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Giáo án Tiếng Anh 3
Tiếng AnhLớp 3Phần 1. Starter

Giáo án A. Numbers

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (35 phút)

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
  • say and read the numbers from one to ten (one, two, three, four, five, six, seven, eight, nine, ten).
  • match each number from 1 to 10 with its English word.
  • count objects within 10 without counting the same object twice.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to number words and point to the correct numerals, say numbers aloud in chorus and in pairs, and read number words and write the number 9 as the word nine.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the words one to ten clearly, pay attention to the final sounds in five, six and eight, and use the number words in the correct order from one to ten.

2. General competences

  • Self-control and independent learning: Ss check their own answers with the audio and correct their mistakes without waiting for help.
  • Communication and collaboration: Ss work in pairs to ask and answer numbers, and take turns in the finger game.
  • Problem-solving and creativity: Ss use counting, ordering and matching to solve number tasks, and create their own counting game with classmates.

3. Personal qualities

  • Diligence: Ss actively join all chants, games and pair work, and try to say every number aloud.
  • Honesty: Ss report their own counting results truthfully and do not copy answers from classmates during the quiz.

II. Resources and materials

1. Teacher

  • Laptop, projector and speakers
  • Slide or board with the dot-and-number picture for numbers 1–10
  • Number flashcards (1–10) and word flashcards (one–ten)
  • Audio recording for Exercises 1 and 2 (Listen and choose)
  • NeoEdu lesson page for Starter A: Numbers (neoedu.vn/learn/3/english/starter-a-numbers), used for the presentation and interactive exercises
  • Board and markers

2. Pupils

  • Textbook English 3 (Global Success), Starter, Unit A
  • Pencil and eraser
  • Small number cards (1–10) if available
  • A few small objects (pens, books) for counting

III. Procedures

Activity 1: Warm-up and review · 4 minutes

Hello and Counting Chant

Aims

Ss get ready for the lesson and recall the idea of counting from one to three.

Content

T greets the class and leads a short counting chant with finger movements from one to five. Ss chant along and show the matching number of fingers.

Expected outcomes

Ss chant one to five with correct finger movements and answer the teacher's question with a number.

Procedure

  1. Teacher

    T greets the class: 'Good morning, class! How are you today?' T asks Ss to stand up and put their hands on the desk.

    Pupils

    Ss greet back: 'Good morning, teacher! We are fine, thank you.' Ss stand up and get ready.

  2. Teacher

    T says 'One, two, three, four, five!' and raises one finger for each number. T invites Ss to chant and count with their fingers.

    Pupils

    Ss chant together 'One, two, three, four, five!' and raise the same number of fingers as T.

  3. Teacher

    T holds up three fingers and asks: 'How many fingers do I have up?'

    Pupils

    Ss answer: 'Three!' Some Ss may say 'Three fingers!' T repeats the answers to check pronunciation.

  4. Teacher

    T praises the class and introduces the aim: 'Today we will learn to say and count numbers from one to ten.' T writes the title 'Numbers 1–10' on the board.

    Pupils

    Ss look at the title and repeat 'Numbers one to ten' after T.

Activity 2.1: Exploration · 5 minutes

Look, Listen and Repeat: Numbers One to Five

Aims

Ss recognise the numbers 1 to 5 and say their English words correctly.

Content

Ss look at the dot-and-number picture for numbers 1–5 (from the lesson). T models each number and each dot. The last number tells how many in total.

Expected outcomes

Ss say the words one, two, three, four and five correctly and explain that the last number shows the total number of dots.

Procedure

  1. Teacher

    T shows the dot-and-number picture on the projector and asks: 'What can you see in the picture?'

    Pupils

    Ss look at the picture and answer: 'Dots and numbers!' or 'Numbers and dots!'

  2. Teacher

    T points to each dot and says the number: 'One. Two. Three. Four. Five.' T asks Ss to repeat chorally, then in small groups of four, each S says one number while the group repeats.

    Pupils

    Ss listen, repeat the words one to five chorally, and then take turns saying one number each in their groups.

