Giáo án Tiếng Anh Lớp 2 - Review 2

Nội dung text: Giáo án Tiếng Anh Lớp 2 - Review 2

1. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ REVIEW 2 Phil and Sue – Period 1 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - repeat and understand a short story - identify and say the words they have learnt II. INPUT Language: - Vocabulary: square, quiz, box, ox, juice, jelly, village, van - Structures: What’s he/ she doing? and He’s/ She’s ___ (verb + – ing). to ask and answer questions about what someone is doing. Is there a/an ___? and Yes, there is./ No, there isn’t. to ask and answer questions about whether or not something is present. Pass me the ___, please. and Here you are. to make and respond to a request. Can you draw a ___? and Yes, I can./ No, I can’t. to ask and answer questions about ability. Resources/Material: - Student’s book, page 37 - Teacher’s guide, pp. 73 - 75 - sachmem.vn - Flashcards/Poster - Computer, projector 1
2. III. PROCEDURE Warm-up – Listen and read – Look again and circle – Wrap-up Classroom Procedure Teaching and learning activities management Warm-up 5 minutes - Remind pupils of the names of the topics Whole class they have learnt from Unit 5 to Unit 8. Option 1 - Refresh pupils’ memory of Units 5 to 8 topics by showing pictures of a classroom, a farm, a kitchen and a village. Encourage pupils to use the words and sentence structures that they learnt. - Say “Open your books at page 37 and look at Review 2, Phil and Sue.” Option 2 Have pupils play a game (e.g. Slap the board, Group work Pelmanism) with the words they have learnt in the previous units. Option 3 Group work Stick some flashcards including some pictures of the words from Unit 5 to Unit 8 on the board. Write the words on the board. Have pupils match. 1. Listen and read. 15 minutes Step 1: Draw pupils’ attention to the pictures (say Whole class “Look at the pictures.”). Ask questions to help them identify the context. Step 2: Have pupils point to Picture 1 (say “Point to Whole class Picture 1.”). Play the recording for Picture 1 and encourage pupils to repeat (say “Listen and repeat.”). Step 3: Repeat Step 2 for Pictures 2, 3 and 4. Whole class 2
3. Step 4: Play the recording of the whole story several Whole class times and have pupils listen, point to the speech bubbles and repeat until they feel confident. Go around and offer help, if necessary. Step 5: Have pupils work in groups to act out the Group work story. Go around the class to offer help and correct pupils’ pronunciation, if necessary. Step 6: Invite a few groups to act out the story for the Group work class. Encourage them to use gestures, face expressions, Observe and support pupils when needed. Extension: For more advanced classes, have pupils close Individual work their books and try to remember what the characters are doing in each picture. 2. Look again and circle. 8 minutes Step 1: Have pupils point to and say the word quiz Whole class (say “Point to the word quiz. Say quiz.”). Step 2: Have pupils look again at the story and try to Whole class find a quiz in one of the pictures (say “Look Individual work again. Is there a quiz in the story?”). If there is a quiz, pupils should circle the word/picture; if not, then they do not need to circle the word/picture. Step 3: Ask pupils to look at the other pictures and Individual work circle the words in the chain, saying “Use your pencil to circle the words”. Give pupils time to work. Give further support to those pupils who find it difficult to do the task. Step 4: Invite some pupils to show what they have Whole class done. Praise them if they have done well. Individual work Have the class say all of the words they have circled. Answers: juice, jelly, village, ox 3
4. Wrap-up: 5 minutes Revise the main teaching point of the lesson Whole class by asking pupils some questions about the story. Option 1 Whole class Using sachmem.vn, show the pictures of the story without showing the text. Have pupils tell the story from their memory. Option 2 Show flashcards of the words that appear in Individual work the story and have pupils say the words. Option 3 Have pupils play Slap the board with the words Individual work from Units 5-8. Group work 4
5. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ REVIEW 2 Self check – Period 2 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - recognise the sounds they have learnt; - recognise the words they have learnt; - listen for specific sounds and words. II. INPUT Language: - Sounds: Q/q (/k/), x (/ks/), J/j (/dʒ/), V/v (/v/) - Vocabulary: question, square, quiz, box, fox, ox, juice, jelly, jam, village, van, volleyball Resources/Material: - Student’s book, page 38 - Teacher’s guide, pp. 75 - 76 - sachmem.vn - Flashcards - Computer, projector 5
