GIÁO ÁN LỚP 2 I LEART SMART START THEO CÔNG VĂN 2345

Giáo án LỚP 2 I LEART SMART START và Kế hoạch giảng dạy Tiếng Anh lớp 2 theo Công văn 2345 - Chi tiết, Hiệu quả, Dễ áp dụng Bạn đang tìm kiếm giáo án Tiếng Anh lớp 2 theo Công văn 2345 của Bộ Giáo dục? Bộ giáo án này được thiết kế bài bản, giúp giáo viên dễ dàng triển khai các tiết học một cách hiệu quả nhất. Đặc điểm nổi bật của giáo án: Bám sát Công văn 2345, đảm bảo tính chính xác và khoa học trong giảng dạy. Phương pháp dạy học sáng tạo, kết hợp trò chơi, bài hát và thực hành giao tiếp, giúp học sinh lớp 2 tiếp cận Tiếng Anh dễ dàng và hào hứng. Cấu trúc rõ ràng: Mục tiêu, hoạt động dạy học, phương pháp kiểm tra - đánh giá kết quả học tập. Tài liệu hỗ trợ phong phú: Slide bài giảng, bài tập thực hành, file nghe phát âm chuẩn. Đối tượng phù hợp: Giáo viên Tiểu học cần tài liệu chất lượng cao để giảng dạy Tiếng Anh. Giáo viên mới bắt đầu muốn tiết kiệm thời gian soạn giáo án. Tải ngay bộ giáo án Tiếng Anh lớp 2 theo Công văn 2345 để mang lại hiệu quả tối ưu cho tiết dạy của bạn!

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Date of teaching: 11/9/2024

GETTING STARTED Lesson 1 (page 5)

 Count from one to ten, and ask how old someone is

 Identify and follow classroom instructions

1.3 Core Competences & Personal Qualities:

 Building interests and good habits in learning English.

 Developing independent work habits to become life-long learners.

 Presenting communicative competence through learning activities.

 Being collaborative and supportive in teamwork.

2 Teaching Aids and Materials:

 Teacher’s aids: Student book and teacher’s book, class CDs, flashcards,

IWB software, projector/interactive whiteboard/TV

 Students’ aids: Student books, notebooks, workbooks.

3 Procedures:

Teacher’s Activities Students’ Activities

Warm-up (5’):

- Greet students by saying "Hello" and

asking their names

- Set classroom rules: sit nicely, hands

up, listen to the teacher

Option 1: Play “Simon says”.

Option 2: Play “Read my lips”.

- Respond with their names

- Follow teacher’s instructions

- Follow commands that start with

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A Listen and point Repeat (25’):

(CD1 - Track 02)

- Introduce numbers from 1 to 10 using

real items and pictures

- Play the audio and point to flashcards

- Rearrange flashcards and have students

say the numbers

- Have students work in pairs, one points

and the other says the word

Option 1: Play “Heads up What’s

missing?”

Option 2: Play “Slap”.

- Listen and repeat the numbers

- Point to the corresponding numbers

in their books

- Say the numbers aloud

- Practice in pairs: pointing and saying the words

- Guess the missing flashcard in teams

- Race to the board and slap the correct flashcard after hearing the word

B Listen and point (CD1 - Track 03):

- Introduce the situation where students

and teachers ask about age

- Play the audio and ask students to

listen and point to the correct image

- Have students work in pairs to ask and

answer about age

- Look at the pictures and listen to theaudio

- Point to the characters and listen

- Practice asking and answering aboutage

C Sing (CD1 - Track 04):

- Have students turn to page 70

- Play the audio and have students listen

and sing

- Follow along in their books

- Sing along and do actions

Practice:

D Point, say, and do

- Divide the class into two teams

- Show a flashcard, have Team A ask,

and Team B answer

- Swap roles and repeat

- Participate in team activities

- Perform dialogues in teams

- Change roles and continue practicing

Production:

E Play “Magic Finger”:

- Have Student A write a number on

Student B’s back with their finger

- Have students swap roles and repeat

- Try to guess the number and answer

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4 Adjustments After Teaching:

………

1 Objectives:

By the end of this lesson, students will be able to gain the following:

1.1 Knowledge:

 Vocabulary: open your book, close your book, hands up, hands down

 Structures: (Open your book!)

