
110
4 Read and circle.
1. ( Is /Are ) there any cupboards in the living room?
2. There ( is / are ) one wardrobe in the bedroom.
3. How many ( lamp / lamps ) are there on the cupboard?
4. There are four ( chair / chairs ) next to the desk.
5. There are two posters ( on / in ) the wall.
5 Read and write.
This (1) a dining room. It is large. There is a table and
there are six (2) in the room. There is a (3) on
the cupboard. There are three (4) on the wall.
6
Interview your friends and complete the table.
How many tables

are there in your house? Name Doors Windows Tables Chairs Cupboards Wardrobes
There are two.
Nam 2
You
29
Tieng Anh 3 Unit 14 Are there any posters in the room?
Warm-up: Spend a few minutes revising the language learnt by getting the class to say the chant
How many desks? Read the Activities Bank in the Introduction for more activities.
4. Read and circle.

• Tell pupils that they are going to read the sentences and circle the correct words. Give a
few seconds for pupils to read the text in silence. Check comprehension and give
feedback. Do the first sentence with pupils as an example.
Key: 1 Are 2 is 3 lamps 4 chairs 5 on
5. Read and write.

• Tell pupils that they are going to read and fill the gaps with the appropriate words. Give a
few seconds for pupils to look at the picture and read the text in silence. Check
comprehension. Fill the first gap with pupils as an example.
• Get pupils to swap and check their answers before writing the answers on the board for
Key: 1 is 2 chairs 3 TV 4 posters
6. Pro.ect
• Tell pupils that they are going to interview their friends about their houses and take notes,
then report their work to the class. Check understanding. Get a group of four to give
a demonstration of the interview before starting the activity.
help, if necessary.
• Call a few pupils to the front of the class to report their work.
• Have pupils stick their notes on the walls of the classroom for display.
• Have the class sing the song The way I clean my house and say the How many desks? chant to
end the class.
111
Unit 15 Do you have any toys?
1
Look, listen and
repeat.
Do you have a teddy bear?
What's that?
It's my robot.
Do you have a Yes, I do.
No, I don't.
robot?
2
Point and say.
Do you have ?
Yes, I do.
a doll/yes a car/yes
No, I don't.
a robot/no a puzzle/no
3
Let's talk.
Do you have a ?
Yes, .
No, .
30 Tieenngg Anh 3
Objectives
use the words and phrases related to the topic Toys.
ask and answer questions about toys, using Do you have + (word for toys)?
ask and answer questions about toys, using Does he/she have + (word for toys)?
pronounce the sounds of the letters pl and sh in the words plane and ship respectively.
Warm-up: Spend a few minutes revising the previous unit by saying the chant How many desks?
Draw pupils’ attention to the title and check comprehension. Have them repeat it once or twice.

• Tell pupils that they are going to talk about the toys they have, using Do you have any
toys? Give a few seconds for pupils to look at the first picture and elicit what the
characters are saying. Check comprehension. Repeat the procedure with the second
picture. Give the meaning of unfamiliar words and have pupils repeat the text in the
bubbles a few times.
2. Point and say.

• Tell pupils that they are going to practise asking and answering questions using Do you
have a + (word for toys)? Point to the each picture and check comprehension. Give
feedback and have pupils repeat the words under each picture a few times. Point to
Picture a and elicit the words. Put them on the board and have pupils repeat each of the
sentences a few times.
• Do choral and individual repetition, using the words or pictures as prompts.
necessary.
• Check as a class.
3. Let's talk.
for pupils to look at the picture and check comprehension by pointing to each toy and
elicit the word. Ask pupils to prompt the words to fill the gapped sentences in the
bubbles. Put the question and the answers on the board for pupils to repeat a few times.
Call a pair to give a demonstration before starting the activity.
• Have pupils work in pairs as the characters in the picture. Go around to offer help and
Unit 15 Do you have any toys? 112
4
Listen and number.
5
Read and write.
My toys
These are my toys on the shelf. I have a
(1) . It is red. I have a
(2) . It is blue. And I have
a pretty (3) . It is Lucy. I like
my toys very much. (4) you
have any toys? What are (5) ?
6
Let's write.
1. Do you have a doll/car/teddy bear?
.
2. What colours are your toys?
.
3. Where is your doll/car/teddy bear?
.
31 Tieng Anh 3 Unit 15 Do you have any toys?

Warm-up: Spend a few minutes revising the previous lesson by having the class play a game of
Chinese whispers, using the words for toys previously learnt. When the game is over, point to each
word and ask the class to drill the question and the answer with Do you have a + (word for toys)?

• Tell pupils that they are going to listen to the recording and number the correct boxes.
Give a few seconds for pupils to look at the pictures. Check comprehension and give
feedback.
Key: a3 b4 c1 d2
Audio script
1. Nam Do you have a puzzle? 2. Mai: Do you have a yo-yo?
:
Mai: Yes, I do. Peter: No, I don’t. I have a robot
3. Mai: Do you have a ball? 4. Mai: Do you have a car?

Nam Yes, I do. Tony No, I don’t. I have a yo-yo.
: :
5. Read and write.

• Tell pupils that they are going to look at the picture and read the text in silence.
Check comprehension and give feedback. Elicit the words to fill the gaps.
• Call a few pupils to read aloud the text.
Key: 1 car 2 ball 3 doll 4 Do 5 they
6. Let's write.
• Tell the class this is a personalized activity in which pupils use real facts in their writing.
Give pupils a few seconds to read the questions in silence. Call one pupil to the front of
the class to give a demonstration as an example.
• Give pupils time to do the task. Go around to offer help with the writing, if necessary.
• Get a few pupils to read their writing to the class. Then call a few pupils to write their
answers on the board. Correct spelling and grammatical errors, if necessary.

113
Does your brother have a robot? Does he have a puzzle?
Yes, he does. No, he doesn't.
2 Point and say.
Does he/she have?

Yes, he/she does.
a yo-yo/yes a ship/yes
No, he/she doesn't. a plane/no

a kite/no
3 Let's talk.
Does he/she have? Yes,.
No,.
32
Tieenngg Anh 3
the vocabulary related to toys that pupils have learnt. Then have some pairs ask the question Do
you have a + (word for toys)? and use the words in the game to answer.

• Tell the class that they are going to practise asking and answering about someone’s toys.
Draw pupils’ attention to the first picture and elicit the names of the characters and explain
what they say. Give feedback and have pupils repeat the text in the bubbles a few
2. Point and say.

• Tell pupils that they are going to practise asking and answering questions, using Does
he/she have ... ? Give a few seconds for pupils to look at the pictures and the words.
Teach the new vocabulary. Have pupils repeat each word a few times. Point to Picture a
and elicit the word to fill the gap. Put the question and the answers on the board. Have
pupils repeat each of them a few times.
• Do choral and individual repetition, using the cued words or pictures.
3. Let's talk.
• Tell the class that they are going to practise more with their friends, using their own
names. Give a few seconds for pupils to look at the picture and check comprehension
by eliciting the names of the characters and the toys in the picture. Ask pupils for the
words to fill in the question and the answers in the bubbles. Put them on the board and
have pupils repeat each of them a few times. Call a pair to give a demonstration of the
interaction before starting the activity.
• Get pupils to work in pairs, using the picture in the book. Go around to offer help and
114
4 Listen and tick.
True False
a.
b.
c.
d.
5 Read and write.

I am Phong. Peter, Mai, Nam, and Linda
are my friends. We have a lot of toys.
Peter has a robot and a ball. Mai has a
teddy bear and a doll. Nam has a car and
a plane. Linda has a yo-yo and a puzzle.
I have a plane and a ship.
1. What does Peter have? He has a .
2. What does Mai have? She .
3. Does Nam have a car and a plane? .
4. What does Linda have? .
5. Does Phong have a kite? .
6 Let's sing.
Linda has a little doll
Linda has a little doll,
Little doll, little doll.
Everywhere that Linda goes,
Linda has a little doll.
Linda goes, Linda goes.
Its dress is white and
Everywhere that Linda goes,
brown.
That doll is sure to go.
33
Tieng Anh 3 Unit 15 Do you have any toys?
Warm-up: Spend a few minutes revising the previous lesson by playing a game of
Pelmanism, using the cards related to the words that pupils have learnt about toys. Read the
Activities Bank in the Introduction for more activities. Then call a few pairs to the front of the
class to ask and answer questions about their toys.
4. Listen and tick.

• Tell pupils that they are going to listen and tick “True” or “False” in the correct boxes. Give
a few seconds for pupils to look at the pictures. Check comprehension and give feedback.
Key: a T bF cT dT
Audio script
Boy:Does Mai have a skipping rope?
Girl:Yes, she does.
Girl:Does Peter have a yo-yo?
Boy:No, he doesn’t.
Girl:Does Nam have a teddy bear?
Boy:No, he doesn’t. But he has a kite.
Boy:Does Linda have a puzzle?
Girl:Yes, she does.
5. Read and write.

• Tell the class that they are going to look at the picture and read the questions in silence.
Check comprehension and give feedback. Call a pupil to answer the first question as an
example.
• Call some pupils to read aloud the completed sentences.
Key: 1 robot and a ball 2 has a teddy bear and a doll 3 Yes, he does.
4 She has a yo-yo and a puzzle 5 No, he doesn’t
6. Let's sing.
• Tell pupils that they are going to sing the song Linda has a little doll. Play the recording for
pupils to sing the song all the way through. Teach the song, following the procedure
in the Teaching the unit components in the Introduction. Read each line of the song and
check comprehension. Then sing each line of the lyrics and have pupils repeat it a few
times. When pupils are familiar with the tune, give a demonstration of the song and do
the actions.
• Ask pupils in every two rows to sit face to face and practise singing and doing the actions.
• Ask a group of six to the front of the class to sing the song. Have the class accompany
them in the last four lines.
• Have the whole class sing the song Linda has a little doll to reinforce learning.
115
pl plane She has a plane.
sh ship Do you have a ship?
2 Listen and write.
1. Linda has a .
2.My brother doesn't have a .
3 Let's chant.
Do you have a doll?

