Giáo án Tiếng Anh Lớp 2 - Unit 8: In the village

Nội dung text: Giáo án Tiếng Anh Lớp 2 - Unit 8: In the village

1. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 8. In the village Lesson 1 – Period 1 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter V/v in isolation. - say the words village, van and volleyball. II. INPUT Language: - Sound /v/ - Vocabulary: village, van, volleyball Resources/Material: - Student’s book, page 34 - Teacher’s guide, pp. 66 - 68 - sachmem.vn - Flashcards for Unit 8 - Flashcards/pictures of village scenery and things in the village. - Flashcards/pictures of different categories for Fun Corner, e.g. (1) food: yogurt, jelly, jam, juice; (2) things in nature: sand, sea, river, rainbow; (3) animals: fox, ox, goat; (4) things in the classroom: question, square, quiz; (5) things in the village: volleyball, van; - Poster for Unit 8 - 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 singing a song to the tune of Frère Jacques: Pass me the jam. Pass me the juice. Here you are. Here you are. Pass me the jelly. Pass me the jelly. Here you are. Here you are - Make the gesture while singing (e.g. expressing what you want to have 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 their abilities Whole class (in Vietnamese). Pair work - Get some pairs of pupils to practise asking and answering about their abilities, using Can you ___? – Yes, I can./ No, I can’t. Option 3 - Show pupils some pictures/ slides of cities, Whole class towns and villages. - Ask pupils to talk about the city, town or village where they live and ask them some questions about the things in the cities and villages they know about (in Vietnamese), e.g. Do you live in the city or in the village? Have you ever been to the ? What can you see in the city/ village? 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 V/v, the words next to the village/things and the colour of the letter V/v. Check comprehension. Step 2: Ask pupils to point to the letter V/v. Have them Individual listen and repeat the sound of the letter V/v, work saying Point to the letter V/v, listen and repeat, please! more than once, if necessary. Explain that the name of the letter V/v is different to its sound (say “Listen. /viː/ /v/.”) Step 3: Tell pupils to point to the word village, saying Point Whole class to the word “village”. 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 van and the Whole class volleyball. Correct pronunciation, if necessary. Step 5: Play the recording again and have them listen, Whole class point to the letter V/v and the words village, van and volleyball 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 again and call a few pupils to Individual say the sound of the letter V/v and the words work village, van and volleyball in front of the class, saying Excellent! when they performed well. Extension: For better pupils, use the new and learnt Individual vocabulary about things around them (box, sea, work rainbow, road, village, van, volleyball ). 3
4. 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 V/v, the words next to the village/things and the colour of the letter V/v. Check comprehension. Step 2: Ask pupils to point to the letter V/v. Have them Individual listen and repeat the sound of the letter V/v, work saying Point to the letter V/v, listen and repeat, please! more than once, if necessary. Explain that the name of the letter V/v is different to its sound (say “Listen. /viː/ /v/.”) Step 3: Tell pupils to point to the word village, saying Point Whole class to the word “village”. 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 van and the Whole class volleyball. Correct pronunciation, if necessary. Step 5: Play the recording again and have them listen, Whole class point to the letter V/v and the words village, van and volleyball 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 again and call a few pupils to Individual say the sound of the letter V/v and the words work village, van and volleyball in front of the class, saying Excellent! when they performed well. Extension: For better pupils, use the new and learnt Individual vocabulary about things around them (box, sea, work rainbow, road, village, van, volleyball ). 3
5. Show half hidden part of the flashcard for students and ask: "What’s this?” Have students guess and answer the name of the things. 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 V/v, the village/things, if necessary. Step 2: Get them to point to the letter V/v and say it, Whole class saying Point to the letter V/v and say, please! Step 3: Let them point to the village in the picture and say Individual the word village as a model, saying Point to the work village and say “village”, please! Remind them of the sound of the letter v in the word village. Step 4: Follow the same procedure with the animals. Go Whole class 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 V/v, the things, Pair work 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 say Individual the sound of the letter and the words in front of work the class. If they performed well, praise them, saying Good work! Fun corner: Red words, green words 8 minutes Step 1: Divide the class into three or four teams. Say You Whole class are going to play Red words, green words game. Step 2: Give each team a set of word cards and have Group work them place the cards face down in a line on the table. 4