1.2 Language Skills:

 Understand and follow simple instructions in class

 Ask and answer questions related to numbers (e.g., "How old are you?") 1.3 Core Competences & Personal Qualities:

 Developing independent work habits to become life-long learners.

 Presenting communicative skills through classroom activities.

 Collaborating and supporting teamwork.

2 Teaching Aids and Materials:

 Students’ aids: Student book, notebook, workbook.

3 Procedures:

Week: 1

Period: 2

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Teacher’s Activities Students’ Activities Warm-up (5’):

- Play the song "Hello, how do you do?"

(YouTube link provided)

Option 1: Play "Who is faster?"

Option 2: Play “Whisper”.

- Sing along with the song

- Students race to the board and tap the correct flashcard

- Whisper the word down the row, and the last student says it aloud

Presentation:

A Listen and point Repeat (CD1 - Track

05):

- Use pictures to introduce classroom

commands (e.g., open your book)

- Play audio and ask students to point to the

pictures in their books

- Play audio again and ask students to

repeat

Option 1: Play “Heads up What's

missing?”

Option 2: Play “Do as I say”.

- Listen and repeat the new words

- Point to the correct picture while listening to the audio

- Repeat the words aloud

- Guess the missing flashcard in teams

- Follow the teacher’s verbal commands, but not the teacher's actions

B Listen and point (CD1 – Track 06):

- Introduce the situation and play the audio

- Point to new vocabulary items (e.g., hands

up, hands down)

- Look at the pictures and point while listening

- Follow along with the pointing activity

- Follow along in their books

- Sing along and do the actions asinstructed

Practice:

D Point, say, and do

- Show a flashcard, have Team A give the

command and Team B perform the action

- Practice in pairs: one student points and

says, the other does the action

- Participate in team-based practice

- Perform actions according to commands

- Change roles and continue practicing

- Work in pairs, taking turns to point and perform actions

Production:

E Play “Simon says”:

- Explain the game: students only follow

commands starting with "Simon says"

- Demonstrate by giving various commands

- Listen carefully to follow

"Simon says" commands

- Perform the correct actions for

"Simon says" and ignore others

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- Have one student come to the front and act

Workbook review (pages 4 and 5)

- Play the audio and have students complete

the exercises in part C (listen and tick)

- Set a time limit using a 1-minute timer

- After time is up, swap workbooks and

check each other’s answers

- Teacher corrects as a whole class and gives

Period: 3

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 Review writing and correct pronunciation of letters from A to M

 Practice listening and speaking numbers (from one to ten)

 Developing independence in learning and working responsibly.

 Communicating effectively through classroom activities.

 Collaboration and teamwork in learning activities.

 Students’ aids: Student book, notebooks, workbooks.

Option 1: Play "Memory Chain" game.

Option 2: Play "Flashcard Walk."

- Sing along and perform gestures

- Students in groups repeat and add sentences in a chain

- Walk around the flashcards, pick up the correct one when the music stops

New Lesson (25’):

Presentation:

- Play the alphabet song, have students listen

and repeat

- Display flashcards (Aa to Mm) and point to

each letter for students to repeat

- Sing the alphabet song together

- Repeat the letters after the teacher

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1 Write the letters:

- Demonstrate how to write the letters, check

answers as a class

Practice:

Listen and repeat: (CD1 - Track 08)

- Play the audio for letter sounds, have

students listen and repeat

2 Listen and point: (CD1 - Track 09)

- Play the audio and have students point to

the correct letter

3 Put a (v) or a (x):

- Show pictures and have students mark ticks

or crosses based on correct sounds

4 Follow the letters and say the sounds:

- Demonstrate how to follow the letter maze

with fingers, saying the sounds

5 Write the letters:

- Have students look at the pictures and write

the correct letters

Listen and repeat: (CD1 - Track 10)

- Play the audio for letter sounds, ask

students to repeat

6 Listen and point: (CD1 - Track 11)

- Play audio and have students point to the

correct letter or picture

7 Circle the letter:

- Have students look at the pictures, circle

the correct beginning sound

Production:

8 Play “Board Race”:

- Write two letters on the board, say a word,

and have students race to touch the correct

- Write letters and check with thewhole class

- Repeat the sounds after listening to the audio

- Point to the correct picture afterhearing the sound

- Circle the correct beginning sound for each picture

Race to the board, touch the correct letter, and say the sound

Wrap-up (5’):

Option 1: Workbook review (pages 6-7).

