What’s Your Name?

In this lesson, students will: Language

ABOUT THE PHOTO
•• ask a classmate’s name. Structure This photo shows two girls shaking
•• say their own name. What’s your name? My name’s Jian. hands in Bangladesh. People of
•• sing a song about names. Related Words
many cultures have been shaking
hands for thousands of years.

ng
bag, girl, shake hands, smile
The earliest known record of a
Resources handshake was from the ninth
Audio Tracks 0.1–0.3, Classroom century BCE. Originally, handshakes

ni
Presentation Tool, Activity Book pp. 4–5, meant that people were meeting
Home-School Connection Letter in peace, since a handshake
proved that neither side had

ar
Materials
name tags, a soft ball a weapon. Today, handshakes
are used in many parts of the

Le
world for greetings, introductions,
and agreements.

c
Girls shaking hands at school,
hi
ap
Bangladesh
gr
eo
lG
na
io
at
N

What’s your name?

My name’s Jian.

STRUCTURE: What’s your name? My name’s Jian.

1 Look and see. 2 TR: 0.1 Listen and say. 3 TR: 0.2 Listen and sing. 4 TR: 0.3 Sing and do.
4

20 
80970_U00_04.indd 4
What’s Your Name?
10/16/19 8:37 AM

SAMPLE COPY, NOT FOR DISTRIBUTION

 SO
ES
1 Introduction
N
L
Warm Up
•• Before class, write each student’s name on a name tag.
•• As students enter the class, smile and say Hello. Have them
wave hello to you. Find out each student’s name and help
that student put on his/her name tag.
•• Have students sit in a circle. Play the Hello Song and have
students wave to each other as they listen. Then play the
Hello Song again and encourage students to sing as they
wave to one another.
Hello, hello, hello to you!
[Repeat]
1   Look and see.
•• Have students go to their seats. Help them open their books
to p. 4. Hold up the photo on p. 4 and point to each girl.
Each time, say Hello. Model waving hello to the girls in the
photos, and have students do the same as you say Hello.
•• Point to the girl on the left and ask What’s your name? Look
puzzled and shrug your shoulders. Point to yourself and say
My name’s [Mrs. Chan]. Then point to the girl and say My
name’s … Pause and guide students to think of a name for
c
the girl. Explain this instruction in students’ own language if
hi
necessary. Repeat with the girl on the right.
•• Point to each girl several times and ask What’s your name?
Guide students to respond in unison with only the name
ap
they gave each girl.
2   Listen and say.
gr
•• Direct students’ attention to the two characters at the
bottom of the page. Point to the girl on the right and say
What’s your name? Then point to your ear and say Listen.
eo
•• Play TR: 0.1 and have students just listen the first time.
What’s your name?
My name’s Jian.
lG
•• Say Now listen and say. Play TR: 0.1 a second time, this
time pausing after the question. Have students repeat the
question. Then continue playing TR: 0.1 for students to listen
na
to and repeat the answer.
•• Ask individual students What’s your name? Encourage
them to respond in a full sentence: My name’s [Ana].
io
•• Now point to yourself and say Ask me. Choose a student to
ask you your name, and respond in a full sentence.
at
3   Listen and sing.
•• Say Listen. Play TR: 0.2 and have students just listen.
N
What’s your name?
My name’s Jian.
Hello, Jian. Hello, Jian.
Hello!
•• Say Now listen and point. Play TR: 0.2 a second time and
have students point to the boy character (Jian) as they
listen. They can also hum the tune if they want to.
•• Say Now listen and sing. Play TR: 0.2 a third time and have
students start singing. Play TR: 0.2 as much as needed until
students are singing along confidently.
SAMPLE COPY, NOT FOR DISTRIBUTION
4   Sing and do.
•• Say Listen. Play TR: 0.3 and have students listen to the
personalized version of the song.
What’s your name?
[Student sings name.]
Hello, [name]. Hello, [name].
[Repeat]
•• Model actions for the song. As you hear What’s your name?,
gesture to a student as if asking his/her name. Have the
ng
other students do the same. Then have this student point to
him/herself while singing My name’s [Ana].
•• Say Now it’s your turn. Have students stand in a circle.
ni
Choose a student and ask What’s your name? Have that
student respond My name’s [Juan]. Then say Hello, [Juan].
ar
Hello, [Juan] as you guide that child to stand in the center
of the circle with you.
•• When [Juan] is standing in the center of the circle, have
Le
the rest of the class ask What’s your name? That student
answers again: My name’s [Juan], and the rest of the class
says Hello, [Juan]. Hello, [Juan].
•• Say Now sing and do. Play TR: 0.3 again, once for each
student in the class, or as time allows. Each time, invite a
different student to the center of the circle and sing the
teacher’s lines. Have each chosen student sing his/her own
name. Have the rest of the class sing hello to each student.
Optional Activity
•• Gesture for students to stop what they’re doing. Point to your
ear and say Listen. Play the Transition Song. As the song
plays, walk around to collect students’ books. Then gesture
for students to sit in a circle with you.
Now stop. One, two, three.
Listen to the teacher.
Look and see!
•• Ask What’s your name? Gently toss a soft ball to one
student and guide him/her to answer My name’s [Clara].
Then say Hello, [Clara]. Guide [Clara] to ask What’s your
name? and toss the ball to a different student. Repeat until
each student has asked and answered the question.
Wrap Up
•• Play the Clean Up Song. Explain in students’ own language
that students should help you clean up the classroom
before the lesson ends.
Stand up. Let’s clean up. Now it’s clean. Time to go.
Let’s clean up the Time to say goodbye.
classroom. [Repeat]
[Repeat]
•• End the class by waving and saying Goodbye! If students
leave the classroom, say to each student Goodbye,
[Miguel]! Wave and have them wave back.
  What’s Your Name? 21