Do you have a Yes, I do. Yes, I do.
doll? Do you have
No, I don't. No, I don't.
a car?
Yes, he does. Yes, he does.
Does he have a puzzle?
No, he doesn't. No, he
Does he have a plane?
doesn't. Yes, she does. Yes,
Does she have a robot?
she does.
Does she have a teddy
No, she doesn't. No, she doesn't.
bear?
34
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting the class to sing the song
Linda has a little doll.

book. Put the phonics letters pl and sh on the board and say them a few times. Ask
Key: 1 ship 2 plane
Audio script
1. Linda has a ship. 2. My brother doesn’t have a plane.
3. Let's chant.
• Tell pupils that they are going to read the chant Do you have a doll? Give a few seconds
for pupils to read the chant in silence. Read each line and check comprehension. Give
feedback. Say the chant or play the recording all the way through. Then get pupils to read
each line a few times. Show pupils how to say the chant and do the actions before starting
the activity.
rhythm.
116
shipgreentoystwoorange
My brother has some (1) . He has
three robots. They are (2) , black and
red. He has (3) cars. They are
blue and brown. He has a (4) .
It is (5) .
5 Write about you.

1. Do you have any toys? .
2. I have a ,a and a .
3. Does your friend have any toys? .
4. She/He has a ,a and a .
6
Make a paper toy.
Do you have a? .
35
Tieng Anh 3 Unit 15 Do you have any toys?
Warm-up: Spend a few minutes revising the previous lesson by getting two groups of six to the
front of the class to say the chant Do you have a doll?

• Tell pupils that they are going to look at the picture and complete the text. Give a few
seconds for pupils to look at the picture and read the text in silence. Check comprehension
and give feedback.
• Give pupils time to do the task independently. Go around to offer help, if necessary.
• Call a few pairs to read aloud the exchanges.
Key: 1 toys 2 orange 3 two 4 ship 5 green
5. Write about you.

• Tell pupils that this is a personalized activity in which pupils write their answers, using real
facts. Give a few seconds for pupils to read the text in silence. Check comprehension and
give feedback. Call a pupil to do the first question as an example.
• Call a few pupils to ask and answer the questions.
6. Pro.ect
• Tell pupils that they are going to make a paper toy that they like, for example, a ship, or a
plane or a bird. Then they will give a presentation of their work to the class. Check
understanding.
• Give pupils time to do the project. Encourage them to decorate their paper toy. If there is
not enough time, ask pupils to finish the project as homework.
• Have pupils work in pairs to ask and answer questions about their toys.
E.g. Do you have a paper toy?
Yes, I do. This is my paper plane.
It’s big / small.
It’s white / green.
• Have pupils sing the song Linda has a little doll and say the Do you have a doll? chant to end
the class.
117
Review 3
1
Listen and tick.
1.
2.
3.
4.
5.
2
Listen and number.
383684 Tieenngg Anh 3

Objectives
1. Listen and tick.

seconds to look at the pictures. Check comprehension and elicit information in the pictures
and give feedback.
Key: 1a 2a 3b 4b 5a
Audio script
1. Peter: Who’s that? 2. Mai: This is my bedroom. 3. Nam: Where’s your yo-yo?
Mai: That’s my father. Linda: Oh, it’s nice. Tony: It’s there, on the shelf.
Tony: Do you have a robot?
4. Tony: Are there any maps 5.
in your classroom?
Mai: No, I don’t. But I have a doll.
Mai: Yes, there are two.

• Get pupils to swap and correct their answers before checking as a class. Explain the
Key: a3 b4 c1 d2
Audio script
1. Tony: I have a new toy. 2. Mai: That’s the garden. Come and have a look.
Mai: What is it? Linda: Oh, it’s beautiful.
Tony: It’s a kite.
3. Peter: Where’s your sister? 4. Tony: How many posters are there in your room?
Nam: She’s in the kitchen Nam: There are two.
with my mother.
118
Review 3
small bedrooms there they house bathroom
This is my (1) house. It is big. There is a living room, a kitchen, three
(2) and a garden. There is a (3) inside each
bedroom. This is my bedroom. It's (4) . There is a bed, a
desk, a chair, and a bookcase. (5) is a big poster on the wall. Look!
I have three balls. (6) are under the bed.
4 Read and match.

How old is your Yes, I do.
father? Do you have Yes, there is.
any toys? Who's that? He's thirty-seven.
Is there a balcony in your classroom? It's my sister.
5 Look and say.
1.
Who are they? 2.
What room is it?
3. Are there any sofas/tables/ 4. Where's the chair/school bag?

chairs/pictures? Where are the
How many are there? balls/books/posters?
8376
Tieng Anh 3 Review 3
Key: 2 bedrooms 3 bathroom 4 small 5 There 6 They
4. Read and match.

Key: 1c 2a 3d 4b
5. Look and say.

• Tell pupils that they are going to answer the questions. Give a few seconds for pupils to
look at the pictures and read the text in silence. Check comprehension and elicit the
words to answer the questions and give feedback.
• Call a few pairs to answer the questions. Give feedback and praise pupils who did well and
Key:
1. It’s Mai's/Phong’s family.
2. It’s a bedroom.
3. Yes, there is a sofa.
Yes, there are two tables.
Yes, there are eight chairs.
Yes, there are two pictures.
4. The chair is next to the desk.
The schoolbag is on the desk.
The balls are under the bed.
The books are on the desk.
The posters are on the wall.
119
Review 3
1 Read the story. Put these lines in the correct bubbles.
Then listen and check. A
a. How many rooms are there in your house?

b. How many brothers and sisters do you have?
c. Where are they?
d. Who is Mimi?
?
? I have two sisters
She's my sister. and one brother.
? This is my sister Mimi and

They're here. this is my sister Nini.
Hello!
Hello!
And that's my brother,

Jack. ?
Eight.
Hello!
Hello!
Eight rooms? That's a big house! A big mouse house! That's nice!
Yes, it is!
Yes, it's a big mouse

house!
438880 Tieenngg Anh 3
1. Read the story. Put these lines in the correct bubbles. Then listen and check.
• Tell pupils that they are going to read the story and put the four questions in the
correct bubbles.
• Ask pupils to work in small groups. Then play the recording for them to check their answers.
Picture 1 d
Picture 2 b
Picture 3 c
Picture 6 a
Audio script
Miu: Chit:
Who’s Mimi? She’s my sister.
Miu: Chit: How many brothers and sisters do you have? I have two sisters and one broth
Miu: Chit: Where are they? They’re here.
Chit: This is my sister Mimi and this is my sister Nini. Hello!

Miu: Hello!
Mimi and Nini:
Chit: Miu: Jack: And that’s my brother, Jack. Hello!

Hello!
Miu: Chit: How many rooms are there in your house? Eight.
Miu: Chit: Eight rooms? That’s a big house! Yes, it’s a big mouse house!
Miu: Chit: A big mouse house! That’s nice! Yes, it is!
120
Review 3
2 Correct the answers.
1. How many sisters does Chit
have? He has one sister. No, he
.
2. How many brothers does he have?

He has two brothers. .
3. What's the name of Chit's brother?

John. .
4. How many rooms are there in the mouse house?

There are six. .
3 Unscramble these words from the conversation.

a. erstis sister b. rothbre c. eshou
d. sorom e. lohel f. usemo
4 Complete the conversation between Miu and Mimi.

Miu: Hello, my (1) Miu. What (2) that?
Mimi: My (3) Mimi.
Miu: Nice (4) , Mimi.

Mimi: (5) too, Miu.
9390
Tieng Anh 3 Review 3
2. Correct the answers.
• Tell pupils that they are going to read the questions and correct the answers. Give them
time to read the questions and underline the key words in the questions. Then ask them
to read the story again and find out what is wrong with the answers, and correct them.
• Ask a few pairs to read aloud the questions and answers.
Key: 1 He has two sisters.

2 He has one brother.
3 Jack.
4 There are eight.
3. Unscramble these words from the conversation.

• Tell pupils that they are going to put the letters in the correct order to make words, and
that they can find the words from the story. Do the first word as an example.
• Ask a few pairs to read aloud the correct words.
Key: a brother b house c rooms d hello e mouse

4. Complete the conversation between Miu and Mimi.
• Tell pupils that they are going to read the text and fill the gaps. Give them a few seconds
to read the text and check comprehension.
• Assign a few pairs to read aloud the dialogue.
Key: 1 name’s 2 your name 3 name’s 4 to meet you 5 Nice to meet you
Audio script
Miu:Hello, my name’s Miu. What’s your name?
Mimi: My name’s Mimi.
Miu:Nice to meet you, Mimi.
Mimi: Nice to meet you too, Miu.
121
Review 3
Unit 16 Do you have
any pets?
1
Look, and repeat.
That's my dog. Do you have any pets?
Wow! He's cute!

Yes, I do. I have two dogs.
2 Point and say.
Do you have any? cats/yes parrots/no
Yes, I do.
No, I don't. rabbits/no goldfish/no
3 Let's talk.
4400
Objectives
use the words and phrases related to the topic Pets.
ask and answer questions about pets, using Do you have any + (word for pets)?
ask and answer about the location of pets, using Where are the + (word for pets)?
pronounce the sounds of the letter o in the words dog and parrot respectively.
Warm-up: Spend a few minutes revising the previous unit by having the class sing the song
Linda has a little doll and say the chant Do you have a doll? Draw pupils’ attention to the title of
the unit and check comprehension. Have them repeat it once or twice.

• Tell pupils that they are going to talk about the pets they have, using Do you have any
pets? Give a few seconds for pupils to look at the first picture and elicit what the
characters are saying. Check comprehension. Give the meaning of unfamiliar words
and give feedback. Have pupils repeat the text a few times. Repeat the procedure with
the second picture.
2. Point and say.

