Giáo án Tiếng Anh Lớp 2 - Unit 6: On the farm

Nội dung text: Giáo án Tiếng Anh Lớp 2 - Unit 6: On the farm

1. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 6. On the farm Lesson 1 – Period 1 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter X/x in isolation. - say the words box, fox and ox. II. INPUT Language: - Sound /x/ - Vocabulary: box, fox, ox Resources/Material: - Student’s book, page 26 - Teacher’s guide, pp. 50 - 52 - sachmem.vn - Flashcards for Unit 6 - Flashcards/pictures of farm animals - Vocabularies for Fun Corner, e.g. box, fox, ox. - Poster for Unit 6 - 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 5, Whole class Lesson 3 and make the gesture (e.g. expressing what you are doing while singing). - Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands. Option 2 - Ask some pupils to talk about the present Whole class progressive actions in the classroom. - Get some pairs of pupils to practise asking Pair work and answering about their friends’ miming actions, using What is he/she doing? – He’s / She’s + V-ing. Option 3 - Show pupils some pictures/slides of farm animals (kitten, chicken, fox, ox, goat, cow, Whole class dog, cat, ). - Ask pupils some questions about the farm or the farm animals (in Vietnamese), e.g. Have you ever been to ? Have you ever seen ? Do you like ? What animals can you see on the farm? 2
3. 1. Listen and repeat. 10 minutes Step 1: Have pupils look at the picture, saying Look at Whole class the picture, please! and describe the picture. Draw pupils’ attention to the letter X/x, the words next to the thing/animals and the colour of the letter X/x. Check comprehension. Step 2: Ask pupils to point to the letter X/x. Have them Individual work listen and repeat the sound of the letter X/x, saying Point to the letter X/x, listen and repeat, please! more than once, if necessary. Step 3: Tell pupils to point to the word box, saying Point Whole class to the word “box”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for them to repeat individually and in chorus. Correct pronunciation, if necessary. If they repeat well, praise them, saying Well done! Step 4: Repeat the same procedure with the fox and Whole class the ox. Correct pronunciation, if necessary. Step 5: Play the recording again and have them listen, Whole class point to the letter X/x and the words box, fox and ox and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task, if necessary. Step 6: Play the recording in full and encourage pupils Individual work to repeat the name and sound of the letter X/x, box, fox and ox both individually and in chorus, saying Excellent! when they performed well. Extension: For better pupils, use the new and learnt Individual work vocabulary about animals (fox, ox, duck, goat, horse, kitten ). Show half hidden part of the flashcard for students and ask: "What’s this?” Have students guess and answer the name of the animals. 3
4. 2. Point and say. 7 minutes Step 1: Have pupils look at the picture again. Ask them Whole class to describe the picture. Draw their attention to the letter X/x, the thing/ animals, if necessary. Step 2: Get them to point to the letter X/x and say it, Whole class saying Point to the letter X/x and say, please! Step 3: Let them point to the box in the picture and say Individual work the word box as a model, saying Point to the box and say “box”, please! Remind them of the sound of the letter x in the word box. Step 4: Follow the same procedure with the animals. Whole class Go around and correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. Step 5: Have pupils work in pairs or in groups to look at Group/ the picture, point to the letter X/x, the Pair work thing/animals, say the sound of the letter and the words. Say Point to the picture and say, please! Go around and offer help or correct pronunciation, if necessary. Step 6: Invite a few pupils to point to the picture and Individual work say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Good work! Fun corner: Whispers (race version) 8 minutes Step 1: Divide the class into two teams. Say You are going to Whole play Whispers game. class Step 2: Tell each team to form a line. Pupils should be spaced Group far enough apart that they won't overhear the word work when it isn't their turn. Step 3: Explain that when you whisper a word to the first pupil Group in each line, he/she must in turn whisper it to the work second pupil in the line. The second pupil then whispers it to the third, and so on. When the word reaches the 4
5. last pupil in the line, he/she should call it out. The fastest team to call out a correct word scores one point. 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 winner. Group The team with the most points wins. The winning team work must then correctly pronounce all the three words. Wrap-up: 5 minutes Revise the main teaching point of the lesson: the sound Whole of the letter x and the words box, fox, ox. 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 6, 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 box, fox, ox and the pictures. Then ask the work class to say the words aloud. 5
6. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 6. On the farm Lesson 2 – Period 2 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter X/x, the words box, fox, ox and the phrases/sentences containing /x/ and box, fox, ox in a chant. - listen and identify the words box, fox, ox. - write the letter X/x and complete the words bo_, fo_, o_. II. INPUT Language: - Sound /x/ - Vocabulary: box, fox, ox - Phrases/sentences with the sound /x/ and the words box, fox, ox Resources/Material: - Student’s book, page 27 - sachmem.vn - Teacher’s guide, pp. 52- 54 - Workbook, pp. 19-20 - Flashcards to play games in Warm-up - Computer, projector 7
