Giáo án Tiếng Anh Lớp 2 - Unit 7: In the kitchen

Nội dung text: Giáo án Tiếng Anh Lớp 2 - Unit 7: In the kitchen

1. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 7. In the kitchen 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 J/j ((/dʒeɪ/). - correctly pronounce the sound of the letter J/j (/dʒ/) in isolation and in the words juice, jelly and jam. II. INPUT Language: - Sound /dʒ/ - Vocabulary: juice, jelly, jam Resources/Material: - Student’s book, page 31 - Teacher’s guide, pp. 59 - 61 - sachmem.vn - Flashcards for Unit 7 - Flashcards/pictures for Fun Corner - Poster for Unit 7 - 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 writing the letter X/x on the board. Have pupils Group work say the name and sound of the letter. - Put pupils into teams and have them think of as many words containing the letter X/x as possible. Option 2 - Ask some pupils to talk about the food they like. Whole class - Get some pairs of pupils to practise talking Individual about their favourite food, using I like ___. work or The ___ is yummy. Option 3 - Introduce the next unit by showing a picture of Whole class a kitchen and asking pupils questions about it (in Vietnamese), e.g. Where are they? What are they doing? What can you see in the kitchen? What do you do in the kitchen? 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 a kitchen. There is a mother, son and daughter sitting at the table. On the table, there is a jug of juice, a plate of jelly and a jar of jam. Juice, jelly and jam are labelled, with the letter j in red). 2
3. Step 2: Have pupils point to the letter J/j (say “Point to the Individual letter J.”). Explain that the name of the letter J/j is work different to its sound (say “Listen. /dʒeɪ/ /dʒ/.”). Step 3: Play the recording of the name and sound of the Whole class letter J/j 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 jug of juice (say “Look at Whole class the jug of juice.”). Then have them point to the word juice (say “Point to the word juice.”). Draw their attention to the colour of the letter j (say “Look at the colour of the letter j. It is red.”). Step 5: Play the recording of juice and encourage pupils to Whole class repeat (say “Listen and repeat.”). Do this several Individual times, with pupils repeating both individually and work in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 6: Repeat Steps 4 and 5 for jelly and jam. Whole class Individual work Step 7: Play the recording in full and encourage pupils to Individual repeat the name and sound of the letter J/j, work juice, jelly and jam both individually and in chorus. Extension: For better pupils, use the new and learnt Individual vocabulary about food (popcorn, pizza, pasta, work noodles, milk, jam, juice, jelly) 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 J/j and correctly Whole class pronounce its name and sound (say “Point to the letter J. Say /dʒeɪ/. Now say /dʒ/.”). Step 2: Have pupils point to and correctly pronounce the Whole class 3
4. word juice (say “Point to the juice. Say juice.”). Individual Do 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 3: Repeat Step 2 for jelly and jam. 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: Slap the Board 8 minutes Step 1: Stick the flashcards on the board. Whole class Step 2: Divide the class into three teams and have each Group work team stand in a line in front of the board. Step 3: Explain to pupils that when you say one of the Whole class words, the pupil at the front of each line must run to the board and slap the correct flashcard as quickly as possible. The first pupil to slap the correct flashcard scores 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 j and the words juice, jelly, jam. 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 7, ask pupils to point to Individual work the things in the picture and say the words. For better pupils, teacher may cover the words and 4
5. ask them to point to the things and say the words aloud. Option 3 Using pictures and flashcards, get some pupils Individual work to match the words juice, jelly, jam and the pictures. Then ask the class to say the words aloud. For better pupils, teacher may use the food vocabulary learnt in the previous units. 5
6. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 7. In the kitchen Lesson 2 – Period 2 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter J/j, the sound of the letter J/j (/dʒ/), the words jam, juice and jelly and the sentence structure I like ___. in a chant; - listen and recognise the words jelly, juice and the structure I like ___. - write the letter J/j and complete the words _elly, _uice, _am. II. INPUT Language: - Sound /dʒ / - Vocabulary: jelly, juice, jam - Phrases/sentences with the sound /dʒ / and the words jelly, juice, jam Resources/Material: - Student’s book, page 32 - sachmem.vn - Teacher’s guide, pp. 61 - 63 - Workbook, pp. 22-23 - 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 Whole class - Ask pupils what letter and sound they learnt in Lesson 1 (J/j, /dʒ/). - Show pictures of the words that pupils learnt in Lesson 1 (juice, jelly, jam) and encourage them to say the words in chorus. More advanced classes can add other words beginning with the letter J/j. Option 2 Group work Ask the class to play Slap the Board again, using the words in Lesson 1, Unit 1 and those in the previous units, saying Now let us play Slap the Board! Option 3 Get pupils to play What’s Missing? Game, using Group/Pair the pictures and flashcards with the incompleted work words _uice, _elly and _am. 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 jam (say “Look at the picture. Point to the jam.”). Step 2: Say “I like jam.” and encourage pupils to repeat. Whole class To reinforce their understanding, lick your lips or smile and rub your stomach. Step 3: Repeat Steps 1 and 2 for juice and jelly. 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 Individual 7
