Giáo án Tiếng Anh Lớp 2 - Unit 4: In the countryside

Nội dung text: Giáo án Tiếng Anh Lớp 2 - Unit 4: In the countryside

1. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 4. In the countryside 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 R/r (/ɑː(r)/). - correctly pronounce the sound of the letter R/r (/r/) in isolation and in the words rainbow, river and road. II. INPUT Language: - Sound /r/ - Vocabulary: rainbow, river and road Resources/Material: - Student’s book, Page 17 - Teacher’s guide, pp. 31 - 33 - sachmem.vn - Flashcards for Unit 4 - Flashcards/ pictures for Fun Corner - Poster for Unit 4 - 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 Whole class - Refresh pupils’ memory of the previous unit by Group work playing a short vocabulary game such as Matching game or Slap the board. - Introduce the topic of the new unit by showing a picture of the countryside. Find out if pupils live or have been to the countryside. What did they do? What did they see? Option 2 Group work Put pupils into teams and have them think of as many words beginning with the letter S/s as possible. Option 3 Whole class Have one group of pupils sing the song on page Group work 16 in front of the class. The class claps their hands. 1. Listen and repeat. 10 minutes Step 1: Draw pupils’ attention to the picture (say “Look Whole class at the picture.”). Ask questions to help them identify the context (The picture shows the countryside. There is a rainbow, a river and a road. On the road, there is a woman riding a moped and a girl riding a bike. Rainbow, river and road are labelled, with the letter r in red.). Step 2: Have pupils point to the letter R/r (say “Point to Individual the letter R.”). Explain that the name of the work letter R/r is different to its sound (say “Listen. /ɑː(r)/ /r/.” 2
3. Step 3: Play the recording of the name and sound of the Whole class letter R/r and encourage pupils to repeat (say Individual “Listen and repeat.”). Do this several times, with work 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 rainbow (say “Look at Whole class the rainbow.”). Then have them point to the word rainbow (say “Point to the word rainbow.”). Draw their attention to the colour of the letter R/r (say “Look at the colour of the letter r. It is red.”). Step 5: Play the recording of rainbow and encourage Whole class pupils to repeat (say “Listen and repeat.”). Do Individual this several times, with pupils repeating both work 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 river and road. Whole class Individual work Step 7: Play the recording in full and encourage pupils Whole class to repeat the name and sound of the letter R/r, Individual rainbow, river and road both individually and in work chorus. Extension: For better pupils, use the new and learnt Individual vocabulary in Unit 3 (sea, sail, sand) and Unit 4 work (rainbow, river, road) to make simple sentences, using the structure learnt in Unit 3: Let’s look at the ___! 2. Point and say. 7 minutes Step 1: Have pupils point to the letter R/r and correctly Whole class pronounce its name and sound (say “Point to the letter R. Say /ɑː(r)/. Now say /r/.”) 3
4. Step 2: Have pupils point to and correctly pronounce Whole class the word rainbow (say “Point to the rainbow. Individual Say rainbow.”). Do this several times, with work 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 river and road. 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 offer help or correct pupils’ pronunciation, if necessary. Fun corner: Board race 8 minutes Step 1: Divide the class into teams (the number of Whole class teams will depend on the number of words, as each pupil should be holding a different beginning or ending). Give each team a set of flashcards and tell them to share them out so that each pupil has one card. Say “You are going to play Board race.” Step 2: Tell each team to stand in a circle and hold up Group work their flashcards, so that they can all see what is written on them. Step 3: Explain that when you call out a word, e.g. Whole class rainbow, the two pupils who are holding the beginning and ending of the word must find each other, run to the board and stick the flashcards in the correct order. The fastest pair wins one point. Step 4: Play the game. The team with the most points Group work wins. Wrap-up: 5 minutes Revise the main teaching point of the lesson: Whole class the sound of the letter r and the words rainbow, 4
5. river, road. 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 4, ask pupils to point to the Individual things in the picture and say the words. For work better pupils, teacher may cover the words and ask them to point to the things and say the words aloud. Option 3 Have pupils play Slap the board. For better Individual pupils, teacher may add some more words from work the previous units . 5
6. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 4. In the countryside Lesson 2 – Period 2 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter R/r, the sound of the letter R/r (/r/), the words road, river, rainbow and say the sentence structure There’s a ___. in a chant; - listen and recognise the target words and the structure There’s a ___. - write the letter R/r and complete the words _oad, _iver, _ainbow. II. INPUT Language: - Sound /r/ - Vocabulary: road, river, rainbow - Phrases/sentences with the sound /r/ and the words road, river, rainbow Resources/Material: - Student’s book, page 18 - sachmem.vn - Teacher’s guide, pp. 33 - 35 - Workbook, pp. 13-14 - 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 (R/r, /r/) . - Show pictures of the words that pupils learnt in Lesson 1 (rainbow, river, road) and encourage them to say the words in chorus. More advanced classes can add other words beginning with the letter R/r. Option 2 Ask the class to play Board race again, using the Group work words in Lesson 1, Unit 4 and those in the previous units, saying Now let us play Board race! Option 3 Get pupils to play What’s Missing? Game, using Group work the pictures and flashcards with the incompleted words _ainbow, _iver and _oad. 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 road (say “Look at the picture. Point to the road.”). Step 2: Say “There’s a road.” and encourage pupils to Whole class repeat. Step 3: Repeat Steps 1 and 2 for river and rainbow. 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 Whole class (say “Listen and chant.”). 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 three teams. The teams Group work take it in 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: R, r, road. There’s a _oad. R, r, river. There’s a _iver. R, r, rainbow. There’s a _ainbow. 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 “river/ rainbow/ lake/ road”. 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 “1a. There’s a river.”/ “2b. There’s a road.” and work encourage them to repeat. Audio script: 1. There’s a river. 2. There’s a road. Answers: 1. a 2. b 8
