Giáo án Tiếng Anh Lớp 2 - Unit 1: At my birthday party

Nội dung text: Giáo án Tiếng Anh Lớp 2 - Unit 1: At my birthday party

1. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 1. At my birthday party Lesson 1 – Period 1 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - correctly pronounce the name of the letter P/p (/piː/). - correctly pronounce the sound of the letter P/p (/p/) in isolation and in the words pasta, popcorn and pizza. II. INPUT Language: - Sound /p/ - Vocabulary: pasta, popcorn, pizza Resources/Material: - Student’s book, page 6 - Teacher’s guide, pp. 7 - 9 - sachmem.vn - Flashcards for Unit 1 - Flashcards/ pictures of the food items - Flashcards/ pictures of different categories for Fun Corner, e.g. (1) school objects: book, pen, pencil; (2) food: cake, apple, mango; (3) toys: ball, car, top; (4) animals: monkey, tiger, goat; (5) body parts; hand, hair, head, - Poster for Unit 1 - Computer, projector 1
2. III. PROCEDURE Warm-up – Listen and repeat – Point and say – Fun corner – Wrap-up Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1 - Write on the board Hello, I’m ___! Say “Hello, Whole class I’m ___!” Walk around the class, greeting pupils. Encourage them to answer “Hello, I’m ___!” - Introduce the topic of the new unit by playing the song “Happy Birthday!” and encouraging pupils to sing along. Option 2 - Ask some pupils to talk about the food they Whole class like. - Get some pairs of pupils to practise talking Individual work about their favourite food, using I like ___. Option 3 - Show pupils some pictures/ slides of popular Whole class food items (cake, pizza, noodles, chicken, chips, ). - Ask pupils some questions about food items (in Vietnamese), e.g. Have you ever eaten ? Do you like ? What food do you often eat at a birthday party? 1. Listen and repeat. 10 minutes Step 1: Draw pupils’ attention to the picture (say “Look at Whole class the picture.”). Ask questions to help them identify the context (Four children are sitting at a table. On the table, there is a birthday cake, a plate of pasta, a bowl of popcorn and a pizza. Peter is blowing out seven candles on the birthday cake. 2
3. Pasta, popcorn and pizza are labelled, with the letter p in red). Step 2: Have pupils point to the letter P/p (say “Point to the Individual work letter P.”). Explain that the name of the letter P/p is different to its sound (say “Listen. /piː/ /p/.”). Step 3: Play the recording of the name and sound of the Whole class letter P/p and encourage pupils to repeat (say Individual work “Listen and repeat.”). Do this several times, with pupils repeating both individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 4: Have pupils look at the pasta (say “Look at the Whole class pasta.”). Then have them point to the word pasta (say “Point to the word pasta.”). Draw their attention to the colour of the letter p (say “Look at the colour of the letter p. It is red.”). Step 5: Play the recording of pasta and encourage pupils Whole class to repeat (say “Listen and repeat.”). Do this several Individual work times, with pupils repeating both individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 6: Repeat Steps 4 and 5 for popcorn and pizza. Whole class Individual work Step 7: Play the recording in full and encourage pupils to Individual work repeat the name and sound of the letter P/p, pasta, popcorn and pizza both individually and in chorus. Extension: For better pupils, use the new and learnt Individual work vocabulary about food (cake, fish and chips, apple, chicken, noodles, banana, pizza, popcorn, pasta) to make simple sentences, e.g. I like ___.; I can see ___.; I’m having ___. 2. Point and say. 7 minutes Step 1: Have pupils point to the letter P/p and correctly Whole class pronounce its name and sound (say “Point to the letter P. Say /piː/. Now say /p/.”). Go around the class to offer help or correct pupils’ pronunciation, 3
4. if necessary. Step 2: Have pupils point to and correctly pronounce the Whole class word pasta (say “Point to the pasta. Say pasta.”). Individual work Do this several times, with pupils repeating both individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 3: Repeat Step 2 for popcorn and pizza. Whole class Individual work Step 4: Put pupils into pairs or groups for further practice Group/ of Steps 1 to 3. Go around the class to offer help Pair work or correct pupils’ pronunciation, if necessary. Fun corner: Kim’s Game 8 minutes Step 1: Divide the class into two teams. Say “You are going to Whole play a memory game.” class Step 2: Display both sets of cards face up on the board. Give Group pupils two minutes to memorize their set. work Step 3: Turn the cards face down on the board. Explain that Group when you say a word, a nominated pupil from each work team must run to their set, try to remember which card shows the relevant picture and turn it over to show to their team. A correct card scores one point. When the pupils’ turn is over, they must put the cards back on the board and return to their seats. Step 4: Play the game. Remember to nominate a pupil from Group each team before saying the word. work Step 5: Count the points for each team and announce the Group winner. The team with the most points wins. The work winning team must then correctly pronounce all of the words. Wrap-up: 5 minutes 4