6. III. PROCEDURE Warm-up – Listen and tick – Listen and circle – Write and say – Wrap-up Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1 Group work Using sachmem.vn, play the video of the story in Lesson 1. Have pupils role play it. Option 2 Show flashcards of the letters q, x, j and v. Whole class Have pupils say the letter names and the Group work letter sounds. Option 3 Have pupils play Hot seat to revise the words Group work they learnt in previous units. 1. Listen and tick. 8 minutes Step 1: Have pupils look at the pictures and say the Whole class words (say “Point and say.”). When pupils Individual work answer correctly, confirm by saying “jam/ jelly/ van/ volleyball/ square/ circle”. Step 2: Play the recording and ask pupils to listen and Whole class tick the correct box (say “Listen and tick”). Individual work Give further support to those pupils who find it difficult to do the task. Play the recording again, if necessary (say “Listen again.”). Step 3: Follow the same procedure with the pictures Whole class of questions 2 and 3. Go around and offer Individual work help, if necessary. Step 4: Check the answers by asking “a or b?”. When Whole class pupils answer correctly, confirm by saying “1a. jam”/“2b. volleyball”/“3a. square” and encourage them to repeat. Audio script: 1. jam 2. volleyball 3. square 6
7. Answers: 1. a 2. b 3. a Extension: Put the flashcards of Units 1-4 at different Group work places in the class. Have pupils play in groups of four. Say one word, for example, van, the pupils will try to run to the flashcard “van” as fast as he/she could to slap on the word. 2. Listen and circle. 7 minutes Step 1: Have pupils look at the pairs of letters and say Whole class the letter sounds in pairs (say “Point and say.”). Invite some pupils to say the letters and the sounds in front of the class. Step 2: Play the recording, ask pupils to listen and Individual work circle the letters of the sounds (say “Listen and circle.”). Allow pupils time to complete the activity. Play the recording again, if necessary (say “Listen again.”). Step 3: Check the answer to Question 1 by asking “/k/ Individual work or/v/?” Invite some pupils to say the sounds they have heard. When pupils answer correctly, confirm by saying “/k/.” and encourage them to repeat. Step 4: Repeat Step 3 for Questions 2, 3 and 4. Individual work Audio script: 1. q 2. j 3. x 4. v Extension: Divide pupils into groups. Have them listen to one sound, for example /v/, and in one minute, pupils try to find out the words contaning the sound /v/ such as van, village, The group with the most correct words wins. 3. Write and say. 10 minutes Step 1: Draw pupils’ attention to Picture 1, say “Look at Whole class Picture 1”. Have pupils point and say the words (say “Point and say.”). When pupils answer correctly, confirm by saying “fox/ question/ juice/ village”. 7
8. Step 2: Have pupils write the letters to complete the Individual work words (say “Look and write.”). Allow pupils time to complete the activity. Go around the class to offer support. Step 3: Get pupils to check their answers in pairs. Pair work Then ask some pairs to give their answers. Give comments and confirm the correct answers. Step 4: Have pupils say the words (say “Now say.”) Whole class Extension: Write incomplete words on the board and Individual work have some pupils to write letters to complete them. E.g: _ an , _ am, _uice, _bo_ , Wrap–up 5 minutes Option 1 Have pupils play Kim’s game. Stick flashcards Whole class on the board. Have pupils look at the cards for 30 seconds. Then ask them to close their eyes. Have them open their eyes again and say what words have been missing. Option 2 Stick some picture cards on the board. Write Group work the words on the board. Have pupils match. Individual work Option 3 Individual work Have pupils play Pass the ball game. Give flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words. 8
9. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ REVIEW 2 Self check – Period 3 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: – recognize the target words and sentence structures; – write the learnt words. II. INPUT Language: - Vocabulary: question, square, quiz, box, fox, ox, juice, jelly, jam, village, van, volleyball - Structures: What’s he/she doing? and He’s/She’s ___ (verb + –ing). to ask and answer questions about what someone is doing. Is there a/an ___? and Yes, there is./No, there isn’t. to ask and answer questions about whether or not something is present. Pass me the ___, please. and Here you are. to make and respond to a request. Can you draw a ___? and Yes, I can./ No, I can’t. to ask and answer questions about ability. Resources/Material: - Student’s book, page 39 - sachmem.vn - Teacher’s guide, pp. 76 - 77 - Flashcards - Computer, projector 9
10. III. PROCEDURE Warm-up – Read and tick – Find the words – Write the words – Wrap-up Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1 Whole class - Have pupils sing one or two songs from Units 5 - 8 to revise the words and structures they have learnt. If pupils do not remember the songs, play the recording for them to sing along. Option 2 Whole class Show pupils the lyrics of a chant or a song from Individual Units 5 - 8 with some missing words, e.g.: work Is there a fox? Is there a __? Yes, there is. Yes, there is. There’s a __ in the box. Is there an ox? Is there an ___? No, there isn’t. No, there isn’t. There isn’t an ___on the farm. Then ask pupils to listen to the chant/song and fill in the blanks, then sing the complete chant/song aloud. Option 3 Group work Have pupils play the game Mystery bag to revise the sounds and words they learnt in previous units. 4. Read and tick. 8 minutes Step 1: Have pupils read and say the sentence Whole class structures in Question 1 Is there a box? Yes, there is. (say “Read and say.”) Step 2: Have pupils look at the pictures underneath the Whole class sentence structure (saying “Look at the pictures in Question 1, please!") and say what they can see. When pupils answercorrectly, confirm by saying “box/ book”. 10
11. Step 3: Have pupils read the sentence structures and Individual tick the correct box (say “Read and tick.”). Allow work pupils time to complete the activity. Give further support to those pupils who find it difficult to do the task. Step 4: Check answers by saying “a. or b.?” When pupils Whole class answer correctly, confirm by saying “a.” and encourage them to repeat the question and answer. Step 5: Repeat Steps 1 to 4 for the sentence structures Whole class in Questions 2 and 3. Individual work Extension: Say aloud some sentences and have pupils slap Group work the suitable pictures. 5. Find the words. 8 minutes Step 1: Draw pupils’ attention to the word search and Whole class the list of eight words. Have them point to and say each word (say “Point and say.”) Step 2: Ask pupils to look at the word search, find and Individual circle the words in it individually. Allow pupils work time to complete the activity. Step 3: Check answers by showing the word search grid Whole class on the board and inviting pupils to come to the front and circle the words. Extension: Ask some advanced pupils to make sentences with these words. Extension: Have pupils rearrange the sentences to make meaningful sentence. E.g: the sail / I / can see (I can see the sail.) flying/ He’s/ a kite (He’s flying a kite.) 6. Write the words. 8 minutes Step 1: Have pupils look at and describe the picture Whole class using the words they have learnt. Step 2: Write v _ _ _ _ _ _ on the board and encourage Whole class pupils to complete the word. When they answer correctly, confirm by saying “village” and encourage them to repeat. 11
12. Step 3: Repeat Step 2 for square (s _ _ _ _ _), box Whole class (b _ _), juice (j _ _ _ _), jelly (j _ _ _ _) and volleyball (v _ _ _ _ _ _ _ _ _). Step 4: Say “Write the words.” and allow pupils time to Individual complete the activity. work Step 5: Check answers by inviting pupils to come to the Individual front and complete the words village, square, work box, juice, jelly and volleyball on the board. Extension: Show the picture of some learnt words and ask Whole class pupils to write the words on their notebooks. Individual Ask pupils to swap their answers with other work classmates. Then check the answers as a class. Wrap–up 5 minutes Option 1: Have pupils play Pass the ball game. Whole class Give flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words. Option 2: Show flashcards and have pupils say Individual the words. Ask some pupils to make sentences work with the words. Option 3: Write incomplete sentences on the Individual board (with pictures). Invite some pupils to go to work the board and write the letters to complete the sentences. E.g. The picture of the jam and the text: Pass me the ___, please. 12