6. Step 3: Explain that one pupil in each team should turn Group work over the first card in the line and try to say the word on it. If the pupil pronounces it correctly, he/she should do one of the following: a) If the word is written in green: Continue his/her turn by turning over the next card in the line and trying to say the word on it. b) If the word is written in red: Collect all the word cards he/she has correctly pronounced. Play then passes to the next pupil. If the pupil does not pronounce the word correctly, all the cards should be placed face down again and turn passes to the next pupil. Step 4: Play the game. Remember to nominate a pupil Group work from each team before saying the word. Step 5: Add up how many word cards each team has Group work won. The team with the most word cards wins. Wrap-up: 5 minutes - Revise the main teaching point of the lesson: the Whole class sound of the letter v and the words village, van, volleyball. Option 1 Using sachmem.vn, have pupils look at the things in Whole class the picture and repeat the words after the recording. Option 2 Using Poster for Unit 8, ask pupils to point to the things in the picture and say the words. For better Individual pupils, teacher may cover the words and ask them work to point to the things and say the words aloud. Option 3 Using pictures and flashcards, get some pupils to Individual match the words village, van, volleyball and the work pictures. Then ask the class to say the words aloud. 5
7. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 8. In the village Lesson 2 – Period 2 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter V/v, the words village, van, volleyball and the phrases/sentences containing /v/ and village, van, volleyball in a chant. - listen and identify the words village, van, volleyball. - write the letter V/v and complete the words __illage, __an, __olleyball. II. INPUT Language: - Sound /v/ - Vocabulary: village, van, volleyball - Phrases/sentences with the sound /v/ and the words village, van, volleyball Resources/Material: - Student’s book, page 35 - sachmem.vn - Teacher’s guide, pp. 68- 70 - Workbook, pp. 25-26 - Flashcards to play games in Warm-up - Computer, projector 6
8. 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 Whole class in Lesson 1 (Student’s book or sachmem.vn) and say the sound of the letter V/v and the words village, van and volleyball. Option 2 Ask the class to play Red words, green words Whole class Game again, using the words in Lesson 1, Unit 8 and those in the previous units, saying Now let us play Red words, green words Game! Option 3 Whole class Get pupils to play game Pass the Card. - Place pupils in 4 rows. - Hand out picture cards of a village, a van, a volleyball and a road to the first pupil in each row. - Have pupils in each row name the items/ place on each card as they pass the card to the classmate behind them. Pupils should say the words correctly. 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant, saying Look at the Whole chant, please! Draw pupils’ attention to the first class verse and explain its meaning. Ask them to pay attention to the letter V/v and the words village, van, volleyball. Check comprehension. 7
9. Step 2: Play the recording of the first verse for pupils to Whole listen and to get familiarized with the rhythm, saying class 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 third verse. Correct pronunciation, if necessary. class Step 4: Play the recording all the way through. Ask pupils to Whole listen and repeat the chant individually and in class chorus, saying Listen, chant and clap your hands, Individual please! Go around and offer help, if necessary. work Step 5: Select some pupils to the front of the class to chant Individual and clap their hands. The rest of the class may sing work the chant and clap their hands along. If they sing the Whole chant well, praise them, saying Great work! class Extension: For better pupils, cover or omit some letters/ words Individual in the chant and have them guess and say all the work lines aloud. For example: Whole V, v, ___. class This is a ___. V, v, ___. This is a ___. V, v, ___. This is a ___. 4. Listen and circle. 7 minutes Step 1: Have pupils look at the pictures in Question 1 and say Whole What they can see? Draw pupils’ attention to the class 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 car, 1b: a van. 8
10. Step 2: Play the recording of the first sentence for pupils to Individual listen, saying Now listen, please! Ask pupils what they work have heard and circled, saying What did you hear? Did you hear “This is a car” or “This is a van”? Yes, it said “This is a van”. You circle the letter b. If some pupils say “This is a car”, let them listen to the recording again, saying Now listen again, please! Play the recording and ask What did you hear? Did you hear “This is a car” or “This is a van”? Yes, “This is a van”. 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 Are you work 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 point to Individual the pictures and say what they have heard. If they said work correct words, praise them, saying Well done! or Very good! Step 5: Audio script: 1. This is a van. 2. This is a village. Whole Answers: 1. b 2. a class 5. Look and write. 8 minutes Step 1: Have pupils look at the letter V (upper case) and Whole v (lower case). Remind them how to write it. class Step 2: Give pupils time to write the letter V/v independently, Individual saying Now write the letter V/v with your pencil. You work can demonstrate by air writing of the letter V/v 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 feedback. Pair work Ask pupils to work in pairs, swap and check their answers. Give pupils time to work. Go around and offer help, if necessary. 9