9. 5. Look and write. 8 minutes Step 1: Write the letter R (upper case) on the board and Whole class say “R” (/ɑː(r)/). Step 2: Write the letter R (upper case) on the board Whole class again, but this time more slowly. Invite a few Individual pupils to come to the front of the class and work write the letter R (upper case) on the board. Step 3: Repeat Steps 1 and 2 for r (lower case). Whole class Individual work Step 4: Have pupils look at the writing grids (say “Look Individual and write.”). Allow pupils time to complete the work activity. Go around the class to offer support and feedback. Step 5: Draw pupils’ attention to the pictures and labels Individual (say “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, Individual Unit 4 in their workbooks. work - For better pupils, have them do Activity 4, Unit 4 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 Individual and circle and say about them, e.g. river, work rainbow, Encourage better pupils to use learnt structure There’s a ___.; I can see ___.; Option 3 To reinforce the vocabulary, get pupils to do Individual Activity 1, Unit 4 in their workbooks. work 9
10. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 4. In the countryside Lesson 3 – Period 3 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - use the sentence structures What can you see? and I can see a ___. to describe features of a scene. - sing a song with the sentence structures What can you see? and I can see a ___. II. INPUT Language: - What can you see? - I can see a ___. Resources/Material: - Student’s book, page 19 - sachmem.vn - Teacher’s guide, pp. 35 - 37 - Workbook, page 15 - Picture cards for Let’s talk - 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 Whole class sing the chant on Page 18. - Select some better pupils to sing the chant Individual work in front of class. The class listens to them and claps hands along. Option 2 - Invite one or two pupils to write the letter Individual work R/r on the board. - Get pupils to say words that contain the sound of the letter R/r (from Lessons 1 & 2 and the learnt units: e.g. red, running, ). Option 3 - Divide the class into 3-4 groups. Individual/ - Ask each group to nominate one pupil to Group work join the writing competition. - Say a word ( e.g. river, rainbow, road, ) and ask the pupils to write it down. - Check the mistakes (if any), then ask pupils to read the words aloud. - Give the winner(s) stickers or stars. 6. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the picture Whole class (say “Look at the picture.”). Say “There’s a rainbow. I can see a rainbow.” Step 2: Have pupils point to the sentences Whole class (say “Point to the sentences.”). Step 3: Play the recording and encourage pupils to Whole class repeat (say “Listen and repeat.”). 11
12. Step 4: Do this several times, with pupils repeating Whole class both individually and in chorus. Correct their Individual work pronunciation if necessary, and praise them when their pronunciation is good. 7. Let’s talk. 10 minutes Step 1: Write What can you see? I can see a rainbow. Whole class on the board and underline the word rainbow. Have two pupils model the question and answer for the class. Step 2: Erase rainbow and replace it with road. Whole class Nominate another two pupils to model the Pair work question and answer for the class. Step 3: Repeat Step 2 for river. Whole class Pair work Step 4: Erase river and leave the sentence structures Whole class What can you see? and I can see a ___. on the board. Step 5: Draw pupils’ attention to Picture a (say “Look Whole class at Picture a.”). Individual work Divide the class into two groups and encourage them to take turns asking and answering What can you see? - I can see a road. 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: Show the flashcards of Unit 2 and other Pair work learnt words. Ask pupils to work in pairs, make questions and answers using What can you see? - I can see a ___. 8. Let’s sing. 10 minutes Step 1: Draw pupils’ attention to the picture (say Whole class “Look at the picture.”). Say “What can you see?” and encourage pupils to answer using the full sentence structure. 12
13. Step 2: Play the recording of the song to familiarize Whole class pupils with the rhythm and melody (say “Listen.”). Step 3: Read the song line by line and encourage Whole class pupils to repeat (say “Listen and repeat.”). 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 4: Say “Let’s sing!” Play the recording line by Whole class line and encourage pupils to sing along. Step 5: Have pupils work in groups to make up Group work actions 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 What can you see? - I can see a ___. to describe features of a scene. Option 1: Ask pupils to point to a school thing Pair work in the classroom and ask their friends, using “What can you see? - I can see a ___.” Option 2: Have pupils do Activity 6, Unit 4 Individual work in their workbooks. Option 3: Show pupils the lyrics of the song Individual work with some missing words, e.g.: What can you see? I can see a ___. A rainbow in the sky. What ___? I can see a river. A ___ near the ___. Then ask some advanced pupils to listen to the song and fill in the blanks, then sing the complete song aloud. 13