- Play the audio, have students tick the

correct boxes, then check answers together

Option 2: Play "Memory Game."

- Complete exercises in Workbook, pages 6 and 7

- Tick the correct answers and check with the class

- Memorize and recall the order

of phonics cards

Homework Assignment:

 Complete workbook exercises on page

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7

 Review the phonics and practice the

alphabet song

………

UNIT 1: FEELINGS Lesson 1 (page 8)

1 Objectives:

By the end of this lesson, students will be able to:

1.1 Knowledge:

 Vocabulary: happy, sad, fine/OK, great

 Structures: How are you? I'm (happy).

1.2 Language Skills:

 Identify and use descriptive adjectives to express feelings

 Talk about how they feel

 Awareness of caring for others in their family or community.

 Collaboration and support in teamwork.

Week: 2

Period: 4

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 Developing independent learning characteristics.

Review: Play "Follow the leader."

- The teacher does an action and shouts the

word (e.g., "open your book")

- Sing along and follow gestures

- Follow the teacher’s actions, repeat the words for the actions

- Copy the action and repeat the word

A Presentation:

- Introduce new vocabulary (happy, sad, fine,

great)

- Ask students to repeat words individually

and in chorus, correct pronunciation

Practice: Memory Game

- Use flashcards to reinforce vocabulary:

- Show flashcards and have students repeat in

order Then mix and ask them to recall the

words in order

- Gradually remove flashcards and ask

students to recall the words from memory

B Listen and Point (CD1 - Track 13):

- Introduce the situation: Bill and Kim are

greeting each other

- Play the audio and ask students to listen and

point to the words in the picture

Option 2: Play the Slap game.

- Divide the class into four teams, have

students stand in lines

- The first student to slap the correct word

wins

C Sing (CD1 - Track 14):

- Have students turn to page 70 in their

books

- Listen to new words

- Repeat the words together and individually

- Repeat and recall the words in order and mixed order

- Recall the words even when flashcards are removed

- Listen and look at the picture

- Listen and point to the words

as they hear them

- Four students race to the board

to slap the correct word when it

is called out

- Participate in the game and slap the correct flashcard

- Turn to the correct page

- Listen to the song

- Sing along and perform the actions

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- Play the audio and ask students to listen

- Sing along and do actions to match the

lyrics

- Practice asking and answering: How are

you? / I’m (happy).

- Pair up and ask and answer about their feelings

Production (5’):

Play the Guessing game.

- Have Student A perform an action for a

feeling (happy, sad, fine, great)

Wrap-up:

- Ask students to summarize what they

learned

- Sing the Goodbye Song to end the class.

- Work in pairs to guess feelings based on actions

- Guess the feeling and make a sentence: "I’m (happy)."

- Take turns acting and guessing

- Share what they’ve learned in the lesson

- Sing the goodbye song together

Homework Assignment:

 Complete exercises on page 11 of the

Workbook

 Practice using the new vocabulary to

talk about how they feel

………

1 Objectives:

By the end of this lesson, students will be able to:

Week: 3

Period: 5

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1.1 Knowledge:

 Vocabulary: happy, sad, fine/OK, great

 Structures: How are you? I'm (happy).

 Talk about how they feel

 Building non-verbal communication skills through expressing feelings.

 Collaboration and support in teamwork.

 Students’ aids: Student’s book, notebook, workbook.

3 Procedures:

Greeting + Warm-up (5’):

- Play the song “How are you?”

(Feelings) from YouTube.

Presentation:

Review: Missing Game

- Show words using a slide PowerPoint

presentation

- Ask students to close their eyes, then

remove one picture

- Ask students what’s missing after they

open their eyes

- Sing along and do the actions

- Call out the words they see

- Guess which picture is missing

- Answer the question about the missing word

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Practice:

D Point, Say, and Do:

- Show a flashcard and have Team A ask

the question, "How are you?"

- Swap roles and repeat with another

flashcard

- Point, Ask, and Answer: Have Student

A point to a picture and ask, "How are

you?"