  3. Teacher

    T points to the dots in random order and asks: 'How many dots?' T chooses different Ss to answer. T asks: 'Which number is the last one?' and 'What does the last number tell us?'

    Pupils

    Ss answer: 'Three!' / 'Five!' and so on. Ss answer the last question: 'The last number tells how many in total.'

  4. Teacher

    T summarises: 'We count the dots one by one. The last number is the total. Let's say five together.' T reminds Ss to pronounce the final sound in 'five' clearly.

    Pupils

    Ss say 'five' together with clear final sound and write the number words in their notebooks if needed.

Activity 2.2: Exploration · 6 minutes

Listen, Point and Say: Numbers Six to Ten

Aims

Ss listen to and recognise the numbers 6 to 10 and say them clearly.

Content

Ss listen to the number words six to ten and point to the matching number flashcards. Then Ss look at the number cards and say the words. T highlights the final sounds in six and eight.

Expected outcomes

Ss point to the correct number flashcards for six to ten, say the words six, seven, eight, nine and ten with clear pronunciation, and correct each other's pronunciation in pairs.

Procedure

  1. Teacher

    T puts number flashcards 6–10 on the board in random order. T says: 'Listen and point to the number.'

    Pupils

    Ss listen carefully and get ready to point to the flashcards.

  2. Teacher

    T says the words 'six, seven, eight, nine, ten' in random order. T models the final sounds of 'six' and 'eight' and asks Ss to repeat. Then T shows a number and asks Ss to say the word.

    Pupils

    Ss point to the number flashcard for each word T says. Ss repeat the words and then say the words for numbers T shows, paying attention to the final sounds.

  3. Teacher

    T asks Ss to work in pairs: one S shows a number card and the partner says the word. They switch roles after five turns. T walks around and listens.

    Pupils

    Ss work in pairs. Example: S1 shows '8' and S2 says 'eight'. Ss switch roles and give feedback to each other.

  4. Teacher

    T asks: 'Which number has a final sound /t/?' and gives feedback on pronunciation. T closes the activity.

    Pupils

    Ss answer: 'Six and eight!' Ss repeat the words one more time.

Activity 3.1: Practice · 7 minutes

Listen, Choose and Match

Aims

Ss practise listening to and recognising numbers and matching number words with numerals.

Content

Ss do Exercise 1 (Listen and choose the correct number: A. 5; B. 7; C. 9), Exercise 2 (Listen and choose the correct word: A. two; B. ten; C. three) and Exercise 3 (Match the words with the numbers). Ss complete Worksheet No. 1 for Exercises 3, 4, 6 and 7.

Expected outcomes

Ss choose the correct answers: Exercise 1: B (seven = 7); Exercise 2: C (three = 3). Exercise 3: one–1; four–4; six–6; eight–8. Worksheet No. 1 is completed with the correct answers.

Procedure

  1. Teacher

    T explains the task: 'Listen to the audio and choose the correct number. Then match the words with the numbers.' T plays Exercise 1 audio once.

    Pupils

    Ss listen and get ready to choose answer A, B or C.

  2. Teacher

    T plays Exercise 2 audio, then Ss complete Exercise 3 individually. T walks around and checks. T hands out Worksheet No. 1 to Ss who finish early.

    Pupils

    Ss choose the answers for Exercises 1 and 2 and then match the words with numbers in Exercise 3. Ss do Worksheet No. 1.

  3. Teacher

    T asks: 'What is your answer for Exercise 1?' and 'What number is seven?' T checks the matching in Exercise 3 by asking: 'Which number is six?'

    Pupils

    Ss answer: 'B, seven!' and 'Six is 6!' Ss say the correct pairs: 'one 1, four 4, six 6, eight 8'.

  4. Teacher

    T confirms the correct answers and gives feedback: 'Well done! Remember to listen for the final sound in five, six and eight.'

    Pupils

    Ss check their answers, correct their mistakes and write the correct answers in their notebooks.