11. Step 4: Then have pupils look at the three pictures in the Whole activity. Ask some questions to help them identify the class things in the pictures (e.g. What’s this? 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. 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. Praise Whole them if they have done well, saying You’ve done a class good job! Individual work Extension: - For weaker pupils, have them do Activity 3, Unit 8 in Whole their workbooks. class - For better pupils, have them do Activity 4, Unit 8 in Individual their workbooks. work Wrap – up 5 minutes Option 1 Have pupils listen to the recording, then say the Whole chant again. class Option 2 Ask pupils to look at the pictures in 4. Listen and Whole circle and say about them, e.g. village, van, class volleyball. Encourage better pupils to use learnt structures e.g. This is a van; This is a village, Option 3 Individual To reinforce the vocabulary, get pupils to do work Activity 1, Unit 8 in their workbooks. 10
12. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ Unit 8. In the village Lesson 3 – Period 3 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - use “Can you draw a ___?” “ Yes, I can. / No, I can’t.” to identify someone’s ability. - sing a song with the structure “Can you draw a ___?” II. INPUT Language: - Can you draw a ___? Resources/Material: - Student’s book, page 36 - sachmem.vn - Teacher’s guide, pp. 70 - 72 - Workbook, page 27 - Pictures/Slides of animals for Warm-up - Computer, projector 11
13. 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 35. - 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 things they Whole class have learnt. - Ask them to recall and name the place/ things (e.g. village, van, volleyball, road , ). Encourage better pupils say more words of things if they can. Option 3 - Invite one or two pupils to write the letter V/v Individual on the board. work - Get better pupils to say words that contain the sound of the letter V/v (e.g. village, van, volleyball, violin, vase ). 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. village, van, volleyball, ) and the pupils write down. - Check the mistakes of words then ask pupils to read aloud. - Give the winner the stars. 12
14. 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture showing three Whole class children standing at an easel. One girl is saying “Can you draw a van?” The boy is saying “Yes, I can.”. The other girl is saying “No, I can’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 “Can you draw a van?” “Yes, I can. / work No, I can’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 “Can you draw a van?” “Yes, I can. / No, I can’t.”. Go around and correct pronunciation to make sure pupils can repeat the sentence correctly. 7. Let’s talk. 10 minutes Step 1: Write Can you draw a ___? on the board. Whole class Underneath the question, write Yes, I can. and No, I can’t. Have pupils look at the bubbles to understand how the structure is used. Explain the meaning of the structure. Step 2: Have pupils look at the first picture. Say Look at Whole class Picture 1, please! Point to the van and ask them, saying Can you draw a van? Tell them that if they can draw a van, the answer is “Yes, I can”; If they 13
15. cannot draw a van, they can answer “No, I can’t”. Step 3: Ask pupils to use the structure “Can you draw a Pair work/ ___?“ in the bubble and Picture 1 (a van) to Whole class ask and answer about someone’s ability, e.g. Can you draw a van? Yes, I can / No, I can’t. Get them to repeat the sentence several times individually and in chorus. Check comprehension. Step 4: Follow the same procedure with the other Pair work/ pictures. Make sure pupils understand the Whole class structure “Can you draw a ___?“ 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/ “Can you draw a ___?” with the picture cues. Pair work 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. “Can you draw a ___? Yes, I can./ No, I can’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 Can you draw a van? and the answers “Yes, I can/ No, I can’t.”. Say Now look at the first verse, please! Play the recording several times for pupils to repeat line 14
16. after line to make sure that they can sing the verse correctly. Check comprehension. Step 2: Follow the same procedure with the second and Whole class third verses. 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. 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 three-part singing. Devide the class into Group work three groups and ask each group to sing one part of the song. Wrap – up 5 minutes - Revise the main teaching point of the lesson: Whole class the structure “Can you draw a ___? Yes, I can./ No, I can’t.” to identify someone’s ability. Option 1 Ask pupils to show a flashcard of an animal or a Individual/ thing to the class and ask their friends, using Pair/ Group “Can you draw a ___? Yes, I can/ No, I can’t.” work Revise the main teaching point of the lesson: the structure “Can you draw a ___? Yes, I can./ No, I can’t.” to identify someone’s ability. Option 2 15
17. Have pupils do Activity 6, Unit 8 in their workbooks. Individual Option 3 work Show pupils the lyrics of the song with some missing words, e.g.: Individual Can you draw a ___? work Yes, I can. Group work Can you draw a ___? Yes, I can. Can you draw a ___? No, I can’t. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. 16