Giáo án Tiếng Anh Lớp 2 - Unit 5: In the classroom

Nội dung text: Giáo án Tiếng Anh Lớp 2 - Unit 5: In the classroom

1. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 5. In the classroom 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 Q/q /kjuː/. - correctly pronounce the sound of the letter Q/q (/k/) in isolation and in the words question, square and quiz. II. INPUT Language: - Sound /k/ - Vocabulary: question, square, quiz Resources/Material: - Student’s book, page 23 - Teacher’s guide, pp. 43 - 45 - sachmem.vn - Flashcards for Unit 5 - Flashcards for Warm-up - Poster for Unit 5 - 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 Refresh pupils’ memory of the previous unit by Whole class showing pictures of the words they learnt. Have them say the words for the pictures. Option 2 Have pupils sing the song In the classroom Whole class (to the tune of Oh my darling, Clementine) to revise topic-related words. In the classroom, in the classroom There’s a blackboard on the wal.l There’s a table, there’s a window In the classroom where we learn. Option 3 - Ask pupils to play Pass the Card Game. Group work - Place pupils in 4 rows. - Hand out picture cards of pasta, pizza, sand and sea to the first pupil in each row. - Have pupils in each row name the item/thing on each card as they pass the card to the classmate behind them. 1. Listen and repeat. 10 minutes Step 1: Draw pupils’ attention to the picture (say Whole class “Look at the picture.”). Ask questions to help them identify the context (The picture shows a classroom. The teacher is asking a question. On the board, there is a square. One of the pupils is doing a quiz. Question, square and quiz are labelled, with the letter q in red). 2
3. Step 2: Have pupils point to the letter Q/q (say “Point Individual work to the letter Q.”). Explain that the name of the letter Q/q is different to its sound (say “Listen. /kjuː/ /k/.”). Step 3: Play the recording of the name and sound of Whole class the letter Q/q and encourage pupils to repeat Individual work (say “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 question (say “Look at Whole class the question.”). Then have them point to the word question (say “Point to the word question.”). Draw their attention to the colour of the letter q (say “Look at the colour of the letter q. It is red.”). Step 5: Play the recording of question 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 6: Repeat Steps 4 and 5 for square and quiz. 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 Individual work Q/q, question, square and quiz both individually and in chorus. Extension: For better pupils, let them play Jumbled letters Individual work using the new vocabulary. Then ask them say the words aloud. 3
4. 2. Point and say. 7 minutes Step 1: Have pupils point to the letter Q/q and correctly Whole class pronounce its name and sound (say “Point to the letter Q. Say /kjuː/. Now say /k/.”). Step 2: Have pupils point to and correctly pronounce the Whole class word question (say “Point to the question. Say Individual work question.”). 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 square and quiz. 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: Whispers 8 minutes Step 1: Divide the class into two teams. Tell each team Group work to form a line. Step 2: Explain that when you whisper a word to the Group work first pupil in each line, he/she must in turn whisper it to the second pupil in the line. The second pupil then whispers it to the third, and so on. When the word reaches the last pupil in the line, he/she should call it out. A correct word scores one point. Step 3: Play the game, using the words in Lesson 1. Group work Step 4: Count the points for each team and announce Group work the winner. The team with more points wins. The winning team must say all three words aloud for the rest of the class. 4
5. Wrap-up: 5 minutes Revise the main teaching point of the lesson: the Whole class sound of the letter q and the words question, square, quiz. Option 1 Whole class Using sachmem.vn, have pupils look at the things in the picture and repeat the words after the recording. Option 2 Using Poster for Unit 5, ask pupils to point to the Individual things in the picture and say the words. work For 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 Listen and jump. Divide the Group work class in groups and ask them to listen to words and jump up when they hear the sound /k/. 5
6. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 5. In the classroom Lesson 2 – Period 2 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter Q/q, the words question, square, quiz, the phrases/sentences containing /k/ and square, question, quiz, the sentence structure He’s/She’s ___ (verb + –ing). in a chant. - listen and recognize the words square, quiz and the sentence structure He’s/She’s ___ (verb + –ing). - write the letter Q/q and complete the words s_uare, _uiz, _uestion. II. INPUT Language: - Sound /k/ - Vocabulary: question, square, quiz - Phrases/sentences with the sound /k/, the words question, square, quiz, the sentence structure He’s/She’s ___ (verb + –ing). Resources/Material: - Student’s book, page 24 - sachmem.vn - Teacher’s guide, pp. 45-47 - Workbook, pp. 16-17 - 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 Whole class in Lesson 1 (Q/q, /k/). - Show pictures of the words that pupils learnt in Lesson 1 (question, square, quiz) and encourage them to say the words in chorus. More advanced classes can add other words beginning with or containing the letter Q/q. Option 2 Ask the class to play Whispers again, using the Group work words in Lesson 1, Unit 5 and those in the previous units, saying Now let us play Whispers! Option 3 Get pupils to play Listen and clap. In groups, Group work ask them to stand up and clap when they hear “k” sound. 3. Listen and chant. 10 minutes Step 1: Draw pupils’ attention to the picture and have Whole class them point to the square (say “Look at the picture. Point to the square.”). Step 2: Say “He’s colouring a square.” and encourage Whole class pupils to repeat. Step 3: Repeat Steps 1 and 2 for question and quiz. Whole class 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 (say Individual work e. g. “Point to line one.”). Play the recording of Whole class 7
