Giáo án Tiếng Anh Lớp 3 - Theme 1: Numbers - Lesson 5

i-Learn Smart Start 3 Special Edition
Week: Date of teaching:	
Period: 
Theme 1: NUMBERS
Lesson 5 (2 periods)
Objectives:
	By the end of this lesson, students will be able to ask and do additions/ subtractions to answer.
Teaching aids:
	Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
	Students’ aids: Student books, notebooks, workbooks.
Languages focus:
Vocabulary: model, sticker, card, minus, plus, equals
Sentence Patterns:
How many (models) does (he) have?
(Five) (plus) (two) equals (seven). 
(He) has (seven) (models).
Procedures:
Time
Steps/Activities
Organization
8’
Warm-up 
Sing the song from page 126 (CD1 – Track 25) of the Student Book to energize the class and remind children of what they have learnt from the last lesson.
Play “Board race” game
Have students open their workbooks – page 9 and check the exercise they have done at home.
Divide the class in groups of seven and have them stand in lines.
Set up time limit by 5 minutes timer bomb (source: When the time ends by explosion students stop doing their writing.
Have each student in each team race to the board and write the answers on the board.
The team with the most correct answers is the winner.
Teacher to the whole class
7’
5’
5’
5’
5’
5’
10’
5’
5’
5’
NEW WORDS (CD1 - track 26)
Listen, point and say.
Introduce the new words of the lesson.
Arrange the flashcards on the board, play audio, and have students listen and repeat. Point to the flashcards along with the audio. Repeat several times. 
Play audio again and have students listen, repeat, and point to the pictures in their books. 
Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed. 
Play the "Guess" game.
Arrange the flashcards on the board and write a number under each card. 
Have students look at the flashcards for the count of ten. Turn the flashcards over to face the board when the students are not looking. 
Call out a number and have students take turns to guess the face-down card. Turn the card over after each guess. 
LISTENING (CD1 – Track 27)
Listen and circle.
Introduce the situation: "The children are having a math class." 
Play audio and demonstrate the activity using the example. 
Play audio and have students listen and circle. 
Play audio again and check answers as a whole class. 
USEFUL LANGUAGE (CD1 – Track 28)
Listen then practice.
Have students look at the Useful Language box. 
Play audio. Have students listen to the useful language. 
Have students practice the useful language. 
Have students practice using other vocabulary from part A.
READING
Read and fill in the blanks.
Have students read the math problems individually. 
Read the math problems as a whole class. 
Demonstrate the activity using the example. 
Have students read and fill in the blanks. 
Have students compare their answers.
Check answers as a whole class. 
Workbook – Page 10
(A- Look, draw lines and write. 
B- Read. Circle.)
Have students work in groups of five.
Set up time limit by 5 minutes timer bomb. When the time ends by explosion students stop doing their writing.
Check answers as a whole class. 
Counting song 
(source: 
-Play the video and have students watch and sing along with this.
SPEAKING
Write the numbers. Point and say.
Write the numbers. 
Have students look at the example. 
Have students look at the sums and write the numbers. 
Check answers as a whole class. 
Point and say. 
Divide the class into pairs. 
Have Student A point to a sum; have Student B say it. 
Swap roles and repeat. 
Afterwards, have some pairs demonstrate the activity in front of the class.
Play the game “ Who is faster?”
Divide the class into groups. 
Arrange some math problems on the board. 
Invite a student from each group to go to the board. 
Say one of math problems, have students run to tap and tell the correct answer.
WRITING 
Write the answers.
Demonstrate the activity using the example. 
Have students write the answers. 
Divide the class into pairs. 
Have students take turns asking and answering the questions. 
Afterwards, have some pairs demonstrate the activity in front of the class.
Workbook – Page 11
Have students do the exercise C of page 11 .
Have students work in pairs and compare the answers.
Check answers as a whole class.
Play the game “Bang!” 
Have students work in groups.
Give each group a box with many pieces of paper in it. Write a sentence on the paper ( E.g. Ten plus five equals fifteen. I have fifteen stickers. / Seventeen minus two equals fifteen. / .) and fold it in half.
Add a few cards that say "BANG!". 
Students take turns picking up a card from the box. If they read the sentence correctly, they get to keep it. If they draw a BANG! Card, they yell BANG! and then return all their cards (except the BANG! card) to the box. 
Teacher to the whole class/ individuals/ pairs
Teacher to the whole class
Teacher to the whole class/ individuals
Teacher to the whole class/ individuals
Teacher to the whole class/ individuals
Teacher to the whole class/ individuals/
pairs
Students work in groups.
Teacher to the whole class/ pair work
Students work in pairs.
Teacher to the whole class/ group work 
5’
Wrap-up
Play the “Slap” game 
Split the class into four teams. Have them stand in four lines. 
Place some cards on the board.
Have four students come to the board to face off. 
Call out the sentence (E.g. “Nine plus three equals twelve. I have twelve stickers”) and have students run to the board then slap the picture and repeat the sentence. The winner is the student who slaps the picture at first.
Teacher to the whole class
Students work in teams.