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 two or three pupils to look at the picture in Whole class Lesson 1 (Student’s book or sachmem.vn) and say the sound of the letter X/x and the words box, fox and ox. Option 2 Ask the class to play Whispers game again, using the words in Lesson 1, Unit 6 and those in Whole class the previous units, saying Now let us play Whispers game! Option 3 Get pupils to play What’s Missing? Game, using Whole class the pictures and flashcards with the incompleted words bo _, fo_ and o _. Pupils should guess the missing letters and say the words correctly. 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant, saying Look at the Whole class chant, please! Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter X/x and the words box, fox, ox. Check comprehension. Step 2: Play the recording of the first verse for pupils to Whole class listen and to get familiarized with the rhythm, saying Listen to the first verse, please! Then play the recording for them to listen and repeat until they feel confident, saying Listen again and repeat, please! Step 3: Follow the same procedure with the second and Whole class third verse. Correct pronunciation, if necessary. 8
8. Step 4: Play the recording all the way through. Ask Whole class pupils to listen and repeat the chant individually Individual and in chorus, saying Listen, chant and clap your work hands, please! Go around and offer help, if necessary. Step 5: Select some pupils to the front of the class to Individual chant and clap their hands. The rest of the class work may sing the chant and clap their hands along. Whole class If they sing the chant well, praise them, saying Great work! Extension: For better pupils, cover or omit some letters/ Individual words in the chant and have them guess and work say all the lines aloud. For example: Whole class X, x, a box. I can see a ___ on the farm. X, x, a fox. I can see a ___ on the farm. X, x, an ox. I can see an ___ on the farm. 4. Listen and circle. 7 minutes Step 1: Have pupils look at the pictures in Question 1 Whole class and say What can you see? Draw pupils’ attention to the letters a and b. Check comprehension. Invite some pupils to point to the pictures in Question 1 and say the words in front of the class. Say Point to the pictures and say the words, please! E.g. 1a: a fox, 1b: an ox. Step 2: Play the recording of the first sentence for Individual pupils to listen, saying Now listen, please! Ask work pupils what they have heard and circled, saying What did you hear? Did you hear “I can see a fox.” or “I can see an ox.”? Yes, it said “I can see an ox.”. You circle the letter b. If some pupils say “I can see a fox.”, let them listen to the recording again, saying Now listen again, please! Play the recording and ask What did you 9
9. hear? Did you hear “I can see a fox.” or “I can see an ox.”? Yes, “I can see an ox.”. Circle the letter b. So b is the correct answer. Step 3: Follow the same procedure with the pictures in Individual Question 2. Before playing the recording, say work Are you ready? OK, now listen, please! Play the recording (several times if needed) for pupils to listen and circle the correct option. Step 4: Call a few pupils to the front of the class to Individual point to the pictures and say what they have work heard. If they said correct words, praise them, saying Well done! or Very good! Step 5: Audio script: 1. I can see an ox. Whole class 2. I can see a fox. Answers: 1. b 2. a 5. Look and write. 8 minutes Step 1: Have pupils look at the letter X (upper case) and Whole class x (lower case). Remind them how to write it. Step 2: Give pupils time to write the letter X/x Individual independently, saying Now write the letter X/x work with your pencil. You can demonstrate by air writing of the letter X/x or open sachmem.vn’s guide for writing. Then let pupils write the letter. Give further support to those pupils who find it difficult to do the task. Step 3: Check the results of pupils’ writing and give Pair work feedback. Ask pupils to work in pairs, swap and check their answers. Give pupils time to work. Go around and offer help, if necessary. Step 4: Then have pupils look at the three pictures in Whole class the activity. Ask some questions to help them identify the thing and animals in the pictures (e.g. What’s that? What can you see in the pictures?). Use the first picture as an example, ask pupils to look at it, guess what letter is missing and complete the word. 10
10. Step 5: Give pupils time to complete the words Individual independently, saying Look at the pictures and work complete the words, please! Go around and offer help, if necessary. Step 6: Ask some pupils to show what they have done. Whole class Praise them if they have done well, saying Individual You’ve done a good job! work Extension: - For weaker pupils, have them do Activity 3, Whole class Unit 6 in their workbooks. - For better pupils, have them do Activity 4, Individual Unit 6 in their workbooks. work 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. box, fox, ox. Encourage better pupils to use learnt structures e.g. I can see an ox; I can see a fox, Option 3 To reinforce the vocabulary, get pupils to do Individual Activity 1, Unit 6 in their workbooks. work 11
11. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 6. On the farm Lesson 3 – Period 3 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - use “Is there a/an ___?” “Yes, there is. / No, there isn’t.” to identify someone’s favourite things or animals. - sing a song with the structure “Is there a/an ___?” II. INPUT Language: - Is there a/an ___? Resources/Material: - Student’s book, page 28 - sachmem.vn - Teacher’s guide, pp. 54 - 55 - Workbook, page 21 - Pictures/ Slides of animals for Warm-up - Computer, projector 12
