Giáo án Tiếng Anh Lớp 2 - Unit 2: In the backyard

Nội dung text: Giáo án Tiếng Anh Lớp 2 - Unit 2: In the backyard

1. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 2. In the backyard 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 K/k (/keɪ/). - correctly pronounce the sound of the letter K/k (/k/) in isolation and in the words kite, bike and kitten. II. INPUT Language: - Sound /k/ - Vocabulary: kite, bike, kitten Resources/Material: - Student’s book, page 9 - Teacher’s guide, pp. 14 - 16 - sachmem.vn - Flashcards for Unit 2 - Flashcards for Warm-up and Fun Corner - Poster for Unit 2 - 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 - Ask pupils to sing the song in Unit 1, Lesson 3, Whole class Activity 8. Encourage pupils to do actions or clap in time while singing. Option 2 - Ask one pupil to come to the board, give him or her a picture of the pizza (or popcorn/pasta). Whole class - The pupil mimes the action of eating pizza (or Individual popcorn/pasta) and the class guess what he or work she is eating by saying “He/She is having ___”. Option 3 Whole class Have pupils play The Matching Game. Stick the Individual picture flashcards on the board. Write the work words popcorn, pizza, pasta on the board. Call on some pupils to go to the board and draw lines to match the words and the pictures. 1. Listen and repeat. 10 minutes Step 1: Have pupils look at the picture (say “Look at the Whole class picture.”). Ask questions to help them identify the context. (Three children playing in the backyard. A girl is flying a kite. A boy is riding a bike. A girl is playing with a kitten. Kite, bike and kitten are labelled, with the letter k in red). Step 2: Have pupils point to the letter K/k (say “Point to Individual the letter K.”). Explain that the name of the work letter K/k is different to its sound (say “Listen. /keɪ/ /k/.”). 2
3. Step 3: Play the recording of the name and sound of the Whole class letter K/k and encourage pupils to repeat (say Individual “Listen and repeat.”). Do this several times for work pupils to repeat individually and in chorus. Correct their pronunciation if necessary. Praise them when their pronunciation is good (say “Excellent! / Great job!”). Step 4: Have pupils look at the kite (say “Look at the Whole class kite.”). Then have them point to the word kite (say “Point to the word kite.”). Draw their attention to the colour of the letter k (say “Look at the colour of the letter k. It is red.”). Step 5: Play the recording of kite and encourage pupils Whole class to repeat (say “Listen and repeat.”). Do this Individual several times for pupils to repeat individually work and in chorus. Correct their pronunciation if necessary. Step 6: Repeat Steps 4 and 5 for bike and kitten. Whole class Individual work Step 7: Play the recording in full and encourage pupils Individual to repeat the name and sound of the letter K/k, work the words kite, bike and kitten both individually and in chorus. Extension: For better pupils, use the flashcards of kite, Individual kitten and bike and have pupils make labels for work them. Ask pupils to match the cards with the corresponding words and practise saying the words. 2. Point and say. 7 minutes Step 1: Have pupils point to the letter K/k and correctly Whole class pronounce its name and sound (say “Point to the letter K. Say /keɪ/. Now say /k/.”). Go around the class to offer help or correct pupils’ pronunciation, if necessary. 3
4. Step 2: Have pupils point to and correctly pronounce Whole class the word kite (say “Point to the kite. Say kite.”). Individual Do this several times for pupils to repeat both work individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 3: Repeat Step 2 for kitten and bike. Whole class Individual work Step 4: Put pupils into pairs or groups for further Group/ practice of Steps 1 to 3. Go around the class to Pair work give support to those pupils who find it difficult to do the task. Fun corner: Word Game 8 minutes Step 1: Divide the class into teams. Give each team Whole class one pack of flashcards. Say “You are going to play a word game.” Step 2: Explain the game: when the teacher Group work pronounces the sound of a letter, e.g. /k/, pupils should look through their pack of flashcards to find a word or words containing that sound, e.g. kite, bike. When they have found the correct word(s), they should stick the flashcard(s) on the board. A correct word scores one point. The team having the most points at the end of the game is the winner. Step 3: Play the game. Group work Step 4: Count the points for each team and announce Group work the winner. Wrap-up: 5 minutes Revise the main teaching point of the lesson: Whole class the sound of the letter k and the words kite, kitten and bike. 4