• Tell pupils that they are going to practise asking and answering questions about the pets
they have, using Do you have any ...? Point to the each picture and check comprehension.
• Give feedback and have pupils repeat each word a few times. Elicit the words to fill
the questions. Put them on the board and have pupils repeat them a few times.
• Do choral and individual repetition, using the pictures or words as prompts.
• Check as a class.
3. Let's talk.
for pupils to look at the picture and check comprehension. Give feedback and elicit the
words to fill the bubbles. Put the question and the answers on the board for pupils to
repeat a few times. Call a pair to give a demonstration before starting the activity.
• Have pupils work in pairs as the characters in the picture. Go around to offer help and
122
Unit 16 Do you have any pets?
4 Listen and tick.
1.
2.
3.
5 Look and write.

I have a lot of pets. I have one (1)
and three (2) . I have
four
(3) in the cage and five pet?
(4) in the fish tank. Do you have a
6 Let's write.
1. What pets do you have? .
2. Where are your pets? .
41
Tieng Anh 3 Unit 16 Do you have any pets?
Warm-up: Spend a few minutes revising the previous lesson by having the class play a game of Slap
the board, using the words for pets learnt in the last lesson. Read the Activitys Bank in the Introduction
for more activities. When the game is over, point to each word and ask the class to drill the
questions and the answers with Do you have any + (word for pets)?
4. Listen and tick.

• Tell pupils that they are going to look at the pictures. Check comprehension and give
feedback.
Key: 1b 2a 3b
Audio script
1. Mai: Do you have any pets? 2. Tom Do you have any dogs?
Peter Yes, I do. I have three : No, I don’t. But I have a bird.
: birds. Quan
:
3. Nam Do you have any cats?
: No, I don’t. But I have a dog.
Linda
:
5. Look and write.

• Tell pupils that they are going to look at the pictures and read the text in silence.
Check comprehension and give feedback. Elicit the words to fill the gaps.
• Call a few pupils to read the text aloud.
Key: 1 dog 2 cats 3 birds 4 goldfish
6. Let's write.
• Tell pupils that they should use the real facts in their writing. Give pupils a few seconds to
read the questions in silence. Call one pupil to give a demonstration as an example.
• Give pupils time to do the task. Go around to offer help with the writing.
• Get a few pupils to read their writing to the class. Then call a few pupils to write their
answers on the board and correct the spelling, if necessary.

123
Where are my cats, Mum? Is the dog there with the cats, Mum?
They're over there, under the table.

No. He's in the garden. Look! He's there.
2 Point and say.
Where are the cats?
next to/flower pot under/table
They're.
behind/TV in front of/fish tank
3 Let's talk.
Where is/are the?
It's.
They're.
4422
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the previous lesson by having some pairs ask and
answer the questions about the pets they have, using Do you have any pets? and What pets do you
have?

• Tell pupils that they are going to practise speaking about where their pets are. Draw
pupils’ attention to the first picture and elicit the names of the characters and the text in
the bubbles. Check comprehension, give feedback and have pupils repeat the text a few
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question Where are
my cats? They’re + (place). Give a few seconds for pupils to look at the pictures and read
the words. Teach the new vocabulary. Have pupils repeat each word a few times. Point to
Picture a and elicit the words to fill the gap. Put the questions and the answers on the
board. Have pupils repeat each of them a few times.
• Do choral and individual repetition, using the cued words or pictures.
Language note: Draw pupils’ attention to the prepositions: on, in, under, next to, behind, i
3. Let's talk.
• Tell pupils that they are going to look at the picture. To check understanding, elicit the
names of the pets and where they are. Remind pupils of the different use of is and are in
questions with Where. Give some examples before asking pupils to fill the words in the
questions and the answers. Put the questions and the answers on the board and have
pupils repeat each of them a few times. Call a pair to give a demonstration of the dialogue
before starting the activity.
• Get pupils to work in pairs, using the picture in the book. Go around to offer help and
124
5 Read and write.

Hi! My name is Nam. I have a lot of pets. This is my cat. It is on the
bed. And that is my dog. It is there, under the table. I also have two
parrots and a rabbit. They are all in the garden.
1. Nam has a lot of .
2. He has a . It is the bed.
3. He has a . It is the table.
4. He has two and a . They are in the

.
6 Let's sing.
Do you have any pets?
Yes, I do.
I have a rabbit and its name is Boo.
Yes, I do.
I have a goldfish and its name is Blue.
Yes, I do.
I have a parrot and its name is Sue. I have a rabbit. He has a goldfish.
She has a parrot. What about you?
I have a rabbit. He has a goldfish.
She has a parrot. What about you?
43
Tieng Anh 3 Unit 16 Do you have any pets?
Warm-up: Spend a few minutes revising the previous lesson by conducting a game of Slap the
board using the vocabulary related to pets. Read to the Activitys Bank in the Introduction for more
activities. Then call a few pairs to the front of the class to ask and answer the questions with
Where’s/Where are …? using the words in the game and the picture in section 3.

• Tell pupils that they are going to look at the pictures. Check comprehension and give feedback.
Key: a2 b1 c4 d3
Audio script
Mai:Do you have any pets?
Peter:Yes, I do. I have a cat, a dog and a parrot.
Phong:Where’s my cat, Mum? Mother:It’s here, on the bed.
Nam:Where is your dog? Tony:It’s under the table.
Linda:I have two rabbits. Quan:Where are they?
Linda:They’re in the garden. Come and see them!
5. Read and write.

• Tell pupils that they are going to read the gapped sentences. Check comprehension and
give feedback. Complete the first sentence as the example.
• Give pupils time to do the task. Go around to offer for help, if necessary.
• Call some pupils to read the completed sentences aloud.
Key: 1 pets 2 cat, on 3 dog, under 4 parrots, rabbit, garden
6. Let's sing.
• Tell pupils that they are going to sing the song Do you have any pets? Teach the
song, following the procedure in the Teaching the unit components in the Introduction.
Sing or play the recording for pupils to sing the song all the way through. Then read each
line of the song and check comprehension. Sing each line of the song and have pupils
repeat it a few times. When pupils are familiar with the tune, show them how to sing
the song while doing the actions.
• Ask pupils in every two rows to sit face to face and practise singing and doing the actions.
• Tell pupils to swap and check their answers before calling different pairs to act out
their work.
• Ask a group of four to the front of the class to sing the song and ask the class to
accompany them in the last two lines.
• Have the whole class sing and clap the song to reinforce learning.
125
o dog Where is your dog?
o parrot My parrot is in the garden.
2 Listen and write.
1. Peter has a.
2. Nam has a.
3 Let's chant.
Do you have any cats?

Do you have any cats?
Yes, I do. Yes, I do.
Do you have any dogs?
Do you have any birds?
Do you have any rabbits?
No, I don't have
Do you have any parrots?
any. No, I don't
Do you have any goldfish?
have any. No, I
don't have any.
44 Tieenngg Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting the class to sing the song

• Tell pupils that they are going to practise saying the letter, words and sentences in the
book. Put two instances of the phonics letter o on the board and write dog and parrot under
them respectively. Say the two sounds of o a few times. Ask pupils to repeat after you.
Prompt pupils to say the words and sentences, paying attention to the different
pronunciations of o. Do choral repetition of the words and sentences until pupils feel
confident.
Key: 1 parrot 2 dog
Audio script
1. Peter has a parrot. 2. Nam has a dog.
3. Let's chant.
• Tell pupils that they are going to read the Do you have any cats? chant. Give a few
seconds for pupils to read the chant in silence. Read each line and check comprehension.
Give feedback and get pupils to read each line a few times. Show pupils how to say the
chant while doing the actions.
• Ask group of pupils to sit face to face and practise chanting and doing the actions. Go
rhythm.
126
4 Read and match.
It's in the garden, on the tree over there.
Do you have any pets? They're in the yard.
Do you have any goldfish? Yes, I do. I have two dogs and a cat.
Where's your cat? No, I don't.
Where are your dogs?
5 Read and write.

Hi! My name is Mai. I am eight years old.
I have a dog, two goldfish and two parrots.
This is my dog. It is at the door. These are my
goldfish. They are in the fish tank. And those are
my parrots. They are in the cage. I love my pets
very much.
1. How old is Mai? She is .
2. Does she have any pets? Yes, .
3. What pets does she have? She has .
4. Where is her dog? It is .
5. Where are her goldfish? They are .
6
Draw a picture of your pet and tell your class about it.
45 Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting two groups of six to the
front of the class to say the chant Do you have any cats? One group chants the questions and the
other chants the answers.
4. Read and match.

• Tell pupils that they are going to read the text in silence. Check comprehension and
give feedback.
• Give pupils time to do the task independently. Go around to offer help, if necessary.
• Call a few pairs to read aloud the exchanges.
Key: 1c 2d 3a 4b
5. Read and write.

• Tell pupils that they are going to look at the picture and read the text in silence.
Check comprehension and give feedback. Give the answer to the first question as the
example.
Key: 1 8 years old

2 she does
3 a dog, two goldfish and two parrots
4 at the door
5 in the fish tank
6. Pro.ect
• Tell pupils that they are going to draw the pet(s) they have or like. Then they will write
sentences describing it/them and give a presentation of their work to the class. Check
understanding.
• Give pupils time to do the project. Encourage them to draw as many pets as possible. If
there is not enough time, give the project as homework.
• Have pupils work in pairs to ask and answer questions about their pets.
E.g. This is my dog. It’s in the garden. Do you have any pets?
• Have pupils sing the song Do you have any pets? and say the chant Do you have any cats? to
end the class.
127
Unit 17 What toys
do you like?

What toys do you like?
Do you like toys?
Yes, I do. I like ships.
2 Point and say.
What toys do you like?
trucks dolls
I like.
kites planes
3 Let's talk.
What toys?
46
Tieenngg Anh 3
Objectives
use the words and phrases related to the topic Toys.
ask and answer questions about toys, using What toys do you like?
ask and answer questions about the quantity of pets, using How many + (word for pet) + do you have?
pronounce the sounds of the letters i-e and i in the words kite and ship respectively.
Warm-up: Spend a few minutes revising the previous unit by having the class say the chant Do
you have any cats? and sing the song Do you have any pets? Draw pupils’ attention to the title of the
unit and check comprehension. Have them repeat it once or twice.