- Have some pairs demonstrate in front of

the class

Hot Seat Game:

- Divide the class into teams and choose

one student from each team to sit on the

"hot seat" facing the classroom

- Write a word on the board, and have

other students describe it

- The team with the most points wins

Production:

E Play the “Chain” Game:

- Divide the class into groups of four

- Have Student A ask Student B, "How

are you?" and Student B answers

Continue down the chain to Student C,

then D

- Have some groups demonstrate the

activity in front of the class

Workbook - Page 9

- C Listen and Circle (WB 05): Play

audio and have students circle the correct

answers

- D Look, Read, and Tick or Cross:

Have students tick the correct answers

and cross the incorrect ones

- Check answers and give stamps or

stickers for participation

- Participate in teams

- Team B answers using the appropriate response, e.g., "I'm great."

- Practice asking and answering in pairs and teams

- Student B answers, then they swaproles

- Present the conversation in front ofthe class

- The student in the "hot seat"

guesses the word based on teammates' descriptions

- The team earns a point if the student guesses correctly

- Work together in teams to describeand guess the words

- Stand up and work in groups

- Take turns asking and answering the question

- Demonstrate the activity as a group

- Listen to the audio and circle the correct answers

- Look, read, and mark the answers

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- Correct answers with the teacher and receive feedback

Wrap-up (5’):

Option 1: Mingle Game

- Stop the music and ask each pair to ask

and answer

Option 2: Interview Game

- Give each student an Interview

Handout.

- Have students ask their friends, "How

are you?" and mark the answers

- Play music and move around the room When the music stops, find a partner and ask, "How are you?"

- Answer with an appropriate response, such as, "I'm happy."

- Use the handout to ask five friends about their feelings

- Mark ✔ or 🗶 depending on if the friend can spell from A to M or count from 1 to 10

4 Homework Assignment:

 Complete exercises on page 12 of the Workbook

 Practice the vocabulary (happy, sad, fine, great) and structure "How are you?" at home

………

UNIT 1: FEELINGS

Lesson 3 (page 10)

1 Objectives: By the end of this lesson, students will be able to:

Week: 3

Period: 6

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1.1 Knowledge:

 Vocabulary: Letter N, nut, nose, happy, sad, fine/ok, great

 Structures:

o How are you? I’m happy, sad, fine/ok, great

o What letter is this? It’s letter N

 Recognize and make the /n/ sound

 Ask and answer about their feelings

 Developing non-verbal communication through letter recognition.

 Collaborative skills in teamwork activities.

 Students’ aids: Student’s book, notebook.

3 Procedures:

Teacher’s Activities Students’ Activities Greeting + Warm-up (5’):

- Play the Hello song (YouTube link provided).

Review: Hot Seat Game

- Divide the class into teams and explain the

game rules

- Have a student (teaching assistant) sit in the

"hot seat" facing away from the board

- Write a word on the board, and the team

- Describe the word on the board for their teammate to guess

- Guess the word based on classmates’ descriptions

- Earn points for the team by guessing correctly

Presentation:

- Introduce new vocabulary (Letter N, nose, nut)

one by one

- Show flashcards and ask students to repeat the

- Listen to the new words

- Repeat the words together and individually

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word after the teacher

Practice: Memory Game

- Use flashcards to reinforce vocabulary:

- Show flashcards, have students repeat each

word, and stick them on the board in order

- Gradually remove flashcards and ask students

to recall the words from memory in both order

and mixed order

- Repeat words in sequence asshown

- Recall the words in the order

or mix as prompted by the teacher

Flashcards: nut, nose, letter N

Option 1: Listen and Clap (CD1 - Track 18):

- Demonstrate the activity and have students

stand up

Option 2: Sticky Ball Game:

- Introduce the game and have students repeat

the game’s name

- Divide the class into teams

- Model the game with the teaching assistant:

the assistant throws the sticky ball to hit the

correct flashcard (e.g., "nut")

- Invite two students from different teams to

play the game

- Give stars to the winner

Production:

Musical Ball Game (6 mins):

- Model how to play: pass a ball while music is

playing When the music stops, the student

holding the ball answers a question

- Questions include: "What’s this?" or "What

letter is this?"

- Continue playing with different students

- Stand up and clap when theyhear the letter sound /n/

- Repeat the game’s name after the teacher

- Participate in their teams

- Observe the demonstration

- Play the game and throw thesticky ball to the correct picture

- Earn stars for correct answers

- Pass the ball and answer when the music stops

- Answer: "It’s letter N/nose/nut."