5. Option 1 Using sachmem.vn, have pupils look at the Whole class things in the picture and repeat the words after the recording. Option 2 Using Poster for Unit 2, ask pupils to point to the things in the picture and say the words. Individual For better pupils, teacher may cover the words work and ask them to point to the things and say the words aloud. Option 3 - Show half hidden part of the flashcards kite, Whole class bike, kitten and ask: "What’s this?”. - Have pupils guess and say out the word. 5
6. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 2. In the backyard Lesson 2 – Period 2 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter K/k, the words kite, bike, kitten, the phrases/sentences containing /k/ and kite, bike, kitten, the sentence structure He’s/She’s ___ (verb + –ing). in a chant. - listen and recognise the words kite, bite, kitten and the sentence structure He’s/She’s ___ (verb + –ing). - write the letter K/k and complete the words __ite, bi__e, __itten. II. INPUT Language: - Sound /k/ - Vocabulary: kite, bike, kitten - Phrases/sentences with the sound /k/ and the words kite, bike, kitten Resources/Material: - Student’s book, page 10 - sachmem.vn - Teacher’s guide, pp. 16- 18 - Workbook, pp. 7-8 - Flashcards to play games in Warm-up - Computer, projector 6
7. III. PROCEDURE Warm-up – Listen and chant – Listen and circle – 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. - Show pictures of the words that pupils learnt in Lesson 1 (kite, bike, kitten) and encourage them to say the words aloud. - For more advanced classes, ask pupils to find other words having the letter K/k (book, cake, duck, ). Option 2 Ask two groups of three to play Red words, Group work green words with the target vocabulary they have learnt. Option 3 Ask two groups of three to play Pelmanism with Group work the words kite, bike, kitten in front of the class. 3. Listen and chant. 10 minutes Step 1: Draw pupils’ attention to the picture and have Whole class them point to the kite (say “Look at the picture. Point to the kite.”). Step 2: Say “He’s flying a kite.” and encourage pupils to Whole class repeat (say “Repeat, please!”). Step 3: Repeat Steps 1 and 2 for He’s riding a bike. and Whole class She’s playing with a kitten. Step 4: Play the recording of the chant to familiarize Whole class pupils with the words and rhythm (say “Listen.”). 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 7
8. “Listen and chant.”). Whole class Step 6: Play the recording in full and encourage pupils Whole class to 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: With better classes, help pupils change some Individual line in the chant and sing it in front of the class. work E.g. K, k, kite. A kite, a kite. He’s flying a kite. K, k, bike. A bike, a bike. She’s riding a bike. 4. Listen and circle. 7 minutes Step 1: Have pupils look at the pictures and say the Whole class words (say “Point and say.”). When pupils answer correctly, confirm by saying “kite/ bike/ kitten/ puppy”. Step 2: Play the recording and allow pupils time to Individual complete the activity (say “Listen and circle.”). work Step 3: Play the recording again, if necessary (say Individual “Listen again.”). work Step 4: Check the answers by asking “a or b?” When Whole class pupils answer correctly, confirm by saying Individual “1b. I have a bike.”/“2a. I have a kitten.” and work encourage them to repeat. Audio script: 1. I have a bike. 2. I have a kitten. Answers: 1. b 2. a 8