• Tell pupils that they are going to practise asking and answering questions about toys. Give
a few seconds for pupils to look at the pictures and elicit the names of the characters and
what they say. Give feedback and teach the new vocabulary. Have pupils repeat the
text in the bubbles a few times. Repeat the procedure with the second picture.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question What toys do
you like? Give a few seconds for pupils to look at the pictures and read the words under
the pictures in silence. Elicit the meanings of the words and have pupils repeat each of the
words a few times. Point to each picture and ask pupils to fill the missing words. Put the
question and the answer on the board and have pupils repeat each of them a few times.
• Do choral and individual repetition, using the words and picture cards as prompts.
Language note:
Draw pupils’ attention to the pronunciation of the ending s in toys, ships, trucks, kites and
planes. Have pupils practise identifying and saying these words a few times.
Focus on the falling intonation of Wh-questions and have pupils practise saying the rising intonatio
+ do you like?
3. Let's talk.
• Tell pupils that they are going to practise more with their friends, using their own
words. Give pupils a few seconds to look at the picture and check comprehension by
pointing to each toy and elicit the word for it. Ask pupils to fill in the words to complete
the question and the answer. Have pupils repeat them a few times. Call a pair to give a
demonstration of the interaction before starting the activity.
128
Unit 17 What toys do you like?
4 Listen and tick.
1.
2.
3.
5 Read and write.

Hi. My name is Nam. I am in the playroom with my friends. I like
planes. Mai likes dolls. Quan and Phong like ships. Linda likes kites.
Peter and Tony like trucks. We have a lot of fun in the playroom.
1. The children are in the .
2. Nam likes .
3. Mai likes .
4. Quan and Phong like .
5. Linda likes .
6. Peter and Tony like .
6 Let's write.
1. What toys do you have? .
2. Do you like trucks/ships/kites/planes? .
3. Where do you keep your toys? .

47
Tieng Anh 3 Unit 17 What toys do you like?
Bingo, using the words for toys that pupils have learnt in this unit and Unit 15. Then call a few
pairs to the front of the class to ask and answer the question What toys do you like?, using the
words used in the game.
4. Listen and tick.

• Tell pupils that they are going to listen and tick the correct boxes next to the pictures.
Give a few seconds for pupils to look at the pictures in silence. Check comprehension
and give feedback.
Key: 1b 2a 3b
Audio script
1. Mai: Do you like toys? 2. Nam Do you like robots?
Nam Yes, I do. : No, I don’t.
: What toys do you Mai: What toys do you
Mai: like? I like planes. Nam like? I like kites.
Nam :
: Mai:
3. Nam Do you like ships?
: No, I don’t.
Tony What toys do you
: like? I like trucks.
Nam
:
Tony
:
5. Read and write.

• Tell pupils that they are going to look at and complete the sentences about Nam, Mai,
Quan, Phong, Linda and Peter, and the toys they like. Give a few seconds for pupils to look
at the picture and read the text in silence. Check comprehension and give feedback. Do
the first gap filling as the example. Remind pupils to underline the key words when reading
the text to use for the answers.
• Get pupils to swap and check their answers before calling pupils to read their answers
aloud. Write the answers on the board for pupils to copy down into their notebooks.
• Do choral repetition of the completed sentences.
Key: 1 playroom 2 planes 3 dolls 4 ships 5 kites 6 trucks
6. Let's write.
• Tell pupils that this is a personalized activity in which pupils write their answers using real
facts. Give pupils a few seconds to read the questions in silence. Call a pupil to give a
demonstration of all questions before starting the activity.
• Tell pupils to swap and check their answers before checking as a class. Call two pupils to
write their answers on the board and correct the spelling and grammatical errors, if
necessary.
129
How many parrots do you have?
Do you have any parrots?
Yes, I do.
I have five.
2 Point and say.

How manydo you have?
dogs goldfish
I have.
parrots cats
3 Let's talk.
How many?
I have.
48
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting a few pairs to the front
of the class to ask and answer the question What toys do you like? - I like ..., using real facts. Then
have the class sing the song Do you have any pets?

• Tell pupils that they are going to practise talking about a number of pets and toys.
Give pupils a few seconds to look at the pictures and read the text in silence. Elicit the
names of the characters and what they say. Give feedback and teach the new vocabulary.
Have pupils repeat the text in the bubbles a few times. Repeat the procedure with the
second picture.
Language note: Remind pupils of the falling intonation in: How many ... do you have?
2. Point and say.

• Tell pupils they are going to practise asking and answering the question about the number
of pets using How many + (word for pet) + do you have? Point to each picture and elicit
the word. Then have pupils repeat each a few times. Point to Picture a, asking pupils to fill
in the missing words. Put the question and the answer on the board and have pupils
repeat each of them a few times.
• Do choral and individual repetition, using the words or picture cards as prompts.
Language note:
Draw pupils’ attention to the unchanged spelling in the plural form of goldfish
E.g. a goldfish, two goldfish
Remind pupils to use the plural form of a noun after the question How many.
E.g. How many pets/ toys/ parrots/... do you have?
3. Let's talk.
• Tell pupils that they are going to practise more with their friends, using their own words.
Give pupils a few seconds to look at the pictures and check understanding by eliciting the
words for pets. Point to the cats and ask pupils to fill in the word to complete the question
and the answers in the bubbles. Call them to the board and have pupils repeat each of
them a few times. Call a pair to the front to give a demonstration of the interaction before
13O

Nam, Linda and Mai like pets. They have different pets. Nam has
two dogs and three parrots. Linda has three cats and one dog. Mai
has four goldfish.
1. Nam has two and three .
2. Linda has three and one .
3. Mai has four .
6 Let's write.
1. Do you like pets? .
2. What pets do you have? .
3. How many do you have? .
49
Tieng Anh 3
for pupils to look at the pictures in silence. Check comprehension and give feedback.
• Get pupils to swap and check their answers before checking as a class
Key: a2 b1 c4 d3
Audio script
1. Do you have any 2 Mai: Do you have any cats?
goldfish? Yes, I do. . Nam No, I don’t.
Nam How many goldfish do you : How about
: have? I have four. Mai dogs? Yes, I do.
Mai: Nam How many dogs do you
Nam : have? I have one dog.
: Mai:
Mai: Nam
:
3. Do you have any cats? 4 Mai: Do you have any
Yes, I do. . Nam parrots? Yes, I do.
Nam How many cats do you : How many parrots do you
: have? I have three. Mai have? I have two.
Mai: Nam
Nam :
:
Mai:

• Tell pupils that they are going to read and complete sentences about Nam, Linda and Mai,
and the pets they have. Give pupils a few seconds to read the text in silence. Check
comprehension and give feedback. Remind pupils to underline the key words while
reading the text to use in answering the questions.
• Call a few pupils to read aloud the questions and the answers.
Key: 1 dogs, parrots 2 cats, dog 3 goldfish
6. Let's write.
• Tell pupils that this is a personalized activity in which pupils write the answers using
real facts. Give pupils a few seconds to look at the picture and read the questions in
silence. Check comprehension and teach the new vocabulary. Call a pupil to answer the
questions as the examples.
• Tell pupils to swap and check their answers before calling a few individuals to read aloud
their writing.
• Call two pupils to write their answers on the board and correct the spelling and
131
i-e
kite This is my kite.
i
ship I like ships.
2 Listen and
write.
1. I have a new.
2. Do you like?
3 Let's chant.
Do you like toys?
Do you like toys? Yes, I do. Yes, I do.

Do you like No, I don't. No, I don't.
trucks? I like ships. I like ships.
What toys do you like? I have four. I have
How many ships do you have? four. Yes, I do. Yes, I
Do you like pets? do.
Do you like dogs? No, I don't. No, I don't.
What pets do you like? I like cats. I like cats.
How many cats do you have? I have two. I have two.
55O0
Tieenngg Anh 3
the class and ask and answer the questions Do you have any pets? How many + (word for pet) + do
you have? Then have the class sing the song Do you have any pets?

book. Put the phonics letters i-e and i on the board and say them a few times. Ask pupils
confident.

Key: 1 kite 2 ships
Audio script
1. I have a new kite. 2. Do you like ships?
3. Let's chant.
• Tell pupils that they are going to say the Do you like toys? chant. Get pupils to follow
the procedure in Teaching the unit component in the Introduction.
• Read each line and check comprehension. Give feedback and have pupils repeat each line
of the chant.
• Play the recording three times for pupils to do choral and individual repetition.
• Ask pupils to sit face to face to practise chanting and doing the actions.
• Call two groups of six to the front of the class saying the chant: one group chants the
questions and the other chants the answers. The class claps the rhythm.
132
4 Read and match.
Do you like toys? Robots.
What toys do you like? Nine.
What pets do you like? Yes, I do.
How many cats do you have? Cats.

like has trucks How ten cats
I have many toys. I have five (1) , three planes, and (2)
yo-yos. My friend Mary has some pets. She (3) two dogs and
three (4) . What about you? What toys do you (5) ?
(6) many pets do you have?
6 Draw and colour your toys or pets.

Talk to your classmates about
them.
51
Tieng Anh 3
4. Read and match.
• Tell pupils that they are going to read and match the questions on the left with the
answers on the right by drawing a line between them. Give a few seconds for pupils to
• Do choral and individual repetition of the exchanges.
Key: 1c 2a 3d 4b

• Tell pupils that they are going to read and fill in the appropriate words. Give pupils a
few seconds to read the text in silence. Check comprehension and give feedback.
• Give pupils time to do the task. Go around offering help, if necessary.
• Call a few pupils to read aloud the questions and the answers.
Key: 1 trucks 2 ten 3 has 4 cats 5 like 6 How
6. Pro.ect
• Tell pupils that they are going to copy and colour a favourite toy and pet they like.
Check understanding. Get pupils to prepare necessary items (paper, pens, coloured
pencils, scissors, glue, etc.).
help, if necessary. If there is not enough time, give the project as homework.
• Call several pupils to the front of the class to give a presentation of their work.
• Have pupils work in pairs to ask and answer questions about their drawing.
E.g. - What toys / pets do you like?
- I like ...
- What colour is it?
- It’s ...
• Have the rest of the pupils stick their paintings on the walls of the classroom and choose the five best.
• Have the class say the Do you like toys? chant and sing the song Do you have any pets? to end the class.
133
Unit 18 What are you doing?