- Participate in asking and answering

 Practice recognizing and pronouncing the /n/ sound at home

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………

1 Objectives:

After completing this lesson, students will be able to:

1.1 Knowledge:

 Vocabulary: Letter O, octopus, orange

 Language Skills: Recognize and produce the /ɒ/ sound in words.

 Collaboration and teamwork through group activities.

 Developing independence and being responsive learners.

 Students’ aids: Student books, notebooks.

3 Procedures:

Teacher’s Activities Students’ Activities Greeting + Warm-up (5’):

- Play the Phonics Song (YouTube link

provided)

- Sing along and do the actions

- Follow the classroom rules

Week: 4

Period: 7

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- Establish classroom rules: sit nicely, listen,

be quiet, raise hands to talk, speak English

Review: "What is Missing?" Game

- Divide the class into teams and place

flashcards on the board (letter N, nut, nose,

and other flashcards)

- Have students close their eyes while

removing one flashcard

- Award a point to the first team that guesses

- Have students work in pairs: one traces the

letter while the other guesses

- Listen to the audio and repeat

- Trace the letter O with their

fingers

- Trace and guess letters in pairs

- Have some students demonstrate in front of

- Show pictures and demonstrate the activity

- Play audio and have students point to the

letter as they hear it

- Play the audio again for students to listen

and repeat

- Have students trace and write the letters,

and demonstrate in front of the class

- Look at the pictures and followthe teacher

- Point to the correct letter whilelistening

- Repeat the letter sounds after the audio

- Trace and write the letters, then demonstrate if asked

C.Sing (CD1 - Track 21):

- Play the audio for students to listen

- Have students look at the lyrics and follow

along

- Play audio again, ask students to sing along

and do the actions

- Create a new verse with the word "orange"

and have students sing along to the same

melody

- Listen to the song

- Follow the lyrics and do the actions

- Sing the song and perform actions

- Make a new verse and sing with the class

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Teacher’s Activities Students’ Activities Production:

D Listen and Hop (CD1 - Track 22):

- Demonstrate how to hop when hearing the

correct letter sound

- Play the audio and have students hop when

they hear the /ɒ/ sound

- Stand up and get ready for the activity

- Hop when the letter sound is heard

Hot Potato Game:

- Write a letter (e.g., N) on the board and

explain the rules

- Throw a soft ball to a student, who must say

a word starting with that letter (e.g., "nut")

- Continue until all students have had a turn

- Follow the instructions and get ready to play

- Catch the ball, say a word beginning with the letter, and pass it back

- Participate by catching the ball and saying a word

Wrap-up (5’):

- Review what has been learned today

- Sing the Goodbye Song to conclude the

lesson

- Recap the new vocabulary and practice sounds

- Sing the goodbye song with the class

 Practice tracing and writing the letter O at home.

………

1 Objectives:

After completing this lesson, students will be able to:

1.1 Knowledge:

Week: 4

Period: 8

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 Vocabulary: scared, bored, hungry, thirsty

 Structures: (Minh)'s (thirsty).

 Talk about how other people feel

 Collaboration and teamwork through classroom activities.

 Developing independence and responsive learning in class.

- Establish classroom rules: sit nicely, listen,

be quiet, raise hands to talk, speak English

Review: Pictionary Game

- Divide the class into teams and explain the

game rules

- Have a student from each team draw an

item (e.g., "nut") on the board while their

- Follow the classroom rules

- Participate in their teams

- Guess what their teammate is drawing

- Earn points for their team by guessing correctly

Presentation:

A Listen and Point Repeat (CD1 - Track

23):

- Use pictures to introduce new feelings

vocabulary: scared, bored, hungry, thirsty

- Look at the pictures and listen

to the new words

- Play audio, have students listen and repeat

both individually and in groups

- Arrange flashcards on the board, and play

audio to point to each flashcard

- Have students repeat multiple times for

- Repeat after the audio to practice pronunciation

- Point to the pictures in their books while listening

- Listen and repeat the

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reinforcement

- Mix the flashcards and ask students to

recall the words

- Pair students for practice: one points to a

picture and the other says the word

vocabulary several times

- Say the words aloud when asked

- Work in pairs to practice vocabulary

Option 1: Word Tennis Game

- Invite a student to come to the front and

play word tennis with the teacher Say a

word and hit it back to the student

- Divide the class into pairs to play with each

other

- Have some pairs demonstrate the activity

- Respond with a different word from the unit and "hit" it back to the teacher

- Play word tennis in pairs

- Demonstrate the activity in front of the class

Option 2: Seven Lives Game

- Draw seven body outlines on the board

Write one line for each letter of a word (e.g.,

_ _ _ _ _ _ for "hungry")