8. (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 three teams. The teams take Group work 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: J, j, jam. I like ___. J, j, juice. I like ___. 4. Listen and tick. 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 “jelly/ cake/ jam/ juice”. Step 2: Play the recording and allow pupils time to Individual 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 jelly.”/“2b. I like juice.” and encourage work them to repeat. Audio script: 1. I like jelly. 2. I like juice. Answers: 1. a 2. b 5. Look and write. 8 minutes Step 1: Step 1: Write the letter J (upper case) on the Whole class board and say “J” (/dʒeɪ/). 8
9. Step 2: Write the letter J (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 write work the letter J (upper case) on the board. Step 3: Repeat Steps 1 and 2 for j (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 7 in their workbooks. work - For better pupils, have them do Activity 4, Unit 7 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. jelly, cake, work Encourage better pupils to use learnt structures e.g. I’m having ___.; I like ___.; Option 3 To reinforce the vocabulary, get pupils to do Individual Activity 1, Unit 7 in their workbooks. work 9
10. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 7. At my birthday party Lesson 3 – Period 3 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - use the sentence structures Pass me the ___, please. and Here you are. to make and respond to a request; - sing a song with the sentence structures Pass me the ___. and Here you are. II. INPUT Language: - Pass me the ___, please. - Here you are. Resources/Material: - Student’s book, page 33 - sachmem.vn - Teacher’s guide, pp. 63 - 65 - Workbook, page 24 - 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 Whole class - Have pupils listen to the recording, then sing Individual the chant on Page 32. 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 J/j work on the board. - Get pupils to say words that contain the sound of the letter J/j (from Lessons 1 & 2 and the learnt units). Option 3 Individual/ - Have pupils draw a kind of food/ drink. Pair work - Have pupils work in pairs to talk about the food/drink they like using the sentence structure I like ___. 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 sentences (say “Point to Whole class the sentences.”). Step 3: Play the recording and encourage pupils to Whole class repeat (say “Listen and repeat.”). Step 4: Do this several times, with pupils repeating both Whole class individually and in chorus. Correct their Individual pronunciation if necessary, and praise them work 11
12. when their pronunciation is good. 7. Let’s talk. 10 minutes Step 1: Hand out three picture cards showing a jar of Whole class jam, a jug of juice and a plate of jelly (each card to a different pupil). Step 2: Write Pass me the jam, please. on the board and Whole class underline jam. Say “Pass me the jam, please.” Individual Hold out your hand to indicate that you would work like the pupil holding the picture card of a jar of jam to pass it to you. Step 3: Have the pupil repeat the request. When he/ she Whole class says it correctly, respond “Here you are.” and Individual pass it back to him/her. Write Here you are. on work the board. Step 4: Erase jam and replace it with juice. Say “Pass me Whole class the juice, please.” The pupil with the picture card Individual of a jug of juice should pass it to you and say work “Here you are.” Step 5: Repeat Step 4 for jelly. Whole class Individual work Step 6: Erase jelly and leave the sentence structures Whole class Pass me the ___, please. and Here you are. on Individual the board. work Step 7: Hand out a picture card to every pupil in the Pair work class. Put pupils into pairs to practise making and responding to the request. Go around the class to offer help or correct pupils’ pronunciation, if necessary. Extension: Ask pupils to to work in pair, make and respond Pair work to a request using Pass me the ___, please. and Here you are. Pupils may use things in the classroom (e.g. pens, pencils, books, ). 8. Let’s sing. 10 minutes Step 1: Draw pupils’ attention to the picture (say “Look at Whole class the picture.”). Say “Pass me the jam.” and 12
13. encourage pupils to point to the picture of the jam and respond 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 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 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 the song for the class Wrap–up 5 minutes Revise the main teaching point of the lesson: the Whole class structures Pass me the ___, please. and Here you are to make and respond to a request. Option 1: Ask pupils to draw a food/drink item, Individual show them to the class and make and respond to work a request, using Pass me the ___, please. and Here you are. Option 2: Have pupils do Activity 6, Unit 7 in Individual their workbooks. work Option 3: Show pupils the lyrics of the song with Individual some missing words, e.g.: work Jam, juice, jelly. Pass me the ___. Pass me the ___. Pass me the ___. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. 13