5. Revise the main teaching point of the lesson: the sound Whole of the letter p and the words pasta, popcorn, pizza. class Option 1 Using sachmem.vn, have pupils look at the things in the Whole picture and repeat the words after the recording. class Option 2 Using Poster for Unit 1, ask pupils to point to the things Individual in the picture and say the words. For better pupils, work teacher may cover the words and ask them to point to the things and say the words aloud. Option 3 Using pictures and flashcards, get some pupils to match Individual the words pasta, popcorn, pizza and the pictures. Then work ask the class to say the words aloud. 5
6. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 1. At my birthday party Lesson 2 – Period 2 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter P/p, the words pasta, popcorn, pizza, the phrases/sentences containing /p/ and pasta, pizza, popcorn, the sentence structure I like ___. in a chant. - listen and recognise the words popcorn, pasta and the sentence structure I like ___. - write the letter P/p and complete the words _izza, _opcorn, _asta. II. INPUT Language: - Sound /p/ - Vocabulary: pasta, popcorn, pizza - Phrases/sentences with the sound /p/ and the words pasta, pizza, popcorn Resources/Material: - Student’s book, page 7 - sachmem.vn - Teacher’s guide, pp. 9-11 - Workbook, pp. 4-5 - Flashcards to play games in Warm-up - Computer, projector 6
7. III. PROCEDURE Warm-up – Listen and chant – Listen and tick – Look and write – Wrap-up Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1 - Ask pupils what letter and sound they learnt in Whole class Lesson 1 (P/p, /p/). - Show pictures of the words that pupils learnt in Lesson 1 (pasta, pizza, popcorn) and encourage them to say the words in chorus. More advanced classes can add other words beginning with the letter P/p. Option 2 Ask the class to play Kim’s game again, using the Group work words in Lesson 1, Unit 1 and those in the previous units, saying Now let us play Kim’s game! Option 3 Get pupils to play What’s Missing? Game, using Group/ the pictures and flashcards with the incompleted Pair work words _asta, _opcorn and _izza. Pupils should guess the missing letters and say the words correctly. 3. Listen and chant. 10 minutes Step 1: Draw pupils’ attention to the picture and have Whole class them point to the pasta (say “Look at the picture. Point to the pasta.”). Step 2: Say “I like pasta.” and encourage pupils to Whole class repeat. To reinforce their understanding, use gestures or draw a smiley face on the board. Step 3: Repeat Steps 1 and 2 for pizza and popcorn. Whole class Step 4: Play the recording of the chant to familiarize Whole class pupils with the words and rhythm (say “Listen.”). 7
8. Step 5: Have pupils point to each line of the chant Individual (e.g. say “Point to line one.”). Play the recording work of each line and encourage pupils to chant (say Whole class “Listen and chant.”). Step 6: Play the recording in full and encourage pupils to Whole class chant (say “Listen and chant.”). Pupils can clap along or do other actions to help them keep the rhythm. Step 7: Divide the class into two teams. Teams take it in Group work turns to chant a line. The whole class can clap along or do other actions. Extension: For better pupils, cover or omit some Individual letters/words in the chant and have them work guess and say all the lines aloud. For example: P, p, pasta. P, p, pizza. P, p, ___. I like pasta. I like ___. I like popcorn. Yummy, ___, ___. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures (say “Point and Whole class say.”). When pupils answer correctly, c o n f i r m by saying “popcorn/ noodles/ pasta/ pizza”. Step 2: Step 2: Play the recording and allow pupils time Individual to complete the activity (say “Listen and tick.”). work Step 3: Play the recording again, if necessary (say “Listen Individual again.”). work Step 4: Check the answers by asking “a or b?” When Whole class pupils answer correctly, confirm by saying Individual “1a. I like popcorn.”/“2a. I like pasta.” and work encourage them to repeat. 8