Activity 3.2: Practice · 6 minutes

Finger Game and Quick Quiz

Aims

Ss practise saying numbers in pairs and use number order from smallest to largest.

Content

Ss play the pair finger game: one S shows the number of fingers and the partner says the English word. Then Ss do the quick quiz: Exercise 4 (one, two, ___, four), Exercise 5 (Which word means 10?), Exercise 6 (Put the numbers in order from smallest to largest: two, five, seven, ten), and Exercise 7 (Write the English word for 9).

Expected outcomes

Ss say the correct words in the finger game. Quiz answers: Exercise 4: three; Exercise 5: B (ten); Exercise 6: two → five → seven → ten; Exercise 7: nine.

Procedure

  1. Teacher

    T demonstrates the finger game with one S: 'Show me five fingers. Say the word!' T explains that partners take turns showing fingers and saying the words.

    Pupils

    Ss watch T and a volunteer, then get ready to play with a partner.

  2. Teacher

    T asks Ss to play in pairs for three minutes. Then T writes the quiz on the board and asks Ss to answer in their notebooks.

    Pupils

    Ss play the finger game in pairs. Ss write answers for the quiz: three, B, two → five → seven → ten, and nine.

  3. Teacher

    T asks: 'What number comes after two?' and 'Which number is the biggest?' T calls on Ss to read answers aloud.

    Pupils

    Ss answer: 'Three!' and 'Ten is the biggest!' Ss read their answers, for example 'Two, five, seven, ten'.

  4. Teacher

    T checks the answers and praises pairs that count correctly without skipping numbers.

    Pupils

    Ss correct any mistakes and say the numbers from one to ten together.

Activity 4: Application · 7 minutes

Count and Check: Classroom Counting

Aims

Ss use English numbers to count real objects in the classroom and count from one to ten and back.

Content

Ss count books or pens within 10 in the classroom, without counting the same object twice. Then Ss count from one to ten and back from ten to one, as in Exercise 8.

Expected outcomes

Ss count at least five classroom objects in English, say the total number, and count from one to ten and back from ten to one clearly.

Procedure

  1. Teacher

    T shows a pile of pens or books on a table and asks: 'How many pens are there?' T explains that Ss will count objects in small groups and must count each object only once.

    Pupils

    Ss look at the objects and listen to the instructions.

  2. Teacher

    T gives each group of four a few objects. Groups count together and then T asks each group to say the total aloud. After that, T leads the class to count from one to ten and back from ten to one.

    Pupils

    Ss count the objects in groups and say the total, for example 'Five pens!' Ss then count from one to ten and back to one, using a clear voice.

  3. Teacher

    T asks one group to present: 'How many books are there?' T gives feedback using the three criteria: correct words, correct order and clear pronunciation.

    Pupils

    A group representative says: 'There are six books!' Other Ss listen and give feedback on word accuracy, order and pronunciation.

  4. Teacher

    T summarises the lesson: 'Numbers one to ten help us count things. Remember to count each thing only once.' T sets homework.

    Pupils

    Ss repeat the summary and write down the homework.

Worksheets

Worksheet No. 1

Name: ______________________ Class: 3__

Part A. Match the words with the numbers.

  • one ____
  • four ____
  • six ____
  • eight ____

(Choose from: 1, 4, 6, 8)

Part B. Complete the number sequence.

  • one, two, ____, four (write the word)

Part C. Write the English word for 9: ______________

Part D. Put the numbers in order from smallest to largest.

  • seven, two, ten, five → ____, ____, ____, ____

Teacher's answer key:

  • Part A: one – 1; four – 4; six – 6; eight – 8
  • Part B: three
  • Part C: nine
  • Part D: two → five → seven → ten

Homework

  • Count 10 things at home (for example, pencils, books, cups or chairs) and say the total number in English, for example: 'Four cups!'
  • Practise saying the numbers from one to ten and back from ten to one with a family member or a friend.
  • Listen to the audio of Exercises 1 and 2 again and check your answers.
  • Prepare to show the class your counting result in the next lesson.

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