8. each line and encourage pupils to chant (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 work letters/words in the chant and have them guess and say all the lines aloud. For example: Q, q, a square. He’s colouring a ___. 4. Listen and tick. 7 minutes Step 1: Have pupils point to the pictures and say the Whole class words (say “Point and say.”). When pupils answer correctly, confirm by saying “square/ circle/ question/ quiz”. Step 2: Play the recording and allow pupils time to Individual work complete the activity (say “Listen and tick.”). Step 3: Play the recording again, if necessary (say Individual work “Listen again.”) Step 4: Check the answers by asking “a or b?” When Whole class pupils answer correctly, confirm by saying Individual work “1a. He’s colouring a square.”/“2b. She’s doing a quiz.” and encourage them to repeat. Audio script: 1. He’s colouring a square. 2. She’s doing a quiz. Answers: 1. a 2. b 5. Look and write. 8 minutes Step 1: Write the letter Q (upper case) on the board Whole class and say “Q” (/kjuː/). Step 2: Write the letter Q (upper case) on the board Individual work again, but this time more slowly. Invite a few 8
9. pupils to come to the front of the class and write the letter Q (upper case) on the board. Step 3: Repeat Steps 1 and 2 for q (lower case). Whole class Individual work Step 4: Draw pupils’ attention to the writing grids (say Whole class “Look and write.”). Allow pupils time to complete the activity. Go around the class to offer support and feedback. Step 5: Draw pupils’ attention to the pictures and Individual work labels (say “Look and write.”). Allow pupils time to complete the activity. Go around the class to offer support and feedback. Extension: - For weaker pupils, have them do Activity 3, Individual work Unit 5 in their workbooks. - For better pupils, have them do Activity 4, Unit 5 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. square, circle, Encourage better pupils to use learnt structures e.g. I can see the square.; That’s the circle.; Option 3 To reinforce the vocabulary, get pupils to do Individual work Activity 1, Unit 5 in their workbooks. 9
10. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 5. In the classroom Lesson 3 – Period 3 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - use the sentence structures What’s he/she doing? and He’s/She’s ___ (verb + –ing). to ask and answer questions about what someone is doing. - sing a song with the structure What’s he/she doing? and He’s/She’s ___ (verb + –ing).” II. INPUT Language: - What’s he/she doing? and He’s/She’s ___ (verb + –ing).” Resources/Material: - Student’s book, page 25 - sachmem.vn - Teacher’s guide, pp. 47 - 49 - Workbook, page 18 - 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 24. Individual work - Select some better pupils to sing the chant 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 Q/q on the board. - Get pupils to say words that contain the sound of the letter Q/q (from Lessons 1 & 2 and the learnt units). Option 3 - Draw or show pictures of a square, a quiz and Individual work a question mark. Say “He’s colouring a ___.” and encourage pupils to complete the sentence with “square”. - Repeat for “She’s doing a quiz.” and “He’s answering a question. 6. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the picture (say “Look Whole class at the picture.”). Say “What’s she doing? She’s colouring a square.” Step 2: Have pupils point to the sentences (say “Point Individual work to the sentences.”). Step 3: Play the recording and encourage pupils to Whole class repeat (say “Listen and repeat.”). Step 4: Have pupils repeat the sentences both Whole class individually and in chorus. Correct their Individual work pronunciation if necessary, and praise them when their pronunciation is good. 11
12. 7. Let’s talk. 10 minutes Step 1: Write What’s he doing? and What’s she doing? Whole class on the board. Underneath the questions, write He’s ___. and She’s ___. Step 2: Have pupils look at Picture a (say “Look at Whole class Picture a.”). Say “What’s she doing?” and encourage them to answer using the full sentence structure. When they answer correctly, confirm by saying “She’s answering a question.” Step 3: Repeat Step 2 for Pictures b and c. Whole class Step 4: Have pupils work in pairs to look at each Pair work picture and practise asking and answering questions about what the people are doing. Go around the class to offer support and feedback. Extension: Invite some pupils to point to the pictures and Pair work act out the exchanges in front of the class. 8. Let’s sing. 10 minutes Step 1: Draw pupils’ attention to the picture (say “Look Whole class at the picture.”). Say “What’s he/ she doing?” and encourage pupils to answer using the full sentence structure. 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.”). Do Individual work 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 line Whole class 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 12
13. the song for the class. Wrap–up 5 minutes Revise the main teaching point of the lesson: Whole class the structures What’s he/she doing? and He’s/She’s ___ (verb + –ing). to ask and answer questions about what someone is doing. Option 1: Ask pupils to play Charade, using Whole class What’s he/she doing? and He’s/She’s ___ (verb + –ing). Option 2: Have pupils do Activity 6, Unit 5 in Individual work their workbooks. Option 3: Show pupils the lyrics of the song Individual work with some missing words, e.g.: What’s he doing? He’s doing a ___. What’s he doing? He’s clolouring a ___. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. 13