9. 5. Look and write. 8 minutes Step 1: Write the letter K (upper case) on the board and Whole class say “K” (/keɪ/). Step 2: Write the letter K (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 K (upper case) on the board. Step 3: Repeat Steps 1 and 2 for k (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 better pupils, have them do Activity 4, Individual Unit 2 in their workbooks. work Wrap–up 5 minutes Option 1 Have pupils listen to the recording, then say the Whole class chant again. Option 2 Ask pupils to look at the pictures in 4. Listen Whole class and circle and say about them, e.g. kite, kitten, Encourage better pupils to use learnt structure He’s/She’s ___ (verb + –ing). 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 2. In the backyard Lesson 3 – Period 3 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - use the sentence structures Is he/ she ___ (verb + -ing)? and Yes, he/ she is. /No, he/ she isn’t. to ask and answer about actions in progress. - sing a song with the sentence structures Is he/she ___ (verb + -ing)? and Yes, he/ she is. /No, he/ she isn’t. II. INPUT Language: - Is he/ she ___ (verb + -ing)? - Yes, he/ she is. /No, he/ she isn’t. Resources/Material: - Student’s book, page 11 - sachmem.vn - Teacher’s guide, pp. 18 – 20 - Pictures/ Flashcards for Warm-up and Extension - Workbook, page 9 - 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 - Have pupils listen to the recording, then sing Whole class the chant on Page 10. Individual - Select some better pupils to sing the chant in work front of class. The class listens to them and claps hands along. Option 2 Individual Let two or three pupils point to the pictures in work Listen and circle (Page 10) and say the sentences, e.g. 1a: I have a kite. 1b: I have a bike. Option 3 Get pupils to play What’s Missing? Game, using Group work the pictures and flashcards with the incompleted words _ite, _itten and bi_e. Have pupils guess the missing letters and say the words correctly. 6. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the picture (say “Look Whole class at the picture.”). 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 Whole class individually and in chorus several times. Correct Individual their pronunciation if necessary, and praise work them when their pronunciation is good. Step 4: Ask pupils to work in pairs, repeat the questions Pair work and answers of the boy and the girl in the pictures. Go around and correct pronunciation to make sure pupils can repeat the sentence correctly. 11
12. 7. Let’s talk. 10 minutes Step 1: Write Is he/she ___? on the board. Whole class Underneath the question, write Yes, he/ she is. and No, he/ she isn’t. Step 2: Draw pupils’ attention to Picture a. Say “Is Whole class he ?” and encourage them to complete the sentence with “flying a kite”. Step 3: Say “Is he flying a kite?”. Point to each of the Whole class possible answers written on the board and encourage pupils to choose the correct one. When they answer correctly, confirm by saying “Yes, he is.” Step 4: Repeat Steps 2 and 3 for Pictures b and c Whole class Step 5: Have pupils work in pairs to look at each picture Pair work and practice asking and answering questions about the actions in progress. Go around the class to offer support and feedback. Extension: Show some pictures of action verbs (some Whole class pictures in Tiếng Anh 1 such as the boy is Group work running, the girl is having noodles, ). Have pupils ask and answer about the actions in progress, using the structures Is he/she ___ (verb + -ing)? and Yes, he/she is. /No, he/she isn’t. 8. Let’s sing. 10 minutes Step 1: Draw pupils’ attention to the picture (say “Look Whole class at the picture.”). Say “Is she riding a bike?” and encourage pupils to answer “Yes, she is.” Say “Is he riding a bike?” and encourage pupils to answer “No, he isn’t.” 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 Whole class to repeat (say “Listen and repeat.”). Do this Individual several times, with pupils repeating both work individually and in chorus. Correct their pronunciation if necessary, and praise them 12
13. when their pronunciation is good. Step 4: Say “Let’s sing!”. Play the recording line by line Group work and encourage pupils to sing along. Step 5: Have pupils work in groups to make up actions Group work for 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: Whole class the structures Is he/she ___ (verb + -ing)? and Yes, he/she is. /No, he/she isn’t. to talk about actions in progress. Option 1: Ask pupils to mime and talk about Whole class actions in progress, using the structures Group work Is he/she ___ (verb + -ing)? and Yes, he/she is. /No, he/she isn’t. Option 2: Have pupils do Activity 6, Unit 2 in Individual their workbooks. work Option 3: Show pupils the lyrics of the song Individual with some missing words, e.g.: work Where’s Kate? She’s in the yard. Is she ___ a bike? Yes, she is. Yes, she is. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. 13