- Write the correct letter on the line if

guessed correctly, remove one body if

incorrect

- Raise hands and guess a letter

- Continue guessing until the word is complete or all bodies are removed

Practice:

B Listen and Point (CD1 - Track 24):

- Have students call out the people they see

in the pictures

- Play audio and demonstrate pointing to the

correct images

Listen and Repeat (CD1 - Track 25):

- Introduce the useful language box, play

audio, and have students repeat

- Identify and say who they see

- Listen and point as instructed

- Listen to the audio and repeat the useful phrases

C Play the "Pretend" Game:

- Have one student come to the front to act

out an emotion silently (e.g., scared, happy)

- Swap roles and repeat with different

students

Production:

Pass the Card Game:

- Divide the class into teams, have each team

line up

- Give the first student a card and say "Go"

The student says the word and passes it to

the next

- The last student races to the teacher and

says the word

- The team with the most points wins

- Try to guess the emotion being shown

- Take turns acting out and guessing emotions

- Stand in lines as part of the team

- Pass the card over their heads while saying the word aloud

- Earn points for their team by saying the word correctly

- Compete to be the winning team

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Teacher’s Activities Students’ Activities Wrap-up (5’):

- Review what has been learned today

- Sing the Goodbye Song to conclude the

lesson

- Summarize the new vocabulary and sentence structures

- Sing the goodbye song with the whole class

 Practice using new vocabulary to talk about how others feel

………

UNIT 1: FEELINGS Lesson 6 (p13)

I Objectives:

After completing this lesson, students will be able to gain the following:

1 Knowledge

Vocabulary:

scared, bored, hungry, thirsty

Structures:

(Minh)'s (thirsty)

Week: 5

Period: 9

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What's your name?

My name's (Vinh)

2 Language skills

Talk about how other people feel and ask someone his/her name

3 Core competencies & Personal qualities

• Building up interests and good habits in learning English

• Building up awareness of taking care of others in their family orcommunity

• Being collaborative and supportive in teamwork

• Building up responsive and independent-working characteristics to be alife-long learner

II Teaching aids:

Teacher’s aids: student book and teacher’s book, class CDs, flashcards,

Students’ aids: Student books, notebooks, workbooks.

"Musical dictation" game

 Divide the class into teams

 Have the teacher write the sentence in wrong

order (E.g thirsty/Minh’s/.)

 Play some music and have teams pass their

 Have each team take out a pencil and a piece of paper

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pencil from one student to the next within the

group

 When the music stops, the students who have

just received the pencil write down on their

paper what the teacher has dictated to them

 Give the first team to write the sentence in

correct order one point

The team that gets themost points wins

New lesson Presentation:

D 1 Listen and read (CD1 – Track 26)

 Introduce the situation

 Have students call out the people they can see

 Play audio and have students listen and read

Practice:

2 Listen and repeat (CD1 - Track 27)

Have students look at the useful language

box

Play audio Have students listen to the useful

language

Have students practice the useful language

"Hot seat" game

 Divide the class into teams

 Have a student from each team sit on the chair

facing the classroom with the board behind

them

 Teacher writes a word on the board

- Students call out the people they can see

- Students practice the useful language

 The other students describe the word

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 Give the first team to guess correctly one point.

The team that gets the most points wins

Production:

E Play the "Chain" game.

 Have students look at the example

 Divide the class into groups of four

 Have the students stand up

 Have Student A turn to Student B and ask the

question, then have Student B answer

 Next, have Student B turn to Student C and ask

the question, then have Student C answer

 Continue until all students have practiced

Workbook - page 13

C.

Listen and (√) the box.

 Have students look at exercise C page 13,

identify all pictures and guess the answers

 Play audio Have students listen and tick the

correct box

 Have students listen and check the answers

D Look, read, and (√) the box.