I'm home. Where are you, Hoa? What are you doing?
I'm in my room.
I'm reading.
2 Point and say.

What are you doing?
I'm. reading cooking
listening to music cleaning the floor
3 Let's talk.
What are you doing? .
.
.
read + ing = reading
52
Tieenngg Anh 3
Objectives
use the words and phrases related to the topic Indoor activities.
ask and answer questions about what someone is doing, using What are you doing? and
What is he/she doing?
pronounce the sounds of the letters ea and aw in the words reading and drawing
respectively.
Warm-up: Spend a few minutes revising the previous unit by playing a game of Slap the board,
using the vocabulary learnt. Then have pupils say the chant Do you like toys? Draw pupils’
attention to the title of the unit and check comprehension. Have them repeat it once or twice.

indoor activities. Check comprehension and give feedback. Have pupils repeat the text
in the bubbles a few times. Repeat the procedure with the second picture.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question What
are you doing? Point to each picture and elicit the meanings of the verbs. Give the
meanings, if necessary. Point to Picture a and elicit the words to fill the gaps in the
answer. Put the sentences on the board and have pupils repeat each of them a few times.
3. Let's talk.
• Tell pupils that they are going to look at the picture and check comprehension by eliciting
what each character in the picture does. Call a pair to give a demonstration of the
exchange before starting the activity.
• Have pupils work in pairs. Go around to offer help and correct the pronunciation, if necessary.
134
4 Listen and tick.
1.
2.
3.
5 Read and write.

Today Mai's family is at home. Mai's father is in the living room. He
is reading. Mai's brother is listening to music. Mai and her mother
are in the kitchen. They are cooking.
What are they doing?

1. Mai's father is .
2. Her brother .
3. Mai and her mother .
6 Let's write.
1. What are you doing? .
2. What is your father doing? .
3. What is your mother doing? .

53
Tieng Anh 3 Unit 18 What are you doing?
Warm-up: Give pupils a few minutes to revise the vocabulary they have learnt in the previous
lesson by calling a few pairs to act out the questions and the answers What are you doing? I’m +
(V-ing) in front of the class.
4. Listen and tick.

Key: 1b 2a 3b
Audio script
Hoa’s mother: Hoa: Where are you, Hoa? I’m in my room.
Hoa’s mother: Hoa:
What are you doing? I’m reading.
Nam’s mother: Nam:
Where are you, Nam? I’m in the living room. What are you doing? I’m wat
Nam’s mother: Nam:
Mai’s mother: Mai: Where are you, Mai? I’m in the kitchen.
Mai’s mother: Mai: What are you doing? I’m cooking.
5. Read and write.

• Tell pupils that they are going to read the text in silence and complete the sentences.
Check comprehension. Get pupils to work in pairs.
• Call some pupils to read the text and the completed sentences aloud.
Key: 1 reading 2 is listening to music 3 are cooking
6. Let's write.
• Tell pupils that they are going to write the answers, using real facts. Call a pupil to the
front to share his/her answers before starting the activity.
• Call some pupils to read their answers aloud or to write their answers on the board.
Correct the spelling or grammatical errors, if necessary.
Key: Pupils’ own answer.
135
Where's Peter?
What's he doing there?
He's in his room.

He's doing his homework.
2 Point and say.
What's he/she doing?

singing drawing
He's/She's .
watching TV
playing the piano
3 Let's talk.
What's he/she doing?
.
54
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the previous lesson by conducting a game of Bingo with
the verbs learnt in the previous lesson. Then call a few pairs to the front of the class to ask the
question What are you doing? and use the verbs in the game to answer.

• Tell pupils that they are going to practise asking and answering questions about what
someone is doing. Draw pupils’ attention to the first picture, elicit the names of the
characters and explain what they say. Check comprehension and give feedback. Have
picture.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question, using What
is he/she doing? Give pupils a few seconds to look at the pictures and read the words.
Point to each picture and check comprehension. Teach new words and have pupils repeat
each of them a few times. Point to Picture a and elicit the word to fill the gap. Put the
questions and the answers on the board and have pupils repeat each of them a few times.
3. Let's talk.
for pupils to look at the picture and read the text in silence. Check understanding by
pointing to each person and elicit what he/she is doing. Get a pair to give a
demonstration of the dialogue before starting the activity.
• Have pupils work in pairs. Go around to offer help and correct the pronunciation, if necessary.
136
5 Read and match.

What are you doing? He's watching TV.
What's Mai doing? I'm playing the
What's Peter doing? piano. They're
What are Tony and Linda doing? skating.
She's cooking.
6 Let's sing.
I love my parents
I love you, Mummy. I love you, Mummy.
I love you so much. Do you know that?
You never know how much I love you.
Oh, Mummy! I love you so much.
I love you, Daddy. I love you, Daddy.

I love you so much. Do you know that?
You never know how much I love you.
Oh, Daddy! I love you so much.
55
the class to act out the dialogues with What is he/she doing? using the picture in section 3.
for pupils to look at the pictures. Elicit the information in each picture and give feedback.
Key: a3 b1 c4 d2
Audio script
1. Nam: Where’s Tony? 2. Tony: Where’s Mai?
Mai:He’s in the living room. Nam: What’sLinda:
he doing?
She’s in her bedroom. Tony:What’s she doing
Mai:He’s watching TV. Linda: She’s drawing a picture.
3. Nam: Where’s Peter? Linda: He’s in the garden.
Hoa:Where’s
Nam: Linda?
What’sTony:She’s
he doing? in the kitchen.
Linda: He’s listening to music. 4. Hoa:What’s she doing there? Tony:She’s cooking.
5. Read and match.

• Tell pupils that they are going to read the text in silence. Check comprehension and
give feedback.
• Do choral repetition of the questions and answers.
Key: 1b 2d 3a 4c
6. Let's sing.
• Tell pupils that they are going to sing the song I love my parents. Read the lyrics and
check comprehension. Sing the song or play the recording all the way through. Sing each
line and have pupils repeat it a few times. When pupils are familiar with the tune, give a
demonstration of the song and do the actions.
• Call a group of four pupils to the front of the class to sing the song. The rest of class claps
along to the song.
137
ea reading He's reading.
aw drawing She's drawing a picture.
2 Listen and write.
1. My sister is.
2. Linda isin her room.
3 Let's chant.
What are you doing?
What are you doing?
I'm drawing. I'm drawing.
What is he doing?
What is she doing?
He's reading. He's reading.
She's singing. She's
singing. What are they doing?
They're dancing. They're dancing.
56
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting pupils to sing the song I
love my parents. Call a group of six to the front of the class to sing. The class claps along to the
song.

book. Put the phonics letters ea and aw on the board and say them a few times. Ask
pupils to repeat after you. Prompt pupils to say the words and sentences, paying attention
to the target phonics letters. Do choral repetition of the words and sentences until pupils
feel confident.

Key: 1 reading 2 drawing
Audio script
1. My sister is reading. 2. Linda is drawing in her room.
3. Let's chant.
• Tell pupils that they are going to read the chant What are you doing? Say the chant or
play the recording all the way through. Read each line and check comprehension. Have
pupils repeat each line of the chant. When they get familiar with the rhythm, show pupils
how to say the chant while doing the actions.
• Divide the class into two groups to say the chant: one group chants the questions and the
other chants the answers. The two groups swap their roles after the first round.
Unit 18 What are you doing? 138
watching is listening playing in
My name is Quan. Today my family (1) at home.We are
(2) the living room. My father is (3) TV.
My mother is (4) the piano. My brother is (5)
to music and I am singing.
5 Let's write.
1. Where is Quan's family? .
2. What is his father doing now? .
3. What is his mother doing now? .
4. What is his brother doing now? .
5. What is Quan doing now? .
Tell your classmates what they are doing.
57
Warm-up: Spend a few minutes revising the previous lesson by getting two groups to the front of
the class to chant What are you doing?

• Tell pupils that they are going to read the text and fill the gaps with the appropriate
words. Give pupils a few seconds to read the text in silence. Check comprehension. Get
board. Ask pupils to copy down the sentences into their notebooks.
• Call some pupils to read the text and the completed sentences aloud.
Key: 1 is 2 in 3 watching 4 playing 5 listening
5. Let's write.
• Tell pupils that they are going to write the answers. Give a few minutes for pupils to read
the text again. Call a pupil to give the answer of the first gap before starting the activity.
• Give pupils time to do the task. Get pupils to work in pairs. Go around to offer help, if necessary.
• Call a few pupils to read aloud their writing.
Key: 1 His family is at home.

2 His father is watching TV.
3 His mother is playing the piano.
4 His brother is listening to
music. 5 He is singing in his
room.
6. Pro.ect
• Tell pupils that they are going to look at the pictures and tell what the children are doing.
Then pupils will give a presentation of their work to the class. Check understanding.
• Give pupils time to do the project in class. Go around to offer help, if necessary.
• Call several pupils to the front of the class to give a presentation of their work. If there is
not enough time, give the project as homework.
• Have pupils draw one of the pictures and work in pairs to ask and answer questions about
their picture.
E.g. This is my friend. Her name is Lan. She is listening to music. What is your friend doing?
• Have pupils sing the song I love my parents or read the What are you doing? chant to end the class.
139
Unit 19 The y're in the park

Are Nam and Quan here? What are they doing?
No, they aren't. They're in the park. They're skating.
2 Point and say.

They're. cycling skating
flying kites skipping
3 Let's talk.
Whatthey?
.
cycle + ing = cycling

skip + ing = skipping
58 Tieenngg Anh 3
Objectives
use the words and phrases related to the topic Outdoor Activities and Weather.
ask and answer questions about outdoor activities, using What are they doing?
ask and answer questions about the weather, using What’s the weather like?
pronounce the sounds of the letters ai and a-e in the words rainy and skate respectively.
Warm-up: Spend a few minutes revising the previous unit by playing a game of Charades, using
the words learnt. Then have pupils say the What are you doing? chant. Draw pupils’ attention to
the title of the unit and check comprehension. Have them repeat it once or twice. Read the

• Tell pupils that they are going to practise talking about outdoor activities. Point to the first
picture and elicit the names of the characters and what they say. Give feedback and have
picture.
2. Point and say.

