Giáo án Tiếng Anh lớp 2: Bài Review 3 được biên soạn với mục tiêu nhằm giúp các em học sinh sửa lại các âm và từ của các chủ đề đã học từ unit 9 đến unit 12, nhận ra những âm thanh, các từ đã học; lắng nghe âm thanh và từ ngữ cụ thể,... Mời quý thầy cô và các em học sinh cùng tham khảo chi tiết nội dung giáo án!
TIENG ANH LESSON PLAN School: School year: Grade: Teacher: _ Week: ï Approved — by: _— REVIEW Phil and Sue - Period Date: l OBJECTIVES By the end of the lesson, pupils will be able to: - repeat and understand a short story; - identify and say the words they have learnt ll INPUT Language: - Vocabulary: yogurt, yams, yo-yos, zoo, zebu, zebra, Sliding, riding, driving, grapes, cake, table - Structures: Do you like the ask and They're are The ? and Yes, | do./No, | don’t to answer questions about likes and dislikes (verb + -ing) to say what other people doing is/are on the table to talk about the position of things Resources/Material: - Student’s book, p 54 - Teacher’s guide, pp 107 - 108 - sachmem.vn - Flashcards/Poster - Computer, projector ll PROCEDURE Warm-up — Listen and read — Look again and circle Wrap-up Procedur e Warm-up Classroom managemen oe Teaching and learning activities t minutes -Revising the sounds and words of the | Whole class topics they have learnt from Unit to Unit 12 Option -Revise pictures Units of a to 12 grocery topics store, by showing a zoo, a playground and a café Encourage pupils to use the words and sentence structures that they learnt - Say “Open your books at page 54 and look at Review 3, Phil and Sue.” Option Have board, pupils play Pelmanism) a game with (e.g the have learnt in the previous units Slap words the | Group work they Option Game What’s missing? Hide a flashcard missing one and have pupils say the Group work Listen and read 15 minutes Step 1: | Have pupils look at the pictures, ask some | Whole class questions to help them identify the context Draw pupils’ attention to Picture (Saying “Look at Picture 1, please!”) and describe the picture (Picture (1) shows Phil, Peter and Lucy at a table On the table, there is a birthday cake, grapes, and yogurt Phil is saying “Today is Super Sue’s birthday.” Lucy is saying “The cake is on the table.” Peter is saying too.”) Step 2: “And the grapes are on the table, Play the recording several times for pupils to listen and repeat the sentences in the bubbles of picture 1, saying “Listen, point to Whole class Repeat the same Whole class the sentence and repeat, please!” Step 3: procedure with Pictures 2, and Correct pronunciation, if necessary Give further support to those pupils who find it difficult to the task Step 4: Play the recording of the whole story several times and have pupils listen, point to the speech bubbles and repeat until they feel Individual work Step 5: Have pupils work in pairs to act out the story Go around the class to offer help and correct pupils’ pronunciation, if necessary Pair work Step 6: Invite a few pairs to act out the story for the Pair work For Individual work confident Go necessary Extensio n: around and offer help, if class Encourage them to use gestures, face expressions, Observe and support pupils when needed more advanced classes, have pupils characters say in the close their books and try to remember some sentences story that the Look again and circle minutes Step 1: Explain to pupils that they are going to look at the four pictures and circle the words appeared in the story Whole class Step 2: | Have pupils point to and say the word grapes (say “Point to the word grapes Say grapes.”) Whole class Step 3: | Have pupils look again at the story and try to | Whole class find grapes in one of the pictures (say “Look | |ndividual again Are there grapes in the story?”) | work Check pupils’ answer Let word/picture of “grapes” them circle the Step 4: | Ask pupils to look at the other pictures and Individual circle the words in the chain, saying “Use work your pencil to circle the words or pictures.” Give pupils time to work Give further support to those pupils who find it difficult to the task Step 5: | Invite some pupils to show what they have | Whole class done Praise them if they have done well | individual Have the class say all of the words they | work have circled Answers: grapes, yogurt, cake, riding Wrap-up: minutes Revise the main teaching point of the lesson | Whole class by asking story pupils some questions about the Option Whole class Using sachmem.vn, show the pictures of the story without showing the text Have tell the story from their memory pupils Option Individual Show flashcards of the words that appear in | work the story and have pupils say the words Option Have pupils play Slap words from Units 9-12 the board with Individual the | work Group work TIENG ANH LESSON PLAN School: School year: Grade: Week: Teacher: Approved by: _ REVIEW Self check — Period Date: l OBJECTIVE S By the end of the lesson, pupils will be able to: - recognise the sounds they have learnt; - recognise the words they have learnt; - listen for specific sounds and words II INPUT Language: - Sounds: /J/ (letter Y/y), /z/ (letter Z/z), /at/ (letter I/i), and /et/ (letter A/a) - Vocabulary: yogurt, yams, yo-yos, zoo, zebu, zebra, Sliding, riding, driving, grapes, cake, table - Structures: Do you like the _— — and Yes, | do./ No, | don't to ask and answer questions about likes and dislikes Theyre _ — (verb + —ng) to say what other people are doing The is/are on the table to talk about the position of things What you want? and | want some to ask and answer questions about what someone wants to buy Resources/Material: - Student’s book, p 55 - Teacher’s guide, pp 109 - 110 - sachmem.vn - Flashcards - Computer, projector PROCEDURE Procedur e Warm-up — Listen and tick or cross — Listen and circle - Write and say — Wrap-up Teaching and learning activities Classroom managemen t Warm-up minutes Option Whole class Using sachmem, play the video of the story | Pair work in Lesson Have pupils role play it Option Have pupils play Hot seat to revise the words Group work they learnt in previous units Option3 Have pupils play Pass the ball game Give flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words Whole class Group work Listen and tick or cross minutes Step 1: Have pupils look at the pictures and say the words (say “Point and Say.”) When pupils answer correctly, confirm by saying “yo-yos/ cake/ ox/ sliding” Step 2: Have pupils look at Picture Play the recording and ask pupils to listen and tick or cross the box Give further support to those pupils who find it difficult to the task Play the recording Step 3: again, if necessary again.”) Follow the same (say procedure with the pictures of questions 2, and Go around and offer Check the answers by asking cross?” When pupils answer confirm by saying “1 tick’/*2 cross’/“4 cross” and encourage repeat Audio script: “Tick or correctly, tick’/ “3 them to A: What you want? B: | want some yo-yos The cake is on the table | like the zebra They’re riding bikes Answers: 3.X 4.X class Individual work Whole class Individual work “Listen help, if necessary Step 4: Whole Whole class Individual work Whole class Extensio n: Put the flashcards of Units 9-12 at different places in the groups class Have of four Say one word, pupils play in Group work for example, ox, the pupils will try to run to the flashcard “ox” as fast as he/ she could to slap on the word Listen and circle Step 1: Have minutes pupils look at the pairs of letters and say the letter sounds in pairs (say “Point and say.”) Invite some pupils to say the letters and the sounds in front of the class (/er/, Whole class Il, [2/, fat) Step 2: Play the recording, ask pupils to listen and circle the letters of the sounds (say “Listen and circle.”) Allow pupils time to complete the activity Play the recording again, if Individual work necessary (say “Listen again.”) Step 3: Step 4: Check the answer to Question “let/ or /at/?” Invite some sounds they have heard When _ pupils answer correctly, confirm by saying “/e1/” and encourage them to repeat Repeat Step for Questions 2, and Audio script:1.a Extensio n: by asking pupils to say the 2.y 3.z Individual work 4.1 Divide pupils into groups Have them listen to one sound, minute, for pupils example try to find /e1/, out and the in one words contaning the sound /et/ such as grapes, cake, table The group with the most correct words wins 10 Individual work Write and say Step 1: Step 2: Step 3: Step 4: Extensio n: 10 minutes Draw pupils’ attention to Picture 1, say “Look at Picture 1” Have pupils point and say the words (say “Point and words (say “Look and say.”) When pupils write.”) Allow pupils answer correctly, confirm by — saying “grapes/yams/driving/zoo” Have pupils write the letters to complete the time to complete the activity Go around the class to offer support Get pupils to check their answers in pairs Then ask some pairs to give their answers Give comments and confirm the correct Whole class Individual work Pair work answers Have pupils say the words (say “Now say.”) Whole Divide the class into two or four teams Group work on one pupil from each team Call class to go to the board Say out a word and the two/four pupils have to write them on the board Give a point to each correct word Pupils from the teams take turns to write team with most points wins Wrap-up the words The minutes Option1 Have pupils at the cards play Kim’s game Stick flashcards on the board Have pupils look for 30 seconds Then ask them to close their eyes Have them open their eyes again and say what words have been missing 11 Whole class Group work Option Group work Stick some picture cards on the board Write | Individual the words on the board Have pupils match | work Option Have pupils Group work play Whispering game to revise the words from Units 9-12 Divide the class into teams Pupils are going to listen to the word their friends whisper and then pass it to the next pupil The team wins if the last person in the team can speak correctly out the word he/ she _ heard TIENG ANH LESSON PLAN School: School year: Grade: Week: Teacher: Approved by: _ REVIEW Self check — Period Date: 12 F OBJECTIVES By the end of the lesson, pupils will be able to: - recognize the target words and sentence structures; - write the learnt words ll INPUT Language: - Vocabulary: yogurt, yams, yo-yos, zoo, zebu, zebra, Sliding, riding, driving, grapes, cake, table Structures: Do you like the ? and Yes, | do./No, | don’t to ask and answer questions about likes and dislikes They're (verb + —ing) to say what other people are doing The is/are on the table to talk about the position of things What you want? and | want some to ask and answer questions about what someone wants to buy Resources/Material: - Student’s book, p 56 - sachmem.vn - Teacher’s guide, pp 110 - 111 - Flashcards - Computer, projector PROCEDURE Procedur e Warm-up Warm-up — Read and tick — Draw a zebra or a zebu Then ask your friend — Write the words — Wrap-up Teaching and learning activities minutes Option - Give some pupils the flashcards siding, riding, driving, grapes, cake, table - Ask the whole class to sing the songs in Unit 11 and Unit 12 together - Have pupils holding the flashcards stand up and show flashcards when the words they are holding 13 Classroom management they sing Whole class Option Game Pass the ball Give flashcards for pupils to pass with the music, then when the music stops, those Whole Option Whole class/ Have pupils find and circle the words Group work/ who get the flashcards will say the words Answers: class Individual work s[rly|zlelbly Individual IJi |olyl|cl|lklo ¡|dl[t|blallly work dịi¡ilalz|kImio ¡iJn|b|lolelrl|s nịỊg | l|ol|nlbl|u g|z|el|bl|rl|alu sliding, riding, zebra, zebu, zoo, yams, yo-yos, cake, table 4, Read and tick minutes Step 1; | Have pupils read and say the sentence structure in Question 1: They’re sliding! (Say “Read and say.”) Whole class Step 2; | Have pupils look at the pictures underneath | Whole class the sentence structure (saying “Look at the pictures in Question 1, please!") and say what they can see When pupils answer correctly, confirm by saying “riding/ sliding’ Step 3; | Have pupils read the sentence again and | jndividual tick the correct box (say “Read and tick.”) | work Allow pupils time to complete the activity Give further support to those pupils who find it difficult to the task Step 4; | Check answers by saying “a or 6?” When | whole class pupils answer correctly, confirm by saying “1b They're sliding.” and encourage them to repeat Step 5; | Repeat Steps to for the sentence | Whole class structures in Questions and Individual work 14 Extensio | Say aloud some sentences and have pupilS | Group work n: | Slap the suitable pictures Draw a zebra or a zebu Then ask your friend minutes Step 1: | Have pupils draw a zebra or a zebu (say Individual “Draw a zebra or a zebu.”) Give pupils time | work to complete the activity Step 2; | Write Do you like the ? on the board | whole class Underneath quesfion, write Yes, Revise the sentence the class Step 3: | Have pupils work drawings answering and_ the No, in front of and structures in pairs to look at the | pair work practice questions dislikes Go around support and feedback about the asking class likes to and and offer Extensio | Have pupils rearrange the words to make n: | Meaningful sentence E.g: Group work you / Do / the / zoo / like/ ? (Do you like the zoo?) |/ Yes /do/ (Yes, | do.) don’t/1/ No / (No, | don’t.) Write the words minutes Step 1: | Have pupils look at and describe the picture | Whole class using the words they have learnt Step2:|Write s_ _ _-_-_-_- on the board and | Whole class encourage pupils to complete the word When they answer correctly, confirm by saying “sliding” and encouraging them to repeat Step 3: | Repeat Step for riding (r_ ), zebra | Whole class (z _ _),cake(c_ _ _), yogurt(y_ _— _) and graDes(g _— ) Step 4: | Say “Write the words.” and allow pupils time | Individual to complete the activity work Step 5: | Check answers by inviting pupils to come to | Individual the front and complete the words kite, sea, | work pizza, pasta and road on the board 15 Extensio | Show the pictures of some learnt words and | Whole class ":lask pupils to write the other classmates words on their | Individual notebooks Ask pupils to swap their answers | work with answers as a class Wrap-up Then check the minutes Option 1: Write a letter, then pupils take | Group work turn to go to the board and write the next letter, one by one, until it becomes a word Practise writing as many words as possible Option 2: Show flashcards and have pupils | Individual say the words Ask some pupils to make | work sentences with the words Option 3: Write incomplete sentences on | Individual the board (with pictures) Invite some pupils | work to go to the board and write the letters to | Group work complete the sentences E.g.The picture of a cake and the text: The 16 is on the table ... words and sentence structures that they learnt - Say “Open your books at page 54 and look at Review 3, Phil and Sue.” Option Have board, pupils play Pelmanism) a game with (e.g the have learnt... appeared in the story Whole class Step 2: | Have pupils point to and say the word grapes (say “Point to the word grapes Say grapes.”) Whole class Step 3: | Have pupils look again at the story... 9-12 the board with Individual the | work Group work TIENG ANH LESSON PLAN School: School year: Grade: Week: Teacher: Approved by: _ REVIEW Self check — Period Date: l OBJECTIVE S By the end