 Have students look, read and tick the correct

box

E Look, trace, and draw lines.

 Have students look at the pictures, read the

question and answers, then trace the answers

and draw lines

 Check understanding part C, D, E as a whole

- The students stand up

- Some groups demonstrate the activity in front

of the class

 Students look at the pictures, read the question and

Trang 25

class and give the correct answers to the

students

answers, then tracethe answers and draw lines

Wrap up “Musical chairs” game

 Have students sit on their seats

 Play music and ask them to move around

 Take away two chairs and suddenly stop

music Have students sit on any chairs The

two students who have no chairs to sit on will

make questions and answers

E.g

 Student A: What’s your name?

 Student B: My name is (Vinh)

 Swap roles and continue

 Students sit on anychairs The two students who have

no chairs to sit on will make

questions and answers

 The last student in the row has to say out the

word/sentence

 Give the first team to say the word/sentence

correctly one point

 The team that gets the most points wins

………

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………

UNIT 2: SHAPES Lesson 1 (p14) 1.Objectives:

After completing this lesson, students will be able to gain the following:

Ask and answer about the shape of objects

- Core competencies & Personal qualities

• Building up interests and good habits in learning English

• Being collaborative and supportive in teamwork

• Building up responsive and independent-working characteristics to be alife-long learner

• Demonstrating problem-solving skills through learning activities

2.Teaching aids:

Week: 5

Period: 10

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Teacher’s aids: student book and teacher’s book, class CDs, flashcards,

Students’ aids: Student books, notebooks, workbooks.

- The student with a red ball make a question for the child who has yellow ball

E.g Student with the red ball will ask

Play “Pass the balls” game

 Give two different colored balls to two

students, a red ball (ask the question) and a

yellow ball (answer the question)

 Have students listen to music and pass the

balls

 Stop music suddenly

 Have the student with a red ball make a

question for the child who has yellow ball

E.g Student with the red ball will ask

“What’s your name?” The child with the

yellow ball will answer his/ her friend’s

question “My name is (Vinh).”

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A Listen and point Repeat (CD1 - Track

28)

 Use some pictures to introduce the shapes

(circle, square, rectangle, triangle)

 Have students listen to each new word

 Have students listen to each new word and

repeat all together and individually Correct

student’s pronunciation if necessary

 Arrange the flashcards on the board, play

audio, and point to each flashcard

 Play audio again and have students point to

the numbers in their books

 Play audio again and have students listen

and repeat

 Have students work in pairs, one points to

the shapes and one says the words Swap

roles and continue

Play "Heads up What's missing?" game

 Divide the class into two teams

 Arrange the flashcards on the board and

remove one card when students are not

 Students work in pairs, one points to theshapes and one says the words Swap roles and continue

- Student from each team calls out the missing flashcard

B Listen and point (CD1 – Track 29)

 Introduce the situation Bill and Sue are

asking and answering about shapes

 Play audio and have students look at the

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 Demonstrate the activity by pointing to the

new vocabulary items

 Play audio Have students listen and point

 Have students work in pairs and play roles

of the conversations, using all words of part

A

- Students listen and point

C Sing (CD1 – Track 30)

 Have students turn to page 70

 Play audio and have students listen

 Read the lyrics and do actions following

them

 Play audio and have students listen, sing

along, and do the actions

 Divide the class into two groups, one sings

the questions and one sings and draw in the

air the answers

Workbook page 14

A Look, read, and put a (√) or a (x)

 Have students open their Workbooks page

14 and have them look at the pictures and

read the works, then put a tick or a cross

B Look, write, and draw lines.

 Teacher makes a first example to guide

students how to do the task

 Have students look, write and draw lines

Wrap up

 Students listen, sing along, and do the actions

- Students look, write and draw lines

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Throw the dice

 Put children in pairs Each pair has a die

with the numbers 1–6

 Number the sentences like the list below:

1.Draw a triangle

2.Draw a rectangle

3.Draw a square

4.Draw a circle

5.Draw your favorite shape

6.Draw a circle and a square

E.g

• Student 1: What shape is it?

• Student 2: It's a circle

- Children take turns throwing the die, draw the shape, thenask and answer the question

Tiêu đề	Getting Started
Thể loại	lesson plan
Năm xuất bản	2024

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Số trang	60
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