12. 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 27. - Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along. Option 2 - Show pupils pictures/slides of some animals Whole class they have learnt. - Ask them to recall and name the animals (e.g. fox, ox, goat, cow, ). Encourage better pupils say more words of animals if they can. Option 3 - Invite one or two pupils to write the letter X/x Individual on the board. work - Get pupils to say words that contain the sound of the letter X/x (e.g. box, fox, ox). Option 4 - Split class into 4 groups. Group work - Ask each group to nominate one pupil to join the writing competition. - Say a word (e.g. box, fox, ox, ) and the pupils write down. - Check the mistakes of words then ask pupils to read aloud. - Give the winner the stars. 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the pictures showing some Whole class children are on the farm. In the first picture, one boy is saying “Is there a 13
13. fox?” The other boy is saying “Yes, there is.”. In the second picture, the boy is saying “Is there a fox?” The girl is saying “No, there isn’t.”. Explain the meaning of the sentences and how they are used. Check comprehension. Step 2: Play the recording several times for pupils to Whole class listen and repeat the sentence, saying Now listen and repeat, please! Step 3: Invite a few pupils to listen and repeat the Individual sentences “Is there a fox?” “Yes, there is. / work No, there isn’t.” in front of the class. Correct their pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying You did very well! Step 4: Ask some pupils to point to and repeat the Pair work sentences “Is there a fox?” “Yes, there is. / No, there isn’t.”. Go around and correct pronunciation to make sure pupils can repeat the sentence correctly. 7. Let’s talk. 10 minutes Step 1: Write Is there a/an ___? on the board. Whole class Underneath the question, write Yes, there is. and No, there isn’t. Have pupils look at the the structure. Explain the meaning of the structure and how it is used. Step 2: Have pupils look at the first picture. Say Look at Whole class Picture 1, please! Point to the box and ask them, saying “Is there a box?” Tell them that if there is a box, the answer is “Yes, there is.”; If there is not a box, they can answer “No, there isn’t.”. Step 3: Ask pupils to use the structure “Is there a/an Pair work/ ___?“ in the bubble and Picture 1 (a box) to Whole class ask and answer about whether or not something is present, e.g. Is there a/ an ___? Yes, there is. / No, there isn’t. Get them to repeat the sentence several times individually and in chorus. Check comprehension. 14
14. Step 4: Follow the same procedure with the other Pair work/ pictures. Make sure pupils understand the Whole class structure “Is there a/an ___?” “Yes, there is. / No, there isn’t.” and say it with the right pronunciation and intonation. Give further support to those pupils who find it difficult to do the task, if necessary. Step 5: Ask pupils to work in pairs/ groups, using Group/ “Is there a/an ___?” “Yes, there is. / No, there Pair work isn’t.” with the picture cues. Step 6: Select some pupils to practise the structure they Pair work have been learning in front of the class. Praise them, saying That’s right! or Superb! if they performed well. Extension: Stick flashcards of food, animals, things on the Pair work board or around the classroom. Have pupils point to and identify things/animals in the classroom. Encourage them to say as much as they can, e.g. “Is there a/an ___?” “Yes, there is. / No, there isn’t.” 8. Let’s sing. 10 minutes Step 1: Have pupils look at the lyrics to get familiarized Whole class with the first verse of the song. Explain the meaning of the sentence “Is there a fox?” Say Now look at the first verse, please! Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly. Check comprehension. Step 2: Follow the same procedure with the second Whole class verse. Correct pronunciation and the melody of the song, if necessary. Step 3: Have pupils listen to the whole song, drawing Whole class their attention to the pronunciation, the stress and the melody of the song. Say Now listen to the whole song. 15
15. Step 4: Let pupils practise singing the song. Help them Group work sing the song sentence by sentence first. Then Individual help them to sing the whole song. If there is work time, let them sing the song several times until they feel confident. Step 5: Select some groups to the front of the class to Group work sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them when they performed well, saying Fantastic! or Excellent! Extension: Practise two-part singing. Devide the class into Group work two groups and ask each group to sing one part of the song. Wrap – up 5 minutes Revise the main teaching point of the lesson: the Whole class structure “Is there a/an ___?” “Yes, there is. /No, there isn’t.” to identify someone’s favourite. Option 1 Ask pupils to draw an animal or a pet, show Individual/ them to the class and ask their friends, using Pair/ Group “Is there a/an ___?” “Yes, there is. / No, there work isn’t.” Revise the main teaching point of the lesson: the structure “Is there a/an ___?” “Yes, there is. / No, there isn’t.” to ask and answer questions about whether or not something is present. Option 2 Ask pupils to draw a hidden picture of an animal Individual or a pet, show them to the class and ask their work friends, using “Is there a/an ___?” “Yes, there is. / No, there isn’t.” Option 3 Have pupils do Activity 6, Unit 6 in their Individual workbooks. work 16
16. Option 4 Show pupils the lyrics of the song with some Group work missing words, e.g.: Is there a __? Is there a __? Yes, there is. Yes, there is. There’s a __ in the box. Is there an ___? Is there an ___? No, there isn’t. No, there isn’t. There isn’t an ___on the farm. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. 17