• Tell pupils that they are going to practise asking and answering the question What are
they doing? and the answer They’re + (V-ing). Give a few seconds for pupils to look at the
pictures and read the text in silence. Point to each picture and elicit the meaning of the
verb under it. Have pupils repeat each word a few times. Use the first picture as an
example and elicit the word to fill the gap in the answer. Put the question and answer on
the board and have pupils repeat them a few times.
Language note:
Draw pupils’ attention to the –ing forms of different verbs. The e is deleted when adding –ing to
3. Let's talk.
them to look at the pictures and read the text in silence. Check comprehension by
pointing to each picture and elicit the verb. Then prompt pupils to say the words to fill the
gaps. Put the question and answer on the board and have pupils repeat each of the
sentences a few times. Call a pair to give a demonstration of the dialogue.
• Get pupils to practise in pairs. Go around to offer help and correct the pronunciation,
if necessary.
• Call some pairs to act out the exchange in front of the class.
14O
Unit 19 They're in the park
4 Listen and tick.
1. 2.
5 Read and write.
My name is Phong. Today I am in the park with my friends. We are

doing sports and playing games. Some of the boys and I are playing
football. Some of the girls are skipping. My friend Mai is cycling. Nam
and Quan are flying kites. We are happy in the park.
1. The children are in .
2. Some of the boys are .
3. Some of the girls are .
4. Mai is .
5. Nam and Quan are .
6 Let's write.
1. Where are you now? .
2. What are you doing? .

59
Tieng Anh 3
Charades, using the verbs learnt. Then call a few pairs to the front of the class to do the dialogue
in Exercise 6. Read the Activities Bank in the Introduction for more activities.
4. Listen and tick.

them to look at the pictures. Check comprehension and give feedback.
Key: 1b 2a
Audio script
Mai:Where are Nam and Quan? Phong: They’re in the park.
Mai:What are they doing there?
Phong: They’re flying kites with their friends.
Nam:Where are the girls? Quan:They’re in the park.
Nam:What are they doing there? Quan:They’re skipping.
5. Read and write.

them to look at the picture and read the text in silence. Check comprehension and give
feedback.
• Get pupils to swap and check their answers before calling some pupils to read aloud
the answers. Write the correct answers on the board and ask pupils to copy down into
their notebooks.
Key: 1 the park 2 playing football 3 skipping 4 cycling 5 flying kites
6. Let's write.
• Tell pupils that they are going to write the answers about themselves. Give a few seconds
for them to read the questions. Call a pupil to answer the questions as an example.
• Get pupils to swap and check their answers before calling a few pupils to read aloud their
answers.
141
Hello, Mai. This is Linda. I'm in HoWhat's theCity.
Chi Minh weather like in Ho Chi M
It's sunny.
Oh, great!
2 Point and say.
What's the weather like? sunny rainy
cloudy windy
It's.
f
snowy stormy
3 Let's talk.
What's the weather like?
66O0
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the previous lesson by calling two groups of four to the
front of the class: one group mimes an action and the rest of the class asks What are they doing? ,
and then the other group answers.

• Tell pupils that they are going to ask and answer questions about the weather. Give a
few seconds for pupils to look at the first picture and read the text in silence. Check
comprehension. Have them repeat the text in the bubbles a few times. Repeat the
2. Point and say.

weather, using What’s the weather like? and It’s + adj. Give a few seconds for them to look at
the pictures and read the words under each picture. Check comprehension and give
feedback. Have pupils repeat each word a few times. Use the first picture as an example
and elicit the word to fill the gap. Put the question and the answer on the board and have
pupils repeat each sentence a few times.
3. Let's talk.
them to look at the picture and check comprehension. Call a pair to give a demonstration
of the dialogue.
necessary.
• Call a few pairs to act out the exchange in front of the class.
142

What's the weather like?
1. It is in Ha Noi today.
2. It is in Hue today.
3. It is in Da Nang today.
4. It is in Ho Chi Minh City today.
6 Let's sing.
The weather song
What is the weather like?
It is sunny and windy
In my hometown.
It is cloudy and rainy
In my hometown.
61
Tieng Anh 3
for them to look at the pictures. Check comprehension and give feedback.
• Get pupils to swap and check their answers before you check as a class.
Key: a2 b1 c4 d3
Audio script
Mai:Let’s play a game. Nam:OK.
Mai:Look at this picture. What’s the weather like? Nam:It’s rainy.
Mai:Well done!
Mai:How about this picture? What’s the weather like? Nam:It’s sunny.
Mai:Well done! Now it’s your turn.
Nam:Look at this picture. What’s the weather like? Mai:It’s cloudy.
Nam:No, Mai. It’s snowy.
Nam:And this picture? What’s the weather like? Mai:It’s cloudy!
Nam:Well done, Mai!

• Tell pupils that they are going to complete the sentences. Give a few seconds for them to
look at the pictures and read the text in silence. Check comprehension and give feedback.
• Call a few pairs to read aloud the sentences.
Key: 1 cloudy 2 windy 3 rainy 4 sunny
6. Let's sing.
• Tell pupils that they are going to sing The weather song. Give a few seconds for them to
read the lyrics in silence. Check comprehension and give feedback. Sing the song or play
the recording all the way through. Play each line of the lyrics and have pupils repeat it a
few times. When pupils are familiar with the tune, show them how to sing the song and do
the actions.
• Call two groups of six to the front of the class to sing the song. One group sings the
questions, the other sings the answers, and the rest of the class claps along to the song.
19413
ai rainy It's rainy today.
a-e skate I often skate in the park.
2 Listen and write.
1. I likedays.
2. My sister and Iin the playground.
3 Let's chant.
Where are you?
Where are you?In the park. In the park. What's the weather like?It's sunny.
What are you doing?I'm cycling. I'm cycling.
What are your friends doing?They're skating. They're skating. What are you
9622 Tieenngg Anh 3

Warm-up: Spend a few minutes revising the previous lesson by having pupils sing The weather song.
Read the Activities Bank in the Introduction for more activities.

book. Put the phonics letters ai and a-e on the board and say them a few times. Ask
Key: 1 rainy 2 skate
Audio script
1. I like rainy days. 2. My sister and I skate in the playground.
3. Let's chant.
• Tell pupils that they are going to say the Where are you? chant. Give a few seconds for
pupils to read the text in silence. Check comprehension and give feedback. Say the chant
or play the recording all the way through. Say each line of the chant and have pupils read
it a few times. When pupils are familiar with the rhythm, show them how to say the chant
and do the actions.
• Ask groups of pupils to sit face to face and practise chanting and doing the actions.
• Call two groups of six to the front of the class to say the chant. One group says the
questions and the other says the answers. The rest of the class claps along to the rhythm.
144
4 Read and match.
Where are you? She's skipping.
What are you doing? It's sunny and windy.
What's the weather like? I'm in the park with my
What is Nam doing? friends. We're skating.
What is Mai doing? He's cycling.

skating playing weather flying park
The (1) is fine today. It is sunny and windy. We are
in the (2) . Mai and Linda are (3)
kites. Nam, Phong and Tony are (4) football. Peter
and Quan are (5) . We are happy in the park.
6
Draw and colour a weather icon for tomorrow's weather in your place.
Present them to your classs
63
Tieng Anh 3
4. Read and match.
• Tell pupils that they are going to read the questions on the left, and pair them with the
answers on the right by drawing a line between them. Give a few seconds for pupils to
Key: 1c 2d 3b 4e 5a

pupils to read the text in silence. Check comprehension and give feedback.
• Give time for pupils to do the task. Get weaker pupils to work in pairs.
• Get pupils to swap and check their answers before calling pupils to read aloud their
answers and correct them, if necessary.
Key: 1 weather 2 park 3 flying 4 playing 5 skating
6. Pro.ect
• Tell pupils that they are going to guess tomorrow’s weather. Then they will choose and
copy one of the weather icons and colour it. Then they will show their icons to the class
and talk about the weather. Check understanding.
• Allow pupils time to do the project. Go around to offer help, if necessary.
• Have pupils work in pairs, ask and answer questions, using their drawing.
E.g. - What’s the weather like?
- It’s sunny / rainy / cloudy, etc.
• Have pupils sing The weather song and say the Where are you? chant to end the class.
145
Unit 20 Where's Sa Pa?
1
Look, listen and repeat.
Where's Sa Pa, Mai? This is a photo of Sa Pa.
It's in north Viet Nam. Oh! It's very beautiful.
2 Point and say.

Where's?
It's inViet Nam.
Ha Noi/north Ha Long Bay/north
T R U N G QU Ố C
Let's talk. HÀ NỘI MÓNG CÁI
QĐ. Cô Tô
Đ. Cát Bà
Đ. Bạch Long Vĩ
Where is?
hòn Mê
VIÊNG CHĂN
Hue/centralHo Chi Minh City/south Đ. Cồn Cỏ
THÁI LAN
ĐÀ NẴNG
Đ. Lý Sơn
3
CAMPUCHIA
TP. HỒ CHÍ MINH
Đ. Phú Quốc Đ
PHNÔM PÊNH hòn Đồ Lớn
hòn Hải
It's in. QĐ. Thổ Chu
M. Cà Mau
hòn Khoai
Đ. Côn Sơn
Tieenngg Anh 3
64
Objectives
use the words and phrases related to the topic Places of Interest.
ask and answer questions about locations of places, using Where’s + (place)? and It’s in + (location).
ask and answer questions about distance, using Is ... near + (place)? and Yes, it is./ No, it isn’t.
pronounce the sounds of the letters ar and or in the words far and north respectively.
Warm-up: Spend a few minutes revising the previous unit by playing a game of Slap the board,
using the verbs learnt. Then have the class sing The weather song. Draw pupils’ attention to the
title of the unit and check comprehension. Have them repeat it once or twice. Read the Activities

• Tell pupils that they are going to practise asking and answering the question Where’s
+ (place)? and the answer It’s in + (location). Point to the first picture and elicit the names of
the characters and what they say. Give feedback and teach the new vocabulary. Have
picture.
2. Point and say.