9. Audio script: 1. I like popcorn. 2. I like pasta. Answers: 1. a 2. a 5. Look and write. 8 minutes Step 1: Write the letter P (upper case) on the board and Whole class say “P” (/piː/). Step 2: Write the letter P (upper case) on the board Individual again, but this time more slowly. Invite a few work pupils to come to the front of the class and write the letter P (upper case) on the board. Step 3: Repeat Steps 1 and 2 for p (lower case). Whole class Individual work Step 4: Have pupils look at the writing grids (say “Look Whole class and write.”) Allow pupils time to complete the activity. Go around the class to offer support and feedback. Step 5: Have pupils look at the picture and labels (say Individual “Look and write.”). Allow pupils time to work complete the activity. Go around the class to offer support and feedback. Extension: - For weaker pupils, have them do Activity 3, Whole class Unit 1 in their workbooks. Individual - For better pupils, have them do Activity 4, work Unit 1 in their workbooks. Wrap–up 5 minutes Option 1 Have pupils listen to the recording, then say Whole class the chant again. Option 2 Ask pupils to look at the pictures in 4. Listen Whole class and circle and say about them, e.g. popcorn, noodles, Encourage better pupils to use learnt structures e.g. I like popcorn.; I can see noodles.; Option 3 To reinforce the vocabulary, get pupils to do Individual Activity 1, Unit 1 in their workbooks. work 9
10. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 1. At my birthday party Lesson 3 – Period 3 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - use “The ___ is yummy.” to express this feeling about a particular food. - sing a song with the structure “The ___ is yummy.” II. INPUT Language: - The ___ is yummy. Resources/Material: - Student’s book, page 8 - sachmem.vn - Teacher’s guide, pp. 11 - 13 - Workbook, page 6 - Pictures/ Slides of animals for Warm-up - Computer, projector 10
11. III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing – Wrap-up Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1 Whole class - Have pupils listen to the recording, then sing the Individual chant on Page 7. work - Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along. Option 2 Individual - Invite one or two pupils to write the letter P/p on work the board. - Get pupils to say words that contain the sound of the letter P/p (from Lessons 1 & 2 and the learnt units). Option 3 Individual - Show pupils pictures/ slides of some food and work drinks they have learnt. - Ask them to recall and name the food and drink items (e.g. apple, chips, fish, chicken, milk, ). Encourage better pupils say more words if they can. 6. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the picture (say “Look at Whole class the picture.”). Say “The boy likes popcorn. The popcorn is yummy.” Step 2: Have pupils point to the sentence (say “Point to Whole class the sentence.”). Play the recording and encourage pupils to repeat (say “Listen and repeat.”). Step 3: Ask pupils to repeat the sentence both individually Whole class and in chorus several times. Correct their Individual pronunciation if necessary, and praise them when work their pronunciation is good. 11
12. Step 4: Ask pupils to work in pairs, point to and repeat the Pair work sentence “The popcorn is yummy.” Go around and correct pronunciation to make sure pupils can repeat the sentence correctly. 7. Let’s talk. 10 minutes Step 1: Write The popcorn is yummy. on the board and Whole class underline the word popcorn. Say “The popcorn is yummy.” Step 2: Erase popcorn and replace it with pasta. Whole class Say “The pasta is yummy.” Step 3: Repeat Step 2 for pizza. Whole class Step 4: Erase pizza and leave the sentence structure Whole class The ___ is yummy. on the board. Step 5: Draw pupils’ attention to Picture a (say “Look at Whole class Picture a.”). Say “The pasta is yummy.” and Individual encourage them to say the full sentence structure. work Do this several times, with pupils repeating both individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 6: Repeat Step 5 for Pictures b and c. Whole class Individual work Extension: Ask pupils to talk about their feeling about Individual food/drinks they like using The ___ is yummy. work Encourage them to say as much as they can, e.g. Hi, I’m ___. I Iike ___. The ___ is yummy. 8. Let’s sing. 10 minutes Step 1: Draw pupils’ attention to the picture (say “Look at Whole class the picture.”). Say “It’s a birthday party.” Step 2: Play the recording of the song to familiarize pupils Whole class with the rhythm and melody (say “Listen.”). Step 3: Read the song line by line and encourage pupils to Whole class repeat (say “Listen and repeat.”). Do this several Individual times, with pupils repeating both individually and work 12
13. in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 4: Say “Let’s sing!”. Play the recording line by line and Group work encourage pupils to sing along. Step 5: Have pupils work in groups to make up actions for Group work the song. Invite a few groups to perform the song for the class. Wrap–up 5 minutes Revise the main teaching point of the lesson: the Whole class structure “The ___ is yummy.” to express one’s feeling about a favourite food. Option 1: Ask pupils to draw a food/drink item, Individual show them to the class and say about the work food/drink, using The ___ is yummy. Option 2: Have pupils do Activity 6, Unit 1 in Individual their workbooks. work Option 3: Show pupils the lyrics of the song with Individual some missing words, e.g.: work It’s my birthday party. I like ___. The ___ is yummy. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. 13