• Tell pupils that they are going to practise asking the question Where’s + (place)? and
giving the answer It’s in + (direction) + Viet Nam. Give pupils a few seconds to look at the
pictures and read the text in silence. Point to each picture and elicit the meaning of the
words under it. Have pupils repeat each word a few times. Point to the first picture and
elicit the words to fill the gaps in the bubbles. Have pupils repeat the question and answer
a few times.
3. Let's talk.
pupils to look at the pictures and read the text in silence. Check comprehension and give
feedback. Prompt pupils to say the words to fill the gaps in the bubbles. Write them on the
board and have pupils repeat each of the sentences a few times. Call a pair to give a
demonstration of the dialogue.
necessary.
Unit 20 Where's Sa Pa? 146
Listen and tick.
1.
Ha Noi Da Nang
2.
Ha Long Bay Ho Chi Minh City
3.
Hue Can Tho
5 Look and write.
1.
This is Ha Long Bay. 2.
This is . 3.
And this is .
It is in north Viet It is in It is in
Nam.
Let's write. . .
6 1. Where is your family? My family is in .
2. Where is your city? .
3. Do you like your place (city/town/village)? .

65
Tieng Anh 3
Slap the board, using the names of the cities they have learnt. Then call a few pairs to the front
of the class to practise asking and answering questions about the cities.
4. Listen and tick.

seconds to look at the pictures. Check comprehension and give feedback.
Key : 1a 2b 3a
Audio script
1. Mai Let’s play a city game! 2. Nam: Now it’s my turn. This city
: OK. is in south Viet Nam.
Nam Look. What’s its name?
: This city is in north Viet
Mai: Nam. What’s its name?
3. Mai: Now, it’s my turn. This city is in
central Viet Nam. What’s its
name?
5. Look and write.

• Tell pupils that they are going to look at the pictures of some cities and complete the
sentences. Give pupils a few seconds to look at the pictures and read the text in silence.
Key: 2 Da Nang, central Viet Nam. 3 Ho Chi Minh City, south Viet Nam.
6. Let's write.
• Tell pupils that they are going to answer the questions. Give a few seconds for pupils
to read the questions. Check comprehension. Call a pupil to answer the first question
as an example.
• Get pupils to swap and check their answers before calling on pupils to read aloud their
answers.
18477
And this is a photo of Ha Long B
Look. This is a photo of Hai Duong.
Is Ha
Is Hai Duong near Ha Noi?Long Bay near Ha Noi?
No, it isn't. It's far from Ha Noi.
Yes, it is.
2 Point and say.

66
Isnear Hue? Yes,.
No,. It's far from Hue.
Ha Long Bay/ no Da Nang/ yes Ho Chi Minh City/ Quang Tri/ yes
no
3 Let's talk.
Isnear Ho Chi Minh City?
Dong Nai Hue Can Tho
Tieenngg Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting a few pairs to the front of
the class to ask and answer questions about places using Where’s + (place)? – It’s in + (location) Viet
Nam.

• Tell pupils that they are going to ask and answer questions about distance, using Is + (place)
+ near + (place)? Give pupils a few seconds to look at the pictures and read the text in
silence. Check comprehension and give feedback. Have pupils repeat the text in the
bubbles a few times. Repeat the procedure with the second picture.
2. Point and say.

• Tell pupils that they are going to practise asking and answering questions about distance
using Is + (place) + near + (place)? Give pupils a few seconds for pupils to look at the
pictures and read the text in silence. Have pupils repeat the words under each picture a
few times.
• Point to the first picture and elicit the words to fill the gaps and have pupils repeat
each sentence a few times.
3. Let's talk.
seconds to look at the picture. Elicit the names of the places. Point to the places in the
pictures and prompt pupils to say the words to fill the gaps. Call a pair to give a
demonstration of the dialogue before starting the activity.
necessary.
148

far theatrenear name
Hi! My (1) is Nam. I am

in Ha Noi now. I am at Thang Long Water
Puppet Theatre. It is (2)

Hoan Kiem Lake. Ngoc Son Temple
is near the (3) . The

museum is not near the theatre. It is
(4) from the theatre.
6 Let's play.
Card game
67
Tieng Anh 3 Unit 20 Where's Sa Pa?
few seconds to look at the pictures. Check comprehension and give feedback.
Key: a4 b2 c1 d3
Audio script
Linda:Is this Ha Noi? Nam:Yes, it is.
Linda:It’s beautiful!
Linda:Where is Can Tho, Nam? Nam:It’s in south Viet Nam.
Mai:Look! This is Hue.
Tony:Where is it, Mai?
Mai:It’s in central Viet Nam. It’s far from here.
Mai:Here is Ha Long Bay.
Tony:Is Ha Long Bay near Hai Phong?
Mai:Yes, it is.

• Tell pupils that they are going to read and complete the text about places in Ha Noi. Give
pupils a few seconds to look at the map and read the text in silence. Teach the new
vocabulary. Check comprehension and give feedback.
• Ask the class to read aloud the text.
Key: 1 name 2 near 3 theatre 4 far
6. Let's play.
• Tell pupils that they are going to play Card game - the game Pelmansim (see Activities Bank).
Explain how to play the game: pupils have to find two cards of the same city and tell the
class about its name and where it is (e.g. This is Ha Noi. It is in north Viet Nam). Give a
demonstration with a pupil.
• Give pupils time to play the game.
• Put the scores of individual pupils on the board and praise the winner with the class.
149
ar far Can Tho is far from Ho Chi Minh City.
or north Sa Pa is in north Viet Nam.
2 Listen and write.
1. Ha Long Bay isfrom Ha Noi.
2. Is Ha Noi inViet Nam?
3 Let's chant.
Where's Ba Vi?
Where's Ba Vi?It's in north Viet Nam.

Is it near Ha Noi?Yes, it is. Yes, it is.
Where's Da Nang?It's in central Viet Nam.
Is it near Hue?Yes, it is. Yes, it is.
Where's Can Tho?It's in south Viet Nam. Is it near Ho Chi Minh City?No, it isn't
68 Tieenngg Anh 3
Warm-up: Spend a few minutes revising the previous lesson by having pupils ask and answer the
question about distance, using Is + (place) + near + (place)? – Yes, it is./ No, it isn’t.

book. Put the phonics letters ar and or on the board and say them a few times. Ask

Key: 1 far 2 north
Audio script
Ha Long Bay is far from Ha Noi.
Is Ha Noi in north Viet Nam?
3. Let's chant.
• Tell pupils that they are going to say the chant Where’s Ba Vi? Follow the procedure in
Teaching the unit components in the Introduction. Give a few seconds for pupils to read
the text in silence. Check comprehension and give feedback. Say the chant or play the
recording all the way through. Say each line of the chant and have pupils read it a few
times. When pupils are familiar with the rhythm, show them how to say the chant and do
the actions.
• Get pupils to sit face to face and practise chanting and doing the actions.
• Call two groups of six to the front of the class to say the chant: one group says the
questions and the other says the answers. The rest of the class claps along to the rhythm.
150
4 Read and write.
Hello! My name is A Vung. I am eight years old. My family is in Sa
Pa. It is in north Viet Nam. Sa Pa is near Lai Chau but very far from
Ha Noi. There are a lot of mountains and trees in my place. How about
your place? Where is it in Viet Nam?
1. Where is A Vung's family? .
2. How old is he? .
3. Where is Sa Pa? .
4. Is Sa Pa near Ha Noi? .
5 Let's write.
1. Where is your family? .
2. Where are they in Viet Nam? In .
3. Is your place near Ha Noi? .
4. Is your place near Da Nang? .
5. Is your place near Ho Chi Minh City? .
6 Talk about your favourite place.
This is. It is in.
69
Tieng Anh 3
Warm-up: Spend a few minutes revising the previous lesson by getting pupils to say the chant
Where’s Ba Vi?
4. Read and write.

• Tell pupils that they are going to read the text and answer the questions about A Vung
and his place. Give pupils a few seconds to look at the picture and read the text in silence.
Check comprehension and give feedback. Explain the meaning of the new vocabulary.
• Give time for pupils to swap and check their answers before checking as a class.
Key: 1 His family is in Sa Pa. 2 He’s eight (years old).

3 It’s in north Viet Nam. 4 No, it isn’t. It’s far from Ha Noi.
5. Let's write.
• Tell pupils that they are going to answer the questions about themselves. Give a few
seconds for pupils to read the questions in silence. Check comprehension and give
feedback.
• Give time for pupils to do the task. Get weaker pupils to work in pairs.
• Get pupils to swap and check their answers before calling on pupils to read aloud their answers.
6. Pro.ect
• Tell pupils that they are going to find a photo of a city in Viet Nam and give a presentation
on the place they like. Check understanding.
• Have pupils work in pairs to ask and answer questions about their favourite places.
E.g. - What is your favourite place?
- It’s ...
- Where is it?
- It’s in ...
• Allow pupils to do the project as homework.
• Have the class sing the chant Where’s Ba Vi? and play a game of Pelmanism to end the class.
151
Review 4
1 Listen and tick.
1.
2.
3.
4.
5.
7700
Tieenngg Anh 3
Objectives
1. Listen and tick.

seconds to look at the pictures. Check comprehension and elicit information in the pictures
and give feedback.
Key: 1a 2b 3a 4b 5a
Audio script
1. Tom: Do you have a pet? 2. Linda: How many parrots do you have?
Mai: Yes, I do. I have a goldfish. Mai: I have two.
3. Mai: Hello, Mai’s speaking. 4. Quan’s mother: Where are your brother
Linda: Hello, Mai. It’s Linda. I’m in Da Nang now.
and sister, Quan?
Quan: They’re in the garden.
Mai: Great! It’s raining in Ha Noi. Quan’s mother: What are they doing there?
What’s the weather like in Da Nang? Quan: They’re skipping.
Linda: It’s sunny.
Tony: Where is this place, Nam?
5. Nam: It’s in north Viet Nam.

Key: a2 b3 c4 d1
Audio script
1. Tony: What’s your father doing? 2. Tony: Do you have any toys?
Mai: He’s watching TV. Nam: Yes, I do. I have three kites.
3. Tony: How many kittens do you have 4. Mai : What’s your mother doing?
? Linda: She’s cooking.
Nam: I have four.
152
Review 4
near playing watching reading dog living room
My family is in the (1) living room. My father is (2) a book.
My mother and I are (3) TV. My sister is (4) with
her cat (5) the TV. My (6) is under the table.
4 Read and match.

Where's Hue? He's cleaning the floor.
How many toys do you have? Yes, I do.
What's your brother doing? I have three kites, two robots
Do you have any goldfish? and a ball.
What are those on the wall? A map and a picture.
It's in central Viet Nam.
5 Look and say.
1.
Who are they? 2.
What is there on the shelf?
What are they doing? How may balls/kites/ships/robots/
trucks/planes/dolls are there?
What toys do you have?
3. What country is this? Where is

Sa Pa/Quang Ninh/Can Tho 4. Where are the children?
/Da Nang? What are they doing?
71 Tieng Anh 3
Key: 2 reading 3 watching 4 playing 5 near 6 dog
4. Read and match.

Key: 1e 2c 3a 4b 5d
5. Look and say.

• Tell pupils that they are going to answer the questions. Give a few seconds for pupils to
look at the pictures and read the text in silence. Check comprehension by eliciting the
words to answer the questions and give feedback.
Suggested key:
1.It's Mai’s family.

Her family is at home. Mai is watching TV. Her father is reading a book. Her mother is
playing the piano. Her brother is playing with a dog.
2.There are a lot of toys on the shelf. There are three balls, two kites, four ships, five
robots, two trucks, three planes and four dolls.
3.It’s Viet Nam.

Sa Pa is in north Viet Nam. Quang Ninh is in north Viet
Nam. Can Tho is in south Viet Nam. Da Nang is in central Viet Nam.
4.They’re in the park. Nam and Tony are playing chess. Mai and Mary are skipping. Peter
and Linda are cycling.
153
Review 4
1 Read and listen to the story.
Come on, everyone! Let's go to the park!

It's cold!
Yes, but it's sunny. Let's go for a walk.

No! We're busy!
Wait a minute.
They're busy.
What are they doing? OK. Let's go to the park.
OK!
Mimi is watching TV. Nini is listening to music and Jack is playing the piano.
Hello, Maurice!
Oh look! There's Maurice and Doris!
They're skating. Hello, Doris!
Stop! Be careful! Skating is fun, but it can be danger
Oh no!
877228
Tieenngg Anh 3
1. Read and listen to the story.
 Tell pupils that they are going to read and listen to the story. Before pupils listen, ask them
to look at the pictures and ask them questons (e.g. What are Maurice and Doris doing in
picture 5 to 6?)
 Play the tape and let the pupils read and listen.
Audio script
Chit:It’s cold!
Miu:Yes, but it’s sunny. Let’s go for a walk.
Chit:Wait a minute.
Chit:Come on, everyone! Let’s go to the park!

Other mice:No! We’re busy!
Chit: They’re busy.

Miu: Chit: What are they doing?
Mimi is watching TV, Nini is listening to music and Jack is playing the piano.
Miu: OK. Let’s go to the park.

Chit: OK!
Miu: Oh look! There’s Maurice and Doris! What are they doing?
Chit: Miu: They’re skating.
Miu: Hello, Maurice!

Chit: Hello, Doris!
Miu: Stop!
Chit: Oh no!
Chit: Be careful! Skating is fun, but it can be dangerous too!
154
Review 4
2 Put the words in the correct order.
1. for a go walk let's .
2. let's a book read .
3. doing are they what ?
4. music is Nini to listening .
3 Match the rhyming words.

cold late
wait know
walk stay
play old
hello talk
4 Read and write.
Chit: Hello, Doris. How (1) ?

Doris: I'm (2) . Thank you. And you?
Chit: Fine, thanks. Do you (3) skating?
Doris: Yes, (4) . Do you?
Chit: No, (5) .
73
Tieng Anh 3
2. Put the words in the correct order.
• Tell pupils that they are going to put the words in the correct order to make sentences.
Give a few seconds for pupils to read the text.
• Ask pupils to swap and check their sentences before checking as a class.
• Ask a few pairs to read aloud the correct sentences.
Key: 1 Let’s go for a walk.

2 Let’s read a book.
3 What are they doing?
4 Nini is listening to music.
3. Match the rhyming words.

• Tell pupils that they are going to pair the words that rhyme. Explain to pupils that rhyming
words are and give them some examples (e.g. fine and line). Give a few seconds for pupils
to read the words in the book.
• Get pupils to swap and check the answers before checking as a class.
• Ask a few pupils to read aloud the pairs of rhyming words.
Key: 1d 2a 3e 4c 5b
4. Read and write.
pupils to read the text and check comprehension.
• Get pupils to swap and check the answers before checking as a class.
• Ask a few pairs to read aloud the dialogue.
Key: 1 are you 2 fine 3 like 4 I do 5 I don't
Audio script
Chit:Hello, Doris. How are you?
Doris:I’m fine. Thank you. And you? Chit:Fine, thanks. Do you like skating? Doris:Yes, I do. Do you
Chit:No, I don’t.
155
Review 4
Chịu trách nhiệm xuất bản :
Chủ tịch Hội đồng Thành viên kiêm Tổng Giám đốc NGƯT NGÔ TRẦN
ÁI Phó Tổng Giám đốc kiêm Tổng biên tập GS. TS VŨ VĂN HÙNG
Biên tập nội dung : LÊ THỊ HUỆ – VŨ THỊ LAI – TRẦN THU HÀ – KEN WILSON
– MARY-JANE NEWTON – CAUVIS FUNG – ERIC LEHER – JOANNA PIERCE
Biên tập mĩ thuật : NGUYỄN BÍCH LA
Thiết kế sách : PHẠM THỊ HỒNG HẠNH – LÊ THẾ HẢI
Trình bày bìa : NGUYỄN BÍCH LA
Minh hoạ : NGUYỄN BÍCH LA – ĐẶNG HOÀNG VŨ– NGUYỄN PHƯƠNG DUNG
Sửa bản in : LÊ THỊ HUỆ – VŨ THỊ LAI - TRẦN THU HÀ
Chế bản tại : CTCP MĨ THUẬT & TRUYỀN THÔNG
Sách được biên soạn, biên tập, thiết kế với sự cộng tác của Nhà xuất bản Macmillan (MPC).
Trong sách có sử dụng một số hình ảnh từ Internet.
TIENG ANH 3 – SÁCH GIÁO VIÊN
Mã số : 1G310T4
Số ĐKKH xuất bản : 01- 2014/ CXB/ 41- 1062/ GD
In bản (QĐ ), khổ 19 × 26.5 (cm)
In tại :
Địa chỉ :
In xong và nộp lưu chiểu tháng năm 2014.

Tieng Anh 3 - Sach Giao Vien

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Bų GIÁO DỤC VÀ ÐÀO TẠO

Hoàng Văn Vân (Tőng Chú biên), Phan Hà (Chú biên)

(Tái bán lan thú hai có chĜnh lí)

NHÀ XUAT BÁN GIÁO DỤC VIįT NAM

Unit 4 How old are you? Page 24

Unit 5 Are they your friends? Page 30

© VIETNAM EDUCATION PUBLISHING HOUSE (VEPH) & MACMILLAN (MPC)

Unit 7 That’s my school Page 46

Unit 8 This is my pen Page 52

Unit 9 What colour is it? Page 58

Unit 17 What toys do you like? Page 46

UNIT 2 WHAT's YOUR NAME?............................................................26

UNIT 3 THIs Is TONY.............................................................................32

UNIT 4 HOW OLD ARE YOU?..............................................................38

UNIT 5 ARE THEY YOUR FRIENDs?.................................................44

UNIT 6 sTAND UP!....................................................................................54

UNIT 7 THAT's MY sCHOOL.................................................................60

UNIT 8 THIs Is MY PEN.........................................................................66

UNIT 9 WHAT COLOUR Is IT?............................................................72

UNIT 10 WHAT DO YOU DO AT BREAN TIME?.............................78

UNIT 11 THIs Is MY FAMILY.................................................................88

UNIT 12 THIs Is MY HOUsE...................................................................94

UNIT 13 WHERE's MY BOON?............................................................100

UNIT 14 ARE THERE ANY POsTERs IN THE ROOM?...............106

UNIT 15 DO YOU HAVE ANY TOYs?.................................................112

UNIT 16 DO YOU HAVE ANY PETs?.................................................122

UNIT 17 WHAT TOYs DO YOU LINE?..............................................128

UNIT 18 WHAT ARE YOU DOING?....................................................134

UNIT 19 THEY'RE IN THE PARN........................................................140

UNIT 20 WHERE's sA PA?.....................................................................146

1 Look, listen and repeat.

Hello, Miss Hien.

2. Miss Hien: Hello. Miss Hien.

Class: , Miss Hien. Nice to meet you.

Nam Quan Phong Mai Hoa Miss Hien

1. Look, listen and repeat. 4. Listen and tick.

4 Listen and number.

Fine, thank you. Bye, Mai.

Class: (1), Miss Hien.Nam: (2), Mai.

3. Nam: How are you, Quan?

3 Let's talk. 6 Let's write.

The components of the first three activities 5. Read and complete.

Read and match.

b bye hello Bye, Nam.

to meet you, Miss Hien.

Hi, Mai.Fine, thank you.

Nice to meet you.Fine, thank you.

1. Listen and repeat.

Pair work (varied) Group work of 4 or 6 (varied)

Receptive classroom language Productive classroom language

I spy with my little eye ...

2. Point and say.

4. Listen and tick.

5. Listen and number/complete.

6. Read and match/complete/

7. Let's write./Look and write.

11. Let's play (a game).

1 Look, listen and repeat.

Hello